Action as an element of activity
The word “element” is often associated with something small and insignificant. But if we consider that everything consists of interconnected particles, then the significance of each of them in the overall structure of the object becomes obvious. Unequal replacement, rearrangement, or loss of one element can lead to a change in the properties and qualities of the item as a whole (not always for the better).
Any work - productive or unproductive - consists of a number of individual actions arranged in a certain sequence. To obtain the intended result, a person must act systematically, rationally, using the necessary tools, devices, materials, etc. That is, such elementary parts of an activity as actions determine its success if their selection is correct and the sequence is logical. Chaoticity, redundancy or insufficiency is the cause of useless work, whatever it may be.
What is human activity
Like many representatives of the animal world, man is a doer. He is able to change and improve his own environment and living conditions as a result of work and his inherent transformative attitude towards the environment.
In nature there is no such object (living or non-living) as an “activity”: it cannot be drawn or photographed. However, activity and person do not exist separately.
Visible conscious changes in living conditions are one of its results; it is productive. The other is internal changes, self-improvement. Man, working, discovered, learned and invented new ways of developing his own mental, physiological, and mental processes. That is, being an active subject, he has the object of his transformations not only the whole world, but also himself, his society.
Management activity: its features, structure and characteristic features
The relevance of the chosen topic lies in the fact that among all the versatility of the problem of management practice and theory, the most important place, undoubtedly, belongs to the set of issues related to the introduction of management activities, and, in addition, to the individual activities of the manager. Just as the subject of management plays the central and most significant role in any system, the study of this activity is an important problem in management theory. The solution to all other managerial complications and problems and the formation of an adequate general concept of “management science” mainly depend on a correct, complete understanding of the nature and essence of management activities. Studying the activities of a leader is associated with certain difficulties.
Management activity is a model of professional activity, the non-standard nature of which is determined by its main and general task - the importance of jointly organizing the activities of other people in the direction of achieving common goals and objectives, as well as relying on the principle of hierarchy. Management activity is recognized by its intellectual content, since it is aimed at the development, practical implementation and adoption of management decisions intended to change the state and course of social processes, consciousness, behavior and activities of people. It shows social reality and everything that happens in it, finds the resources that are there, means and reserves, and also finds optimal methods for improving it and moving to a higher level. Its main meaning is to master a new characteristic of a controlled process, which is impossible without significant effort. Management activity is a system of management processes. Management processes are purposeful decisions and actions that are used by managers in a certain sequence and combination. At the same time, we should not forget that not all managers occupy the same position and role in the organization. There are hierarchies in organizations, managers perform different functions, and there are also different types of management activities.
Figure 1. — Structure of management activities [2]
Management activity, as a type of professional practical activity, has common distinctive features inherent in the latter. Among them: the rarity and unpredictability of human activity in specific conditions, the ability to adapt to changing conditions, the ability to set goals, the ability to self-organize and progress. In addition to all this, management activity is characterized by a set of distinctive features:
Figure 2 - Characteristic features of management activities.
1. Subjectivity of management. Any activity is subjective, so it is always implemented by a certain subject, and in the case of management activities, the personal properties of the subjects of management, their position and professional experience are important.
2. Independent goal setting, implemented by the subject of management activity, is its essential feature. Most often, he independently formulates the task of his movement and the task of the activity of the controlled system, divides them into tasks, and expresses ways of achieving the goal.
3. The indirect nature of success in management activities lies in the fact that the success of management activities is considered to be the control influence exerted on the regulated system. This influence is not exercised on its own, but with the goal of providing the required behavior of the controlled system. The topic of management activity is the activity of the managed system. That is, the final result of this activity is the result of the activity of the managed system. And, of course, according to this result, the effectiveness of management and the effectiveness of management activities are assessed. The effectiveness of each managing entity is characterized by the effectiveness of the functioning of the organization headed by it.
4. The creative nature of management activities. In fact, management, as practice shows, is a decision-making process. But such a process cannot be completely simulated, since it always contains uncertain factors and elements of creativity. At the same time, creativity is largely limited by existing ethical, legal and other norms, “constrained” by resource and other various restrictions.
