Individual and differentiated approach as a principle of organization. The principle of a differentiated and individual approach, its significance in pedagogical work with children with developmental problems

In other words: "I" is only possible because there is "we"

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Municipal Institution "Methodical Cabinet"

Rtishchevsky municipal district Saratov region

Municipal preschool educational institution

"Kindergarten No. 12 "Zvezdochka", Rtishchevo, Saratov Region"

“Individually differentiated approach of the teacher in the organization of the educational process of MDOU. Algorithm of the work of the teacher.

S.E. Lysenkova,

senior caregiver

MDOU No. 12 "Asterisk"

Rtishchevo, 2014

"To educate a man in all respects,

you need to know it well."

K.D.Ushinsky.

GEF DO defines one of the qualities of the basic principles of preschool education:construction educational activities on the basis of the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of education (hereinafter - the individualization of preschool education).

Individualization is the implementation of the principle of an individual approach, it is the organization of the educational process, taking into account the individual characteristics of children, which allows you to create optimal conditions for the implementation potential every child.

It is important to note that every child really needs an individual approach, because this is an indispensable condition and prerequisite for the formation of a harmonious and comprehensively developed personality, the formation of the personality itself as a unique individuality.More K.D. Ushinsky noted: “upbringing should not only develop a person’s mind and give him a full amount of knowledge, but also kindle in him a thirst for serious work, without which his life cannot be either useful or happy.”That is, the main thing in education is not the transfer of knowledge and skills, but the development of the ability to acquire knowledge and skills and use them in life, providing a sense of psychological security child, taking into account his capabilities and needs, in other words, a student-centered model in education is, first of all, the individualization of education, the creation of conditions for the development of the child as a person.

However, in the current conditions (a large number of children in groups, lack of qualified personnel, etc.), the implementation of an individual approach is very difficult. It is possible to carry out the pedagogical process taking into account the individual characteristics of children only by grouping children according to any of these characteristics. This approach is often calledindividually differentiated, although in essence it corresponds simply todifferentiated.A differentiated approach occupies an intermediate position between frontal educational work with the entire team and individual work with every child. A necessary condition for a differentiated approach is the study interpersonal relationships. A differentiated approach makes it possible to influence the relationship between the individual and the group, the group and the team, children and adults.In other words:"I" is possible only because there is "we".

With a differentiated approach, the teacher is not engaged in the formation of a personality with predetermined properties, but creates conditions for the full manifestation and, accordingly, the development of personal functions of the subjects of the educational process. Offers help to a preschooler in becoming aware of himself as a person, in identifying, revealing his capabilities, in the formation of self-awareness, in self-determination regarding personally significant and socially acceptable goals, self-realization and self-affirmation. Children are not only, and not so much the object of pedagogical influence, but the subject of their own activities.

Therefore, speaking about the development of the child, we must first of all keep in mind his self-development.

Basic rules for using an individually differentiated approach:

work carried out with a group of children should focus on the development of each child, taking into account his individual qualities.
a constant search for ways to correct the behavior of each child is necessary.
success educational impact when working with one child should not adversely affect the development and upbringing of others.

Our institution has been working under the Kindergarten 2100 program since 2009. the main objective of this educational system - creating conditions for the development of a functionally literate personality - a person who is able to decide any life tasks (problems), using for this the knowledge, skills and abilities acquired throughout life and remaining a person at the same time. All children are different, you can not focus on either the weak or the strong. There can be no "middlemen" here. Orientation towards the "average" child leads to the fact that the development of children with high intelligence is artificially inhibited and they are deprived of the opportunity to fully realize their abilities. Children with more low level development are forced to constantly experience failure, which negatively affects their emotional well-being. In both cases, this leads to the appearance of such undesirable personality traits as unjustified self-confidence, aggressiveness, anxiety, insecurity, excessive shyness, constant dissatisfaction with oneself, etc. The organization of educational work is based on the minimax principle., which teaches to determine the need for information and independently find it.The minimax principle - the child can learn the maximum, but must (under the guidance of the educator) learn the minimum.

The standard of preschool education is aimed at solving a number of tasks, one of which is: creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing abilities and creativity each child as a subject of relations with himself, other children, adults and the world.

“Creating conditions for the formation of a harmonious, physically healthy, aesthetically developed personality of a preschool child in the context of the introduction of the Federal State Educational Standard” is a problem that teaching staff preschool educational institution in 2013-2014

The organization of the object-spatial environment is the main aspect of the implementation of an individually differentiated approach to the child. The environment is one of the main means of developing the child's personality, the source of his individual knowledge and social experience. The object-spatial environment not only provides different types of activity for preschoolers (physical, playful, mental, etc.), but also underlies their independent activities, being a kind of self-education.The duty of the adult in this case is to open up to the children the full range of possibilities of the environment and to direct their efforts towards the use of its individual elements.

When creating the subject-spatial environment of group rooms, we proceeded from the need to take into account the following factors:

individual socio-psychological characteristics of the child;
originality of his emotional and personal development;
individual interests, inclinations, preferences and needs;

curiosity, research interest and creativity;

Age and gender characteristics.
Let us consider how each of these factors is concretized in the construction of the object-spatial environment.

Socio-psychological featurespreschool children suggest the desire to participate in joint activities with peers and adults, as well as the occasional need for privacy. At the same time, to ensureoptimal balance of joint and independent actions of childrenin each age group, zones have been created for different types children's activity: motor, play, visual, constructive, theatrical, etc., as well as conditions for frontal, subgroup and individual classes.

Accounting for individual characteristicsemotional and personal development of the childrequires the design of a kind of "privacy zones" - special places where each child keeps his personal property: a favorite home toy, a postcard, badges, decorations, gifts from friends, etc. Great importance is attached to the organization of exhibitions of photographs of children and their families.

In order to implementindividual interests, inclinations and needs of preschoolersthe object-spatial environment provides right every child on favourite hobby. To do this, when zoning the premises of a preschool educational institution, periodic updating of the material and equipment is provided, focused on the interests of different children.

Development curiosity, research interest and creativitychild is based on creationrange of possibilities for modeling, searching and experimentingwith various materials. In this case, various constructors, natural and waste materials, etc. are used.

Accounting age features requires a child when creating a subject-spatial environmentage-specific equipment and materials.So, in the group for children 5-6 years old, the constructive zone is widely represented.

For accounting purposes sex role featureschildren object-spatial environmentserves the interests of both boys and girls.For example, for boys of 5-6 years old, samples of various equipment are widely presented, for girls - samples of handbags, etc.