5. The need for modeling The process of making management decisions by a management subject is based on developing a solution for a specific situation. Of course, it is better that this solution is the most effective. However, what does the subject of management have to make the best decision? Current management offers the manager a set of best practices - solutions that have been established by other bosses in some standard situations and have proven effective in specific situations. However, it is very unlikely for a manager to encounter in his practice a situation that coincides with the one described in a management book. He has another way out, which is to analyze all possible options and consequences and choose the best. In order for a leader to predict the consequences of decisions made, he needs to understand how his subordinates will react to them. The “subordinate”, like the leader, also has the property of activity, he has his own interests and preferences, that is, he also participates in making decisions about the chosen action. This means that the manager must predict and model the behavior of subordinates as a reaction to any management decision. The art of management, in short, is to obtain the required behavior from subordinates. Therefore, it is necessary to choose such management mechanisms in which subordinates will choose the actions required by the leader. This can be done by first solving the problem of analysis: having a model of the behavior of a subordinate, find out what actions he will carry out under this or that control mechanism, then solve the problem of synthesis - find a mechanism that leads to the necessary actions of subordinates. Moreover, the manager is obliged to predict not only the actions of his subordinates, but also the entire situation. After all, there is a common expression: “to lead means to foresee.” in a similar way when controlling technical systems: in the process of analysis, based on the model of the controlled system, its behavior is predicted depending on the control actions, then at the synthesis stage, control actions are selected that ensure the required behavior of the controlled system.
6. Responsibility of the management entity for the results of its own work, the work of the subjects, objects and processes controlled by it, or jointly. Truly, the subject of management is responsible for the results of his activities and for its outcome - for the state of the managed system and the outcome of its activities. The subject bears this responsibility to the managed system, to the metasystem and to the external environment. This means that a feature of management activity is the “social” nature of its process and results.
7. Development and adaptation. A characteristic feature of management activity is the importance of the development of both the managed system and the subject of management itself, as well as their ability to adapt to constantly changing external and internal conditions. The growth of the subject of management, which is carried out by him personally, is considered as self-development, while the object or subject of management directly realizes self-development, or is the object of controlled improvement.
To summarize, we can say with confidence that success in any field of activity depends mainly on the leadership and management team, which can best realize and develop the potential and abilities of their subordinates.
Motives and activities
What motivates people to act? This is a motive, a reason, the need to satisfy some kind of personal need (physiological, spiritual, social), pushing a person to active actions. They are formed under the influence of upbringing, social relations, culture, and customs.
What does an individual do during his life? Play, study, work - these are the main types of his activities. They are mastered gradually, as his psychophysiological development progresses. One of the types becomes predominant, which satisfies the basic needs of a person and corresponds to his capabilities. So play, being the main type of activity for a child, is replaced by educational (school, vocational education), and then work.
Peculiar types of human activity are creativity and communication.
The result of creativity is something new in science, art, and the production of material assets. The desire for communication is explained by a person’s need to satisfy both material and spiritual needs.
Human activity.
Human activity and its main forms (work, play, learning).
Activity is the process of a person’s active transformation of reality and knowledge of the world, including society and himself, in order to satisfy his needs.
Activity structure
· Subjects of activity , that is, who performs the activity (person, groups of people, government bodies, organizations)
· Objects – to whom or what the activity is directed (nature, natural materials, objects, phenomena and processes in society, people, groups, society as a whole, spheres of public life, the internal state of a person.)
· Motive of activity, that is, what motivates a person to perform actions (needs, interests, beliefs, ideals, emotions, drives, social attitudes).
· The purpose of an activity is the presence of a conscious image of the result of the activity towards which it is aimed.
· Means - that is, methods, methods, objects that are used to achieve a goal.
· The process of activity – actions, actions aimed at achieving a result.
· The result of an activity is the result, the product of the activity for the sake of which it was performed.
Thus, the structure of activity is as follows:
Object—subject—motive—goal—means—process (actions)—result.
Forms of activity
Work
Labor is a type of activity that is aimed at creating material and spiritual products to satisfy certain needs of man and society. Work expands a person’s creative capabilities, contributes to the formation of determination, independence, perseverance, sociability and other human qualities.
Characteristic features of labor as a type of activity
Feasibility (need, need)
·Having goals aimed at achieving a certain result.