The design of the subject-spatial environment creates the basis for the implementation of an individual approach to the child, implies the observance of the following principles:

ensuring a balance between the joint and individual activities of children;

organization of "privacy zones";
providing truth and freedom of choice;

creating conditions for modeling, search and experimentation;
polyfunctionality of the use of premises and equipment;
age and gender-role addressing of equipment and materials.

Our educators pay a lot of attention to teaching children to be more independent in the implementation of routine processes. Therefore, when organizing them (dressing for a walk, washing, going to bed), preference is given to subgroup forms of work. The composition of subgroups is not random, but is formed by the teacher, based on the most favorable circumstances for children. Teachers specifically create situations in which preschoolers gain the experience of friendly communication, attention to their peers.

A feature of the individually differentiated approach is the presence of certain conditions, without which its implementation is impossible, namely, monitoring the individual development of children's abilities. and based on the results of monitoring, a zone is determined educational needs each pupil: a high level corresponds to a zone of increased educational needs, an average level corresponds to a zone of basic educational needs, a low and lower level corresponds to a risk zone. Accordingly, the planning of the educational process is carried out on the basis of integration educational areas in terms of its individualization. Individually differentiated approach allows us to use different types of activities. For examplespeech developmentI want to tell you about the differentiated approach in working with children of teachers of our institution. AT last years there is a sharp decrease in the level of speech development of preschoolers. First of all, this is due to the deterioration in the health of children. Another reason is the passivity and ignorance of parents in matters of speech development of children. Acting on intuition, they do not help their child, and often doom him to serious difficulties in subsequent training written forms speech. Most modern parents replace the development of speech with literacy, for them the main thing is to teach the child to read. Therefore, the kindergarten program provides for serious work on the development of speech, which is carried out in the system, covers all its aspects (dictionary, grammatical structure, sound culture of speech, coherent speech).

A good result in the speech development of a child can be achieved only if the coordinated actions of parents, educators, narrow specialists.

Educational psychologistconducts a psychological examination of children and, based on the results obtained, carries out developmental and corrective work. AT preschool age majority mental functions is in the formative stage, so more attention is paid to preventive and developmental work. In order to create conditions for the full mental development the child's teacher-psychologist provides assistance to children, parents and teachers, makes recommendations for the prevention of emotional overload in children. educators groups exercise control over the observance of a unified speech regime throughout the day, work on the development fine motor skills, in special cases, conduct individual lessons with children.

Musical directorin his classes, he forms the tempo-rhythmic side of speech and contributes to the automation of sound through specially selected chants and songs. Speech therapist deals with the determination of the complexity and severity of speech deficiencies, the production and automation of sounds, the prevention of violations writing. Provides advisory assistance to parents, methodological assistance to employees of preschool educational institutions.

To implement a competent differentiated approach, the main provisions necessary for teaching preschoolers to develop speech are highlighted:

* Knowledge of the age characteristics and capabilities of children.

* Diagnosis and accounting of the level of speech development of each child.

* Close connection with speech therapy.

* Balanced coverage of all aspects of the child's speech.

* Conscious attitude of teachers and parents to speech development children.

* Interaction between the kindergarten and the family on this issue.

The division into subgroups is not the distribution of prizes, but a normal working moment that helps to develop the speech of each child more effectively and efficiently. With such a distribution of children, both teachers can deal with all subgroups, however, the intensity of work with each of them is different. The intensity of work with subgroups is determined by the teachers themselves, depending on the results of the examination of children's speech at the beginning of the school year.

The most acute problem for educators is the organization of individual work with children. There is not enough time to cover all children and work with them in all areas of speech development. To determine the real time opportunities in each group, at the beginning of the academic year, a timekeeping of the day and week was carried out, which made it possible to draw up a real plan for individual and subgroup work, develop an algorithm for pedagogical influence and independent speech activity every child. On the basis of timing, an approximate scheme for the distribution of various forms of work on speech development was developed. So, children who are always the first to come to kindergarten are offered individual tasks and exercises that take into account their speech shortcomings and difficulties. Those who come later are offered individual tasks or are connected to already working children (the latter option is possible if the speech defects of the children coincide). So individual work gradually turns into subgroup work. When almost all the children of the group gather, the teacher offers to see who did what and what results they achieved, after which they move on to frontal events. By analogy, work takes place in the afternoon, only in the reverse order: from the front to the subgroup and then to the individual (depending on how the children go home).

Cognitive development - mathematics (training group).The use of a differentiated approach in teaching mathematics to older preschoolers begins with the identificationlevel mathematical development children, based on the following indicators:

* the amount of mathematical knowledge and skills in accordance with the current program in kindergarten;

* the quality of mathematical knowledge: awareness, strength, memorization, the ability to use in independent activities;

* the level of skills and abilities of educational activities;

* the degree of development of cognitive interests and abilities;

* features of the development of speech (learning mathematical terminology);

* level of cognitive activity.

In accordance with the diagnostic results and the individual characteristics of the children in this group, we conditionally divided them into several subgroups. ToIn the first subgroup, we assigned children who showed great activity and interest in mathematics classes,as well as the creative nature of the application of acquired knowledge and skills in practical activities.

The second subgroup included those pupils whose activity is not outwardly manifested.They do not raise their hands, but, as they are always attentive, they answer correctly and know how to find the right decision proposed task.

The third subgroup consisted of children who did not show interest in mathematics classes, they not only have no desire to answer, but even when called, they prefer to remain silent.As practice shows, the passivity of children in mathematics classes is caused, first of all, by gaps in their knowledge, the difficulties they experience in the learning process, sometimes the reason was long absences due to illness.

The fourth group - risk group , children who experience difficulties in learning math. The teachers thought over the system of correctional and developmental work in the process of frontal, subgroup and individual lessons. It is in these classes that educators have the opportunity to work differentially with preschoolers, explaining the material in an accessible way, correlating the pace of the lesson with the possibilities of learning activities and individual opportunities every child. We thought over and made an individual plan of work with each child, aimed at the development of mathematical (quantitative, geometric, temporal, spatial, magnitude) representations, the logical sphere, cognitive activity and interest, etc.

During the lesson, teachers offer options for differentiating tasks:

- according to the level of difficulty,For example, didactic exercise with counting sticks, in which there are three options: one group of children to compose and name a geometric figure consisting of 3 sticks; the second - from 4 sticks; the third - from 6 sticks. This exercise arouses interest, great activity in children. One group tried to help the other, and vice versa.

– in terms of creativityfor example, tasks with geometric shapes (counting sticks) for the development of a recreative and creative imagination, didactic games“Tangram”, “Magic Circle”, “Columbus Egg”, etc.