·Availability of knowledge, skills and abilities that allow you to perform certain actions.
Utility (that is, the results of activities must really satisfy needs)
Personal development (work transforms the person himself, forms the moral qualities of the individual)
· Focus on results and getting them.
·Transformation of the world, society and man himself.
Types of labor
Physical – characterized by the fact that there is a load on the human body, on its musculoskeletal system.
Physical labor can be: manual, mechanized, assembly line labor, or automated.
Mental – associated with processing, assimilation of information, requires attention, memory, and activation of thinking processes.
Mixed – work that requires a combination of both physical and mental effort.
Types of work activity:
· production – the creation of material assets necessary for life;
· government (activities of government representatives);
· political – participation of people in the political life of the country;
· military – defense of the country;
· intellectual – doing science, studying nature, society, people;
· artistic – creating works of art (paintings, music, sculptural and architectural works, etc.)
A game
A game is a type of non-productive activity for which the process itself is important, not the result.
Play for a child is one of the ways to understand the world; The game teaches the child to plan his actions, outline their goals, and look for suitable means. In gaming activities, diverse human qualities are developed.
Characteristic features of the game as an activity
Conditional situation
·The presence of certain rules for a particular game
·Use of objects that replace real ones (for example, for a child, a doll is her daughter)
· Unique goals (satisfying the need for rest, communication, developing certain business conversation skills, etc.)
·The game contributes to the development of moral qualities of the individual, the formation of certain skills and abilities.
Teaching (learning activities)
Learning is a type of activity as a result of which a person learns about the world, society, himself, and acquires the knowledge, skills, and abilities that he needs for successful life; As a result of educational activities, thinking and speech are improved, creative abilities are developed, and a profession is acquired.
Self-education is the waters of educational activity, a person’s independent acquisition of knowledge and teachings, which is based on personal interest.
Characteristic features of teaching as a type of activity
·Promotes the development of personality, the formation of his worldview.
·The teaching is based on mastering the experience of previous generations.
· Forms professional knowledge and skills that allow you to successfully perform activities.
·Promotes the assimilation of values and norms of national and world culture.
Features of human activity.
· Purposefulness , awareness, that is, it always has a goal and is aimed at achieving results.
· Planning , that is, it represents a certain structure.
· Systematicity , that is, activity is a long, daily process.
· Productivity – focus of activity on obtaining results.
· Transformative nature - the activity changes the world around us, society and people.
· Social character , that is, activity is the result of centuries of human labor, it is a product of history.
·Activities can be creative.
The difference between human activity and animal activity.
Human activity.
· Is purposeful in nature and has conscious motives.
·Characterized by the use of the necessary means and methods, their rational choice to achieve the goal.
· Systematic, has a set of special operations and actions.
·It is productive in nature, that is, a person not only uses what nature creates, but also creates, transforms the world, society and himself.
·Is the result of the development of society, the assimilation of the experience of previous generations.
·Introduction to activity occurs as a result of socialization; a person is not given the ability to do it from birth.
Classification of actions (psychology)
Any type of activity is possible with the sequential implementation of specific actions. Psychology calls four types of them:
| Types of actions | Description, examples |
| Instinctive | That is, genetic, unconscious. For example, during a fire, a mother rushes to save her child, despite a mortal threat to herself (maternal instinct). Instinct can cause conscious actions - the same mother is looking for optimal means and ways of escape from a fire |
| Reflex | Reactions to irritants that are not conscious to a person: rubbing a sore spot, coughing in a smoky room |
| Impulsive | a) Unconscious reaction to surprises of any nature: the exclamation “Wow!” typical for a frightened person and for an unexpectedly happy one. b) Partially conscious impulsive actions: a person frightened during an attack takes defensive measures |
| Strong-willed | Basic, conscious actions. For example, trained to work with a book, a student correctly builds a chain of his actions: carefully read the text several times, highlight the main theme, the main characters, give them a description, etc. |
For humans, the main types of actions are volitional. A well-mannered person knows how to subordinate his instincts to his will and act reasonably thoughtfully in critical situations when an excess of emotions can partially or completely turn off rational thinking.
Sociology: classification of actions according to M. Weber
Every day a person performs so-called social actions that have the goal of influencing other people in one way or another.
According to the classification of M. Weber (sociologist, 1865-1920, Germany), there are the following types of actions:
- Purposeful, that is, having a practical goal and thoughtful means of achieving it. Such actions are organized, for example, by a doctor when treating a patient, foreseeing what complications may arise, what means of treatment and prevention should be used.
- Value-based and rational actions are caused by the moral and moral attitudes of the individual. The actions of many WWII heroes were dictated by feelings of patriotism and duty to defend the Fatherland.
- Affective - caused by strong feelings (fear, love). For example, a young man jumps off a cliff to prove his feelings to a girl.
- Traditional actions are repeated in similar situations when customs must be observed (funerals, weddings, honoring heroes, organizing and holding holidays).
According to Weber, a person’s actions are dictated by his personal motives and his expectation of the reaction of others (approval, condemnation).
Action as a form of action
Actions, like a mirror, reflect the moral essence of a person, since they are dictated by a conscious choice between “good” and “bad.” This form of action is a component of behavior that is consistent or inconsistent with the rules and norms accepted in society.
Any action has its own purpose and implementation plan, dictated by the person’s intentions. Its consequences do not always coincide with those expected, and it is characterized as rash and frivolous.
The action can be expressed:
- directly in physical action (picking up a fallen object and giving it to the person who dropped it);
- verbal (support with a word, approve or condemn someone);
- in demonstrating attitudes to events, to other persons, to their actions, words (irony, gesture, body movements, gaze);
- inaction (failure to comply with orders from a superior, failure to provide assistance to someone in distress).
An action is inevitably assessed from the outside in accordance with the moral standards accepted in society (or group). Even theft, for example, can be approved in an asocial environment, as a sign of dexterity and fearlessness.
A person is certainly responsible for any activity, for his actions, even if its prospects seem unclear or distant.
Types of actions in educational activities
Each generation is forced to master the experience, knowledge, skills that were lost with the previous one, that is, it must learn. With the development of science and technology, with the renewal of social processes, the content, forms, and methods of teaching are modified, and new types of educational activities appear.
In modern society, good general and special education is highly valued. For a person, it is an open door to the most interesting world of professionals, and for society it guarantees the emergence of highly qualified and creative personnel capable of leading it along the road to progress.
The educational activities and types of actions of teachers and students differ because their functions differ: the former give knowledge, and the latter receive. The educator, teacher, parents, lecturer teach, that is, they are active subjects of this process. The objects of learning - pupils, students, participants in various courses - assimilate the concepts given to them and types of actions (mental, practical).
Education is a complex, long-term process that requires not only high-quality training, but also gradual and conscious mastery of educational activities and skills in working with information.
Solving cognitive problems is certainly accompanied by the development of students’ personal qualities. That is, by the end of training they must sufficiently master actions aimed at self-education, self-development, establishing communication connections and determining their place in society. A detailed list of them is presented in the Federal State Educational Standard.
Action as a unit of activity. Types of actions, formation of skills.
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Action acts as an integral part of activity. It is determined by the perceived goal. Any activity is carried out in the form of actions or a chain of actions. This means that when we perform any external or internal process of activity, then in relation to its motive this activity is an activity, and in relation to the goal - either a separate action or a set, a chain of actions. Activities and actions are not strictly connected. The same activity can be implemented by different actions, and the same action can be included in different types of activity.
An action, in response to a specific goal, is carried out in different ways depending on the conditions in which it is performed. The ways in which actions are carried out are called operations. Operations are transformed actions that have become ways of carrying out other, more complex actions.
Types of actions - Human activity consists of actions of various types and levels. Usually a distinction is made between reflexive, instinctive, impulsive and volitional actions. Reflex actions outside of instinctive ones do not exist: only movements that are included in various actions are actually reflexive.
Reflex and instinctive actions
According to S. L. Rubinstein, instinctive actions in the proper sense of the word, i.e. actions that not only come from organic impulses, but are also carried out independently of conscious control, are observed only in early childhood, for example, sucking. They play no role in the life of an adult. Thus, in essence, when studying human behavior, one has to deal with two types of actual actions (as opposed to movements) - volitional and impulsive.
Impulsive actions
When acting impulsively, there is little or no conscious control. Impulsive action occurs primarily when the drive has been disconnected from the instinctive action, and the volitional action is not yet organized or is already disorganized.