When selecting games of mathematical content, the educator follows a certain sequence, taking into account that games with more difficult math task should be preceded by games with tasks of a lesser degree of difficulty, serving as a kind of preparation for their implementation. Children show particular interest in games that contain an element of expectation or surprise, for example, in the games “What has changed?”, “Which is the number?”, “ Miraculous Pouch”, etc.. If the child has difficulty in mastering some mathematical representations and concepts, then, a day or two before the lesson, the teacher shows, for example, a figure and says to the child: “Soon we will get acquainted with a new figure. No one yet knows what it is called, but I’ll tell you now, just try to remember - it’s a rhombus (square, triangle). On the eve of the lesson, it once again reminds you of the name of the figure and how it differs from those already familiar. After such preparation, the child copes with tasks more easily and, as a rule, is active in the classroom. Performing a small task inspires confidence, activates the child to perform more complex tasks. Children who successfully master mathematical knowledge and skills should be given more difficult task to keep them interested in the game.

With lagging behind children, in addition to frontal classes, additional individual lessons are conducted, widely using visualization (small counting material, pictures, models of numbers and geometric shapes, etc.), and notebooks for individual work are also offered. If some task is not given today, you should not try to achieve an immediate result from the child, you should move on without focusing on this. Then, after a while, you should return to this “difficult” task and try to complete it again. It is important to remember that only those activities that the child coped with on his own bring benefits. Parents should also be involved in working with children, who receive advice from a teacher on the mathematical development of preschoolers or narrow specialists, if necessary.

An individual approach to children, of course, cannot be turned into individual learning, when the teacher works with several children, leaving others as passive observers. Education in quantity is based on the fact that the educator sets common tasks for all, interests children in each other's work (the work of a strong child with a weak one), directs their common work, uses the comments and suggestions of individual children to achieve success for all. An individual approach is used in order to create conditions for the maximum development of each of the children and to prevent the influence of adverse circumstances. So children with impaired vision and hearing are placed closer to the educator, closer to visual aids, so that they better listen to the educator's explanations and see the display of the sample. Children are shy, timid usually do not accept active participation in the course of classes, and if they are not called to talk, do not ask them questions, do not encourage success, they themselves do not show activity and may not be noticed. And the passive role in the lesson is unfavorable condition for the development of these children. The educator somewhat restrains impulsive children with weak inhibitory abilities so that by their activity they do not bring disorganization into the course of the lesson, without “overshadowing” other children.

Thus, the implementation of a differentiated approach in the process of teaching elementary mathematics in kindergarten makes it possible not only to help children learn the program material, but also to develop an interest in mathematics. present stage development of pedagogical science, the implementation of an individually differentiated approach is considered a necessary condition for solving many pedagogical problems, including the readiness of older preschoolers to study at school.

Algorithm of the teacher's work with a differentiated approach

Establishment of a monitoring working group.
Selection of diagnostic tools
Carrying out diagnostics
Determination of the zone of educational needs of each pupil
Formation of small subgroups according to similar indicators
Planning the educational process
Familiarization of parents with the results of the diagnosis (individually)
Tracking the results of work, in the form of control slices, according to problematic indicators
Correction or continuation of work with children in the chosen direction.
Final diagnostics
Registration of monitoring results and evaluation of the results of the work of the teaching staff.

A differentiated approach is the ability to teach everyone!

INDIVIDUAL AND DIFFERENTIATED APPROACH

IN EDUCATION OF CHILDREN

WITH INTELLECTUAL DEFECTIVENESS

Sverdlova Lyubov Alexandrovna,

special (correctional) general education

school (VIIItype) No. 502 of the Kirovsky district of St. Petersburg, teacher

When solving the problem of improving the quality of education and upbringing, the psychological and pedagogical study of schoolchildren, the timely identification of the reasons for the lagging behind of individual students and the choice of the most effective ways to eliminate these backlogs, are of no small importance.

Educational and cognitive activity and the assimilation of knowledge by students bear the imprint of the individual characteristics of their thinking, memory, attention, abilities, as well as the motives and attitudes of learning. The question arises of taking into account these features and organizing individual work with students during the lesson.

The psychophysical causes of abnormal development further deepen the individual characteristics of the personality, therefore the individualization of education in a special (correctional) educational institution acquires special importance. For correctional pedagogy, a differentiated and individual approach to learning is one of the principles of special education.

During the lesson, the teacher provides active cognitive activity of students, using various forms of its organization: frontal, collective and individual.

The collective nature of lesson classes, generating competition among students, stimulates their cognitive activity, promotes the development of their creative abilities, the formation of discipline, diligence, camaraderie and other moral qualities.

The frontal form ensures the involvement of all students in the class and their overall progress in learning. At the same time, it cannot be universal, since it does not sufficiently take into account the level of development, cognitive interests and capabilities, and the specific features of each student. Therefore, frontal work in the lesson is combined with individual work.

“Individualization of education - the organization of the educational process, taking into account the individual characteristics of students; allows you to create optimal conditions for the realization of the potential of each student. Individualization of learning is carried out in the conditions of collective work within the framework of common tasks and content of education. (No. 5)

In psychology, the individualization of learning is considered as one of the principles of the humanization of pedagogical interaction. This principle means “the identification and cultivation in each child of individually specific elements of general and special giftedness, the construction of such content and methods of education and upbringing that would be adequate to the age (in terms of development) and individual ( personal) features and capabilities, abilities and inclinations of all students, corresponded to the sensitive periods of their age and individual development. (No. 12 pp. 389-390)

An individual approach is a concretization of a differentiated approach.

"Differentiation in training and education -

1) Organization of educational activities of schoolchildren, in which, with the help of the selection of content, forms, methods, rates, volumes of education, optimal conditions are created for the assimilation of knowledge by each child;

2) Orientation of the education system to meet various educational needs. Differentiation in training and education happens external(organization of special schools, opening classes with in-depth education or correctional, electives, elective courses, etc.); internal when within the framework of the usual class for each student, taking into account his individual characteristics, the most rational nature of the work in the lesson is determined, and elective(giving students the right to choose a number of subjects to study in addition to the required academic disciplines)". (No. 5)

The individual form of educational work in the classroom is characterized by a high level of students' independence. Its advantages lie in the fact that training to the maximum extent corresponds to the level of development, abilities and cognitive abilities of each student. The teacher organizes the individual activities of students when performing various exercises, solving problems, to form individual skills and abilities, as well as to deepen knowledge and fill in the gaps in the study of the material. Do it yourself assignments allows the teacher to see the difficulties faced by individual students, and timely provide them with the necessary assistance in their educational work.

“The individual form of schoolchildren's work in the lesson makes it possible to regulate the pace of progress in the teaching of each student, in accordance with his preparation and capabilities. … for low-performing students, it is necessary to differentiate not so much the complexity of the task, but the measure of the assistance provided to them.” (No. 9 p.222)

Stronger students are offered somewhat complicated or Additional tasks, corresponding to a higher level of their preparation and stimulating the development of the abilities of these children.