Volitional action is an act with great participation of consciousness, usually aimed at achieving a specific goal. Volitional actions themselves include more primitively organized actions and are built on their basis. The transition from motivation to volitional action is mediated by awareness of the goal and anticipation of consequences.
Ticket No. 11
Individual characteristics and development of thinking.
The thinking of a particular person has individual characteristics. Individual characteristics of thinking in different people are manifested, first of all, in the fact that they have different relationships between complementary types and forms of mental activity (visual-effective, visual-figurative, verbal-logical and abstract-logical).
Let's consider the main individual characteristics of thinking.
Independence of thinking is inherent in people who are able to independently set themselves and solve certain problems without outside help from other people. Such people quite actively and effectively take into account and use other people’s experience in addition to their own, process it creatively, and critically approach the analysis of the theory and practice of social life.
Critical thinking is a quality of thinking that allows for a strict assessment of the results of mental activity, finding strengths and weaknesses in them, and proving the truth of the propositions put forward. As a rule, such people are good at determining the difference between pros and cons and making informed decisions. Both the first and second features of thinking, as a rule, are formed when a person acquires not only knowledge, but also relevant life experience.
Depth of thinking - the ability to delve into the essence, reveal the causes of phenomena, foresee consequences; manifests itself in the degree of significance of the features that a person can abstract when mastering new material, and in the level of their generality.
Flexibility of thinking - the ability to change aspects of consideration of objects, phenomena, their properties and relationships, the ability to change the intended path to solve a problem if it does not satisfy the changed conditions, active restructuring of initial data, understanding and use of their relativity.
Breadth of thinking - the ability to cover a wide range of issues in various fields of knowledge and practice, link them, highlight the main and secondary and then make alternative optimal decisions, this means that he thinks broadly. This quality is most often characteristic of highly educated and erudite people.
Speed of thinking - the ability to quickly understand complex situations, make the most thoughtful, correct, optimal decisions. To a certain extent, the speed of thinking also depends on the psychological state of a person, the mobility of his nervous processes, but for the most part people acquire this quality as a result of thorough training and training of mental activity.
Creative thinking is a quality especially needed by a person who is engaged in spiritual, creative, political activities; it is associated, first of all, with the ability to think outside the box, in an original way, to have complete knowledge and experience of other people’s activities, and to make non-standard decisions.
Inertia of thinking is a quality of thinking that manifests itself in a tendency towards a pattern, towards habitual trains of thought, and in the difficulty of switching from one system of actions to another.
Stability of thinking is the quality of thinking, manifested in orientation towards a set of previously identified significant features, towards already known patterns.
All of these qualities are individual, change with age, and can be corrected. These individual characteristics of thinking must be specifically taken into account in order to correctly assess mental abilities and knowledge.
Ticket number 12.
Attention research.
Attention is the selective focus of human consciousness on certain objects and phenomena.
In human life, attention performs many different functions. The selection of significant and inhibition of influences that are not significant for the course of a given activity depends on attention. Attention is a necessary condition for performing any activity and affects the effectiveness of communication. Attention is associated with the direction and selectivity of cognitive processes. With the help of attention, a person exercises control over the course of his activities.
One of the significant features of attention is that it cannot be isolated in its “pure” form as an independent mental process. It is invisibly present in any acts of communication and activity, accompanies cognitive, emotional and volitional processes, forming their integral part. Attention is referred to as universal cognitive processes involved in the organization and implementation of all levels of human cognition. Unlike other cognitive processes, it does not have its own product. Attention can be considered not so much as an independent mental process, but as some general property of any processes and actions.
2. Physiological foundations and theories of attention
Attention does not have such a special nerve center as visual, auditory and other sensations and perceptions, as well as movements that are associated with the activity of certain areas of the cerebral cortex.
Physiologically, attention is determined by the work of the same nerve centers with the help of which mental processes accompanied by attention are carried out. But it means the presence of areas with increased and decreased excitability, interconnected in their activity according to the law of negative induction: when strong excitation begins in some area of the cerebral cortex, then at the same time, by induction, in other areas of the cortex not associated with the performance of this activity , inhibition, attenuation, or even complete cessation of the nervous process occurs, as a result of which some centers are excited, others are inhibited.