I.F. Kharlamov reveals the essence of individual work with students in the classroom in the process of testing and evaluating knowledge. It is expressed in the fact that low-performing schoolchildren should be subjected to more frequent verification of the assimilation of the material being studied, thus, students will be forced to resort to regular classes. “Some differentiation is also required in the very nature of knowledge testing and the degree of its difficulty. Stronger students, as a rule, are asked more complex questions; their knowledge is most often tested on more difficult material. For less successful students, simpler questions are posed, and the teacher often resorts to leading and clarifying questions. All this, of course, is taken into account when grading. (No. 13 p. 255)

Many teachers use individual standards for assessing students in their assessment activities. They consider students' achievements in comparison with their own previous achievements. Such teachers proceed from the current level of school success of the student and select tasks of appropriate complexity, providing assistance to the child if necessary. “Educators who evaluate the achievements of students in this way are ready to consider their achievements in wider time intervals, willingly admitting the possibility of changes in the further development of the student. It is found that such interaction reduces the fear of failure and the fear of being questioned, and weaker students have faith in their own success. (No. 2 p.57-58)

N.A. Sorokin sees a serious drawback of the individual form of organization of work in the fact that children practically do not communicate with each other. Therefore, he recommends combining the individual work of schoolchildren in the classroom with collective forms.

Along with the frontal organization of the work of students in the lesson, such a collective form as group work of students is also used, in which the class is divided into groups that perform the same or different tasks. Depending on this, a single and differentiated group work is distinguished, and in this and in another case it is closely and inextricably linked with the frontal and individual work of students. For successful joint work, it is necessary to complete groups of students with approximately the same academic performance and the same pace of work. The composition of these groups (5 - 7 people) is changeable and, as a rule, different in different subjects, is determined by the students themselves, the teacher only corrects it, taking into account the relationship between the students.

Group work of students can be used to solve almost all basic problems. didactic problems: solving problems and exercises, consolidating and repeating, learning new material. As with individual training, in groups, independent work of students is organized, but the implementation of differentiated group tasks accustoms students to collective methods of work, and communication, according to psychologists, is an indispensable condition for the formation of correct concepts. General and positive character relations between children in groups stimulate the cognitive activity of students, increase its effectiveness.

With a significant heterogeneity of the clinical and psychological structure of the mental retardation of the child, along with immature mental functions, he has a fund of preserved mental functions, which can be relied upon when planning corrective measures. The ability to accept help, learn the principle of action and transfer it to similar tasks significantly distinguishes a child with mental retardation from mentally retarded children, indicates a higher potential for his mental development.

The choice of adequate pedagogical methods for correcting the shortcomings of mental development "requires knowledge of the individual characteristics of the child, the identification of specific indicators of the level of his development." (No. 7 p.17)

According to scientists - educators and psychologists, the problems of teaching children with mental retardation "...should be solved by organizing an individual approach to students and differentiated learning with maximum consideration for differences in the level of general development and learning abilities of children." (No. 14 p. 16)

« Modern research show that there are no unteachable children and even the most difficult ones can be taught something using specific methods, methods and means of teaching, deep differentiation and individualization of teaching”. (No. 11 p. 219)

In correctional pedagogy, the principle of a differentiated approach is implemented in two directions:

1) A differentiated approach to the content of education, depending on the socio-economic, geographical, historical, ethnic and other conditions of the region. This allows, on the one hand, better use of the individual characteristics of students, and on the other hand, the most adequate use of their vocational training in industry or agriculture.

2) Dividing the class into groups according to abilities and degree of learning. In the same class, children with varying degrees of severity of the disorder can be trained. The teacher usually divides the class into three groups (strong, medium and weak) based on the presence in the class of microgroups that are homogeneous in their characteristics. The composition of such groups should not be constant: as they move forward, children can move into a micro-group of a higher level.

“It was recognized as more appropriate to reflect several levels of content in the curricula educational material and within the same class to implement a differentiated approach. At the same time, it is necessary to take into account that the differentiation of learning is solved not only through the differentiated content of learning. Not less than important role at all stages of the educational process, the differentiation of methods, teaching methods plays. (No. 8 p. 120)

Special Pedagogy, being integral part pedagogy, uses many general pedagogical terms, expanding their content, taking into account the specifics of this scientific discipline. So, for example, an individual approach to students in special pedagogy takes into account not only the individual characteristics of each student (features of higher nervous activity, character, the speed of thought processes, the level of formation of knowledge, skills, performance, motivation , the level of development of the emotional-volitional sphere, etc.), but also the specific features of the child, characteristic of a particular category of developmental disorders. Thanks to an individual approach, it becomes possible to pay attention to individual pronounced shortcomings of the student through the selective use of the methods, techniques and means necessary in this case.

“The principle of an individual approach makes it possible not to exclude from the educational process children for whom the generally accepted methods of corrective action are ineffective. Thanks to an individual approach, it becomes possible to develop children with severe and multiple disabilities through a different content of education accessible to them, through its special pace and organization, the use of specific techniques and methods of correctional and pedagogical work. (No. 11 pp. 133-134)

Teaching children with mental retardation in the conditions of individualization and differentiation of education

The construction of the educational process, taking into account the individual development of the student, is important for all levels of education, but the implementation of this principle is of particular importance at the initial stage, when the foundation for successful education as a whole is laid. Omissions at the initial stage of education are manifested by gaps in the knowledge of children, the lack of formation of general educational skills and abilities, a negative attitude towards school, which can be difficult to correct and compensate.

The use of one or another variant of the programs of correctional developmental education is determined by the variant of the curriculum, the choice of which depends on the specifics of the class. The completion of classes, in turn, depends on which educational institution the child attended earlier: a kindergarten or a mass school.

After a period primary education some students may be returned to mainstream school. Incomplete secondary education in special schools and leveling classes is completed by those students who need longer remedial work. They go through the full scope of the mass school program, adapted to the characteristics of the development of children, and have the opportunity to freely choose their future life path.