Attention is ensured, due to the phenomenon of dominance, by the presence at any given moment in the cerebral cortex of a site (focus) with increased nervous excitability, dominant (dominant) over the remaining parts of the cortex. As a result of this, human consciousness is concentrated on certain objects and phenomena.
Theories of attention
N. N. Lange, analyzing the most well-known approaches to understanding the nature of attention, combined existing theories and concepts of attention into several groups.
1. Attention as a result of motor adaptation. Adherents of this approach proceed from the fact that since a person can voluntarily transfer attention from one object to another, attention is impossible without muscle movements. It is muscle movements that ensure the adaptation of the senses to the conditions of best perception.
2. Attention as a result of the limited scope of consciousness. Without explaining what is meant by the volume of consciousness, I. Herbert and W. Hamilton believe that more intense ideas are able to displace or suppress less intense ones.
3. Attention as a result of emotion. This theory has received the greatest recognition in English associative psychology. It is based on the statement about the dependence of attention on the emotional coloring of the representation. For example, the following statement by a representative of this point of view, J. Mile, is quite well known: “To have a pleasant or painful feeling or idea and to be attentive to them is the same thing.”
4. Attention as a result of apperception, i.e. as a result of an individual's life experience
5. Attention as a special activity of the spirit. Proponents of this position take attention to a primary and active ability, the origin of which is inexplicable.
6. Attention as increased nervous irritability. According to this hypothesis, attention is caused by an increase in local irritability of the central nervous system.
7. The theory of nervous suppression attempts to explain the basic fact of attention - the predominance of one idea over another - by the fact that one physiological nervous process delays or suppresses other physiological processes, the result of which is the fact of a special concentration of consciousness.
Ticket number 13.
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Legal and non-legal actions
The activities of law enforcement agencies are aimed at protecting the rights of citizens in accordance with the legislation adopted in the country.
Types of legal actions are determined on different grounds. For example, according to legislation, they can be divided into the following groups:
- legal, that is, corresponding to the rules of law: buying or selling real estate, going to court to protect one’s interests, etc.;
- unlawful, contrary to the law: various crimes, intentional and unintentional offenses.
Legal actions are carried out not only by lawyers, but also by workers in other fields of activity. For example, in order to certify that a business traveler has arrived at the enterprise, it is not necessary to go to the justice authorities: this will be done in the personnel department. Or: the marriage certificate is issued at the place of its registration in the registry office.
Regulations on groups of combined orientation in preschool educational institutions
Elena Cheskidova
Regulations on groups of combined orientation in preschool educational institutions
Position
about combined groups for children
with disabilities
municipal budgetary preschool educational institution "Kindergarten No."
1. General Provisions
1.1. This Regulation regulates the activities of combined groups in the municipal budgetary preschool educational institution "Kindergarten No." (hereinafter referred to as preschool educational institution) and ensures the implementation of the rights of a child with disabilities (hereinafter referred to as OVZ) to receive preschool education, correction of speech development disorders, social adaptation in the conditions of an educational institution .
1.2. The regulation was developed in accordance with the Constitution of the Russian Federation, Federal Law dated December 29, 2012 N 273-F3 “On Education in the Russian Federation”, letter of the Ministry of Education and Science of the Russian Federation dated January 15, 2002. No. 01-51-5 “On the integrated education and training of children with developmental disabilities in preschool educational institutions”, Federal State Educational Standard for Preschool Education, approved dated October 17, 2013 No. 1155, Order of the Ministry of Education of the Russian Federation dated July 31, 2020 No. 373 " On approval of the Procedure for organizing and implementing educational activities in basic general education programs - educational programs of preschool education”, by the Charter of the preschool educational institution.
1.2. This Regulation regulates the correctional, educational, educational, and health activities of combined groups that include children with disabilities.
1.3. In combined groups, healthy children and children with disabilities are educated together in accordance with the basic general educational program of preschool education, developed by the preschool organization independently on the basis of the Federal State Educational Standard, as well as adapted educational programs that take into account the characteristics of the psychophysical development and capabilities of children with disabilities.