The results of research in the field of psychology and pedagogy of children with mental retardation have shown that the content of education in the volume of the primary level of a general education school is available to these children with a correctional orientation of education and upbringing. “This corrective orientation is realized by including additional sections in the content of training aimed at filling the gaps of the previous development, at the formation of knowledge and ideas about the world around and the simultaneous development of speech and mental operations, at the development spatial representations and motor skills, on the normalization of activity in general, which determines the specifics of the special school program and alignment classes for children with mental retardation. (No. 7 p. 5)

A.O. Drobinskaya points out that “... in teaching children with mental retardation, a different ratio of verbal and visual teaching methods should be used than in the general educational program ...; the duration of training should be increased if necessary; Compliance with the student's level of achievement in the chosen program must be checked regularly ... . A child with mental retardation in order to realize his potential and successful social adaptation should have a sense of security and emotional comfort. The atmosphere of benevolent attention and support is fundamental here…”. (No. 4 pp. 86-87)

The child's sensitivity to help, the ability to assimilate it, is one of the important criteria for a child's learning ability, an indicator of his intellectual capabilities. A student with a mental retardation must be sure that he will definitely receive help. “Sometimes it is enough to change the student’s working conditions (for example, call him to the board), and the task is performed correctly, in essence, without any additional help". (No. 7 p.49)

“It is effective to use various kinds of game situations, didactic games, game exercises, tasks that can make learning activities more relevant and meaningful for the child” (No. 14 p. 94)

The organization of the educational process for children with mental retardation provides for additional hours for individual and group lessons.

Implementation of the principle of a differentiated and individual approach in teaching children with mental retardation

early start corrective work with a mentally retarded child allows you to correct the defect as much as possible and prevent secondary deviations.

At each lesson in a special school, three tasks should be solved - teaching, educational and correctional. Some of the requirements for lessons are:

Accounting for the individual characteristics of students and a differentiated approach in the learning process;

Conformity overall structure and the internal logic of the lesson to the set educational, upbringing and correctional tasks, the correct interconnection and correspondence of its parts. (No. 8 p. 81)

“The delimitation of requirements in relation to different typological groups of students and to each child individually is carried out taking into account the capabilities of children and the characteristics of their defect. So, some schoolchildren have a noticeable increase in the number of errors at the end of the work, the teacher determines the cause of this phenomenon and, based on it, selects the necessary methods of influence. If a student has general motor insufficiency or dysmotility of the hand, as a result of which muscle fatigue increases, pain appears, attention is scattered, the teacher limits the amount of work for him. If the child is excitable and his performance is impaired, as a result of which interest in the lesson is quickly lost, the teacher reminds the student of the purpose of the assignment, praises him for his work on initial stage, briefly changes the type of his activity (offers to wipe the board, find a book), expresses approval and returns to the interrupted exercise. (No. 1 p.34-35)

The implementation of the principle of an individual and differentiated approach to students in the learning process requires additional preparation for the lesson, pedagogical skills and, of course, knowledge of the psychophysical characteristics of each student from the teacher. With all the complexity of organizing an individual and differentiated approach in a class-lesson system, teachers strive to implement this principle of learning using various methods, techniques and means.

The most common form of individualization of learning is the individualization of independent work: classroom exercises or homework. They can always be differentiated according to the degree of difficulty, remembering that for less developed students it is necessary to provide easier options for tasks.

For each student in the class, the teacher draws up a description in which he reveals the state of his general educational knowledge and skills in the program, motor abilities, the ability to perceive the help of adults, at least elementarily plan his actions. An analysis of this characteristic will make it possible to correctly plan frontal work with the class, to correctly implement a differentiated and individual approach to students with different backgrounds and different abilities.

“Only constant attention to the child, the desire to help him at any moment, a thorough study of the individual characteristics of each child and his developmental opportunities, the search for ways of correction and development can ensure success in learning ...” (No. 10 p. 108 )

The methods of implementing a differentiated and individual approach should be such that "as a result of their application, lagging students are gradually leveled off and, in the end, can be included in collective work on an equal basis with others." (No. 2 p.12)

Children with "special needs" are a complex, peculiar contingent. They are distinguished by a number of features, the main of which is that teachers wait a long time for the results of their training and education. This complicates the issue of recruiting groups and organizing general group and subgroup work. “Obviously, when selecting children, one should strive for the relative homogeneity of the composition of the group, which makes it possible to more effectively carry out pedagogical work with children, allowing them to present certain uniform requirements to them, subject to an individual approach.” (No. 6 pp. 92-93)

The main setting when conducting classes with severely mentally retarded children is the organization of their active practical activities. Obligatory emotional positive assessment by the teacher of the slightest achievements of the child.

Accounting for the individual characteristics of students in determining the content of the program

teaching mathematics at a special school

Mathematics programs for schools of the VIII type are built taking into account the peculiarities of assimilation, preservation and application of knowledge by students of correctional classes. The implementation of the principle of a differentiated approach in the selection of the content of the program is revealed by M.N. Perova.

Taking into account the heterogeneity of the composition of students in a special school and their different opportunities in mastering mathematical knowledge, the program indicates the need for differentiation learning requirements to different categories of children according to their ability to learn mathematics.

The program as a whole determines the optimal amount of knowledge, skills and abilities that are available to the majority of students in a correctional school. However, special studies show that in almost every class there are students who constantly lag behind their classmates in mastering mathematical knowledge. The optimal amount of program requirements is inaccessible to them, they cannot immediately, after the first explanation of the teacher, learn new material - multiple explanations of the teacher are required.

To consolidate a new computational technique or the solution of a new type of problem, such students need to perform a large number of exercises, and the pace of work of such students, as a rule, is slowed down.

The program provides for such students simplifications for each section of the program in each grade.

Thus, the program allows the teacher to vary the requirements for students depending on their individual capabilities.

For students with local lesions of the cerebral cortex or with acalculia, who, having done well in all subjects, are not able to master the program of the VIII type school in mathematics, even with additional individual lessons, the program provides for the possibility of their education in individual plans compiled by the teacher and approved by the school administration. In this case, an individual program is drawn up taking into account the possibilities of mastering mathematical knowledge by a particular student. (No. 10 p.32-33)

Application of the principle of differentiated and individual approach in the process of teaching Russian at school VIII kind

Research conducted by V.V. Voronkova and V.G. Petrov, showed that the differentiation of students into groups for the purposeful identification of developmental deficiencies should be determined by several factors, namely the ability of children to acquire knowledge, the homogeneity of the difficulties that arise and the reasons underlying these difficulties.

Yes, complex underdevelopment phonemic perception, which causes a number of similar errors in students' written work (substitutions, omissions, permutations), requires the use of special techniques to correct shortcomings in children of this group: drawing up a conditional graphic scheme of a word before writing it, laying out cubes as it is pronounced sensing the sound range or sounds of a word, recording a sentence from memory, analyzed and perceived earlier visually, guessing a word by syllable, spelling pronunciation, etc.

When implementing the principle of a differentiated approach, the fact that the identified typological groups cannot be stable is taken into account. They vary in composition depending on the nature of the Russian language lesson (reading, speech development or grammar and spelling). The composition of the groups also changes as the students progress in overcoming the defect, since it cannot be carried out at the same pace for everyone.

A.K. Aksenova says that a differentiated approach can be used in relation to a group of students for a long period of time, but take a relatively short period of time in each lesson and, most importantly, not replace frontal learning.

A differentiated approach is combined with individual methods of working with children, since even similar defects, as a rule, manifest themselves differently in activities. For example, in groups of students with disabilities phonemic hearing often there are children with impaired pro-wearing. In this regard, the use of the techniques mentioned above is possible only in relation to sounds preserved in speech.

"The preservation of target and thematic unity in the frontal and individual work in the Russian language lessons in relation to all students should become an indispensable condition for the operation of this principle of didactics." (No. 2 p. 12) Thus, all schoolchildren are obliged to read in reading lessons, work on the text, learn to retell, write in writing lessons, participate in lexical, grammatical and spelling analysis, in preparation for creative work and in their writing. However, the share of participation in front work, the volume and complexity of tasks, methods of activating the activities of students will vary depending on the capabilities of the entire group or one child.

Methods of individualization of training

General conditions, the observance of which ensures the implementation of the principle of an individual approach to learning, the development of students and reveals the methods of individualization of learning at various stages of the lesson.

1. Mandatory conditions successful learning- involvement of children in the active study of the material and an individual approach at all stages of the lesson.

2. In order to achieve the assimilation of the educational material by all students, the teacher uses various techniques, varying them taking into account individual characteristics: he attracts active, strong people to conclusions; passive calls for answers to questions in the process of primary consolidation.

3. The teacher always finds an opportunity to celebrate the success of the child, his progress.

Individualization techniques at the stage of learning something new

The assimilation by students of special classes of new educational material should be based on the actualization of what has already been studied. Students with a predominance of nervous processes of inhibition over excitation processes are recommended to perform a number of tasks aimed at highlighting the key issues that are most significant in the material covered. Children with a predominance of excitation processes over inhibition processes, in which the process of writing, solving an answer ahead of the process of thinking, analyzing, need exercises with comments. The repetition of the rule should be supported by practical work with an explanation of each action, what needs to be done and for what purpose, what first, what then.

Techniques of individualization of education while consolidating knowledge,skills

A wide variety of consolidation techniques, types of exercises and tasks developed in private methods make it possible to organize the consolidation of what has been studied, taking into account the possibilities and prospects for the development of each student. The consolidation stage is predominantly an independent activity of students. To organize this activity, for the purpose of individualization, it is proposed to use options for tasks according to the degree of difficulty, according to the degree of assistance, basic tasks (mandatory) and additional (desirable), tasks by volume, and also, taking into account the interests and inclinations of children.

Variants of tasks according to the degree of difficulty:

Topic: "Generalization of root orthograms" Grade 3 (ZPR)

Ioption

Write by correcting the mistakes:

The sun sank. Snow fell during the night. They took our gift. Maros hit. The stairs were covered with ice.

IIoption

Write by inserting the missing letters:

Sunny days re. ki. Co. no vyg. no, and go behind the clouds. But there are also clear days. The guys are happy. Wait. the left ones run up the hill. They play in their sleep. ki.

IIIoption

weasel - gender. rocks

haste - posp. sewed

cleaning - vych. style

snowball - dream. ki

ridges - mud. ka

birch - take. ka

sun - so.ce

honor - chess. ny

place - month ny

In the lessons of the Russian language, the options for tasks according to the degree of difficulty are usually associated with the degree of complexity of the language material for exercises in analysis and synthesis. In mathematics lessons, task options differ mainly in the nature of the solution, complexity mathematical material when calculating. In the lessons of reading and natural science, the difference in tasks according to the degree of difficulty is determined by the need to use personal experience, their observations, to give assessments.

Individual tasks in terms of difficulty, they are very close to tasks with varying degrees assistance, which can be drawn up in the form of a reminder of a rule, scheme, sample, memo or prescription.

Variants of tasks according to the degree of assistance:

Topic: "Generic endings of adjectives" Grade 3 (ZPR)

Ioption

Make combinations of nouns with adjectives. Write with the correct endings.

Sweet .. (cookies, sleep). Hot .. (sun, it's time). Easy .. (portfolio, task). Melk .. (lake, berry).

IIoption

For these nouns, select and write the same-root adjectives of the feminine gender.

Benefit is a useful book. Holiday - ... a walk. Joy is ... news. Winter - ... cold. Happiness is ... life. Night - ... silence. Heat - ... weather. Taste is... food.

IIIoption

The neuter adjectives answer the question which? They have endings -oh, -her.

Which? deep oh, sin her.

Write adjectives with neuter nouns. Change the endings of adjectives.

(Which?)Early morning, (burning) sun , (late) time, (hot) milk, (fresh) meat , (adjacent) field , (near) lake , (sweet) jam , (easy) cloud .

Variants of individual tasks in terms of volume are compiled by the teacher, taking into account the pace of work of students in the class. Depending on this, students may be asked to solve a different number of examples or complete the part of the exercise indicated by the teacher.

According to the degree of obligation to perform, individual tasks are divided into basic and additional. These can be exercises for mastering the same spelling as in the main task, examples and tasks of the same type, aimed at the formation of certain skills. Tasks performed by the child at will instill a taste for independent educational work. For the performance of such tasks, children need praise, a good mark.

During the period when the child cannot get a good grade in the lesson, it is important to create a situation for achieving success in individual-group lessons.

When organizing remedial classes, one should proceed from the child's capabilities - the task should lie in the zone of moderate difficulty, but be accessible, since at the first stages of remedial work it is necessary to provide the student with a subjective experience of success against the background of a certain effort -ly. In the future, the difficulty of the task should be increased in proportion to the growing capabilities of the child.

Thus, one of the most important conditions for the implementation of an individually differentiated approach to students is constant study their individual and typical features, cognitive abilities that affect the success of mastering the educational material.

The success of applying an individual approach to students is determined the right choice differentiated tasks, the teacher's systematic control over their implementation, the provision of timely assistance to the child in case of difficulties.

Frontal, group and individual work of students contributes to the implementation of educational and upbringing tasks in different ways. Therefore, their rational combination is necessary, a reasonable and thoughtful choice of one form or another by the teacher, taking into account the characteristics of the subject, the content of the material being studied, teaching methods, the characteristics of the class and individual students.

Literature

1. Aksenova A.K. Methods of teaching the Russian language in a special (correctional) school. - M.: Humanitarian publishing center VLADOS, 2004.

2. Gnezdilov M.F. Methodology of the Russian language in an auxiliary school. - M.: Enlightenment, 1965.

3. Grabal Vl. Some problems of motivation of educational activity of students // Questions of psychology. 1987. No. 1.

4. Drobinskaya A.O. A child with mental retardation: understand to help. - M.: School Press, 2005.

5. Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical dictionary. - M.: Academy, 2000.

6. Mahler A.R., Tsikoto G.V. Education and training of children with severe intellectual disability. - M.: Academy, 2003.

7. Teaching children with mental retardation: a guide for teachers / Ed. IN AND. Lubovsky. - Smolensk: Rossiyanka, 1994.

8. Teaching children with intellectual disabilities (oligophrenopedagogy) / Ed. B.P. Puzanov. - M.: Academy, 2003.

9. Pedagogy: Textbook for students pedagogical institutes/ Ed. Yu.K. Babansky. - M.: Enlightenment, 1983.

10. Perova M.N. Methods of teaching mathematics in a special (correctional) school of the VIII type. - M.: Humanitarian publishing center VLADOS, 2001.

11. Special Pedagogy / Ed. N.M. Nazarova. - M.: Academy, 2005.

12. Fridman L.M., Kulagina I.Yu. Psychological handbook of the teacher. - M.: Perfection, 1998.

13. Kharlamov I.F. Pedagogy. - M.: Gardariki, 1999.

14. Shevchenko S.G. Correctional and developmental education: Organizational and pedagogical aspects: Toolkit for teachers of classes of correctional and developmental education. M.: Humanitarian publishing center VLADOS, 2001.

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The principle of differentiated and individual approach is one of the main principles of the special school. Education of children with developmental problems takes place through a class-lesson form of organizing classes. This involves collaborative learning activities.

The group form of education is based on knowledge of the general age and psychological and pedagogical features of the development of children. After all, without knowledge of the basic features of thinking, memory, attention, emotional-volitional sphere of a particular group of students, it is impossible to teach them certain material in an accessible form and at the same time be sure that students are able to understand and assimilate the content. However, any student, in addition to general properties, has his own individual ones. In a child with developmental problems, individual personality traits are aggravated, therefore, the individualization of education in a special school is of particular importance and requires the teacher to be more close attention to each of his students.

The principle of a differentiated approach to teaching in a special school is implemented in two directions. In accordance with one of the directions, the class is divided into several groups according to abilities and degree of learning. As a rule, there are three such groups; strong, medium, weak. Having done this procedure, the teacher plans the activities of the students in the lesson, gives a differentiated homework assignment.

Until the 60s. 20th century in special schools it was customary to single out a fourth group. It included children who steadfastly did not master the program of a special school, despite all kinds of individual assistance. In this case, it was about diagnosing such a child with a deeper degree of mental retardation - imbecility and transferring him to individual shape learning or defining in special institutions closed system social protection. In accordance with the instructions for completing classes in a special school that were in force at that time, students with a diagnosis of " mental retardation in the degree of imbecility "were considered unteachable and could not be there. At the end of the 60s. 20th century the so-called im-becilian classes were disbanded.

The second direction of the principle of a differentiated approach to teaching concerns the content of education. So, depending on the geographical location of the region, its socio-economic, historical, natural and other conditions, students study a certain set of topics within a number of subjects. For example, the content of vocational education, history, geography lessons in large industrial cities or rural areas will be different. This approach helps to solve two problems at once. Firstly, this makes it possible to better use the individual characteristics of students, and secondly, it facilitates and makes more adequate their professional and labor training and further socialization and integration.

This involves collaborative learning activities.

Until the 60s. 20th century in special schools it was customary to single out a fourth group. It included children who steadfastly did not master the program of a special school, despite all kinds of individual assistance. In this case, it was about diagnosing such a child with a deeper degree of mental retardation - imbecility and transferring him to an individual form of education or placing him in special institutions of a closed type of social protection system. In accordance with the instructions for completing classes in a special school that were in force at that time, students with a diagnosis of "mental retardation in the degree of imbecility" were considered illiterate and could not be there. At the end of the 60s. 20th century the so-called im-becilian classes were disbanded.

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The concept of "individually - differentiated approach"

A differentiated approach in upbringing and teaching when learning a foreign language is one of the ways to solve pedagogical problems, taking into account the socio-psychological characteristics of education groups that exist in the community of children as its structural or informal associations or are distinguished by the teacher according to similar individual, personal qualities of preschoolers. A differentiated approach occupies an intermediate position between frontal educational work with the entire team and individual work with each preschooler. A differentiated approach facilitates the educational activities of the teacher, as it allows determining the content and forms of education not for each child (which is difficult in conditions of large class sizes), but for a certain “category” of pupils. The implementation of a differentiated approach is facilitated by the organization of games, competitions, temporary creative teams, the creation of special pedagogical situations that help to reveal the merits of children. A necessary condition for a differentiated approach is the study of interpersonal relationships. A differentiated approach makes it possible to influence the relationship between an individual and a group, a group and a team, children and adults, etc. The effectiveness of a differentiated approach is directly dependent on the creative atmosphere of cooperation in educational organization and democratic governance.

A differentiated approach to learning a foreign language includes a very wide range of pedagogical activities.

The study of psychological and pedagogical literature made it possible to accept as a working definition, which considers a differentiated approach as a system of measures (a set of methods and forms of pedagogical influence) for the study, accounting and development of typological individual characteristics of various groups of preschoolers working according to a single curriculum. The essence of a differentiated approach is:

1. In ensuring the achievement of compulsory learning outcomes by each preschooler in accordance with his real learning opportunities.
2. In ensuring the development of the cognitive, value, creative, communicative and artistic potential of the individual.
3. In providing training in accordance with the real learning opportunities of students and focusing on the “zone of proximal development”.

At the same time, it should be borne in mind that the development of each child is uneven: sometimes slowly, sometimes abruptly. Uneven development, as studies have shown, manifests itself in more rapid development some functions while slowing down the development of others. Any school class consists of students with unequal development and degree of preparedness, a specific attitude to learning and extraordinary interests and abilities. the educator is often forced to conduct training in relation to the average level of development and learning of children. This invariably leads to the fact that “strong” pupils are artificially restrained in their development, lose interest in learning, and “weak” ones are doomed to a chronic lag, especially since “those who belong to the“ average ”- notes V.A. . Krutetsky, are also very different, with different interests and inclinations, with different features of perception, memory, imagination, and thinking. Some children have a more developed imagination or logical thinking, for others - memory, for others - the mind is at the "fingertips". That is why the position of L.V. is important. Zankov that there are no “main” and “non-main” subjects at school, each of them makes its own inherent contribution to the overall development of the child and for someone will be the subject that will determine his future life.

To study the individual characteristics of students and as criteria for differentiation, real learning opportunities are used, determined by several characteristics of preschoolers (learning ability, learning and cognitive interest in learning a foreign language), characterizing the student as a holistic personality. Each of the selected properties of the student largely determines the success of learning. The level of learning should be dominant, since learning ability and the degree of formation of cognitive interest in learning a foreign language largely depend on it. Such an approach to the study of typical individual differences in preschoolers is most consistent with modern psychological and pedagogical views and the tasks of the school.

The study of the typological characteristics of students includes the identification of indicators for their determination, on the basis of which diagnostic materials are built.

An effective way to diagnose learning is diagnostic test work, learning - TUR (mental development test), which is most often used by psychologists in practice. To determine the level of cognitive interest in the subject, an effective diagnostic method is a questionnaire.

The leading condition for the implementation of a differentiated approach to students in the classroom, in addition to studying typological features, is also the allocation of temporary typological groups. Based on the analysis of psychological and pedagogical literature, following groups students:

I. a group with a high level of learning, which includes two subgroups:

II. a group with an average level of education, which also includes two subgroups:

1) with a steady interest in this subject;
2) with a steady interest in other subjects.

III. a group with a low level of education and unstable interest in a foreign language and other subjects.

In addition, a differentiated approach includes the organization of educational activities of typological groups of preschoolers with the help of specially developed means of teaching the subject and methods of differentiating activities.

In the practice of teaching a foreign language, the most common various ways differentiation independent work children.

One of the conditions for organizing differentiated independent work is the use of differentiated tasks that differ in complexity, in cognitive interests, and in the nature of assistance from the educator.

With as the main goal educational process promotion of children in development, their assimilation of knowledge, skills and abilities, the problem of differentiation of educational work becomes an actual and obligatory component of pedagogical creativity.

Differentiation translated from the Latin "differentia" means division, stratification of the whole into various parts, forms, steps.

Until now, there is no generally accepted approach to revealing the essence of the concept of "training differentiation". However, most specialists understand differentiation as such a form of organization of education, in which the typological individual psychological characteristics of students and the special relationship between the teacher and students are taken into account. N.M. Shakhmaev points out: "The educational process, which is characterized by taking into account the typical individual differences of students, is usually called differentiated, and learning under the conditions of this process is called differentiated learning." At the same time, typological individual psychological characteristics are understood as such characteristics of students, on the basis of which they can be combined into groups.

Differentiated approach to teaching:

This is the creation of a variety of learning conditions for various kindergartens, groups in order to take into account the characteristics of their contingent.
· it is a set of methodical, psychological-pedagogical and organizational-management measures that provide training in homogeneous groups.

The Concept of Differentiation of Education formulates the main goals of differentiation of education, determined from three positions:

- from a psychological and pedagogical standpoint, the goal of differentiation is the individualization of learning, based on the creation of optimal conditions for identifying and taking into account in teaching inclinations, developing the interests, needs and abilities of each preschooler;
- with social point in terms of the goal of differentiation - a targeted impact on the formation of the creative, intellectual, professional potential of society, caused at the present stage of development of society by the desire for the most complete and rational use of the capabilities of each member of society in its relationship with society;
- from a didactic point of view, the goal of differentiation is to solve the pressing problems of the kindergarten by creating a new methodological system differentiated education of children, based on a fundamentally different motivational basis.

In the psychological, pedagogical, didactic and methodical literature There are two main types of differentiation of learning content:

level;
profile.

According to G.I. Shchukina, level differentiation is such an organization of learning in which preschoolers have the opportunity and the right to assimilate the content of education at various levels of depth and complexity. A special case of level differentiation is an in-depth study of individual subjects. This type of differentiation is carried out when the educational team is divided into groups based on different indicators: the existing level of knowledge, skills and abilities (level of achievement); level of intellectual development; interests, inclinations and abilities; emotional and volitional qualities (including attitudes towards learning).

In any system of education, to one degree or another, there is a differentiated approach.

In a modern kindergarten and in preparatory groups in particular, it is customary to distinguish two main types of differentiation in the education of preschoolers:

I. External differentiation, involving the creation of special types of preschool educational institutions and groups in which children with certain individual characteristics are enrolled.

Special types of DOW groups are oriented:

for children who have special abilities showing interest in any cycle of subjects;
· for children with a high level of learning, etc.;
for students with disabilities in physical or intellectual development (correctional preschool educational institutions).

II. Internal differentiation, which involves the organization of work within the class to groups of students with the same more or less stable individual characteristics. Most researchers consider such work to be the most important means of implementing an individual approach to students in the learning process.

Internal differentiation is not uniform. It is possible to distinguish its various modifications:

1. By the level of age opportunities.

Accounting for differences between the passport and biological ages of the child. It is known that some children are “more mature” than their peers, while others, on the contrary, are “younger”. For example, boys in six years old on average, almost a whole year "younger" than their peers girls, but children are accepted into the preparatory group of preschool educational institutions according to their passport, and not biological age (achieving a certain degree of development of the musculoskeletal, nervous system etc.). This means that children are not on an equal footing.

2. According to the degree of training, the level of skills developed (knowledge of letters, ability to read, count, etc.).
3. By the nature of the cognitive activity of preschoolers:
- reproductive type (students are required to reproduce knowledge and apply it in a familiar situation, work according to the model, perform training exercises);
- Productive or creative type (students have to apply knowledge in a changed or new, unfamiliar situation, perform more complex search and transformative mental actions, create a new product).
4. By the nature of neuropsychological features:
- · “left hemispheres”, based on the perception and thinking of the left, rational, analytical hemisphere (verbal, abstract, discrete, rational, inductive thinking is more associated with the perception of the future tense);
- · "Right hemispheres", realizing to a greater extent a holistic, panoramic, emotional-figurative perception and thinking (emotional, non-verbal, spatial, simultaneous, continuous, intuitive, deductive).

One of the tasks of differentiation is the creation and further development of the child's individuality, his potentialities; assistance by various means to the implementation of educational programs by each student, prevention of student failure, development of cognitive interests and personal qualities.

To implement a differentiated approach, it is necessary, first of all, to differentiate students into type groups. In preschool practice, in a number of cases, a simple differentiation of students into good-average- and poor-performing students is used. To some extent, it helps the teacher to implement a differentiated approach. But this differentiation does not take into account the causes of preschoolers' difficulties in learning and does not make it possible to purposefully help pupils cope with difficulties and advance in the assimilation of educational material.

Thus, it is necessary to strive to ensure that each tutorial worked to the best of his ability, felt self-confidence, felt the joy of educational work, consciously and firmly assimilated the program material, advanced in development. Orientation to the individual psychological characteristics of students, the inclusion in the work of special methods and techniques that correspond to their individual neuropsychological characteristics is one of the ways to implement a differentiated approach to teaching children.

Individual and differentiated approach as a principle of organization. The principle of a differentiated and individual approach, its significance in pedagogical work with children with developmental problems

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