1.4. The recruitment of combined groups is carried out in accordance with the Charter of the preschool educational institution and the procedure for admitting pupils to study in educational programs of preschool education. When forming combined groups, mixing more than 3 categories of children with disabilities is not allowed.
1.5. Admission of children with disabilities to combined groups is carried out on the basis of the conclusion of the city psychological-medical-pedagogical commission (hereinafter PMPC) and in accordance with the recommendations on the form of provision of correctional work.
1.6. When admitting children to a combined group, the preschool administration is obliged to familiarize parents (legal representatives) with the following documents: the Charter of the preschool, a license to carry out educational activities, Regulations on a combined group and other documents regulating the organization and implementation of educational activities.
2. The main tasks of the combined group.
2.1. The main objectives of the combined group activities are:
— creating conditions for normally developing children and children with disabilities to receive preschool education;
— implementation of the basic educational program of preschool education for normally developing children and implementation of an adapted educational program for children with disabilities, taking into account the nature of developmental disorders, in the conditions of inclusive education;
— implementation of social and educational integration of children with disabilities into the environment of normally developing peers by creating conditions for diverse communication of children in kindergarten;
— ensuring the correction of developmental disorders of children with disabilities, providing them with qualified assistance in mastering the educational program of a preschool institution;
— intellectual and personal development of children, including children with disabilities, taking into account their individual characteristics;
— carrying out preventive and corrective work with family members of normally developing children and children with disabilities;
— inclusion of parents (legal representatives) in the process of raising and educating the child and supporting the initiatives of parents (legal representatives) in organizing programs for interaction with the family;
— training parents (legal representatives) in pedagogical technologies for cooperation with their child, techniques and methods of his upbringing and education, providing them with psychological support.
3. The procedure for admission to the combined group.
3.1. The combined focus group is formed on September 1 of the new academic year and functions throughout the academic year.
3.2. Children with disabilities are admitted to the combined group on the basis of an application from parents, a mandatory conclusion of the city PMPK, as well as documents in accordance with the Procedure for admission to training in educational programs of preschool education. Normally developing children are accepted in accordance with the Procedure for admission to preschool educational programs.
3.3. The composition of the group can be constant throughout the year, or children can be admitted to it throughout the year in the direction of the PMPK and subject to availability.
3.4. In the combined group, the maximum capacity is set depending on the age of the children and the category of children with disabilities in accordance with SanPiN.
The number of children over 3 years of age should not exceed:
no more than 15 children, including no more than 4 children with severe speech impairments;
no more than 17 children, including no more than 5 children with phonetic-phonemic speech disorders.
3.5. The regime of stay of children in the combined group is carried out in accordance with the daily regime in kindergarten.
3.6. The combined focus group is opened and closed by order of the head of the education department of the Troitsk city administration at the request of the head of the preschool educational institution.
4. Organization of activities of the combined group
direction.
4.1. The combined group operates on a five-day week with 12-hour stays for children.
4.2. Correctional and pedagogical assistance to children with disabilities is provided by group teachers and specialized preschool education specialists (teacher - speech therapist, educational psychologist, music director) through frontal, subgroup and individual forms of work.
4.3. Medical support in the combined group is provided by medical workers of the preschool educational institution, who are responsible for protecting the life and health of pupils and strengthening their psychophysical condition, medical examination, carrying out health and preventive measures, monitoring compliance with the sanitary, hygienic and anti-epidemic regime, organizing physical education, hardening, and catering. .
4.4. Special correctional work with children with disabilities is carried out throughout the entire school year.
4.5. Combined groups are equipped with the necessary equipment, educational and visual aids, taking into account the specifics of correctional work.
4.6. The organization of meals for children in combined groups corresponds to the organization of meals in preschool educational institutions.
5. Organization of educational activities in a group with a combined focus.
5.1. The content of educational activities in a group of combined orientation is determined by the main educational program of preschool education MBDOU-Kindergarten No., in accordance with the Federal State Educational Standard and adapted educational programs for children with disabilities.
5.2. The organizational forms of work of groups with a combined focus are frontal and subgroup play sessions with pupils, as well as play sessions in small subgroups (2-3 children each, individual developmental sessions with a teacher - speech therapist, music director, educational psychologist,
5.3. Educational activities include flexible content and pedagogical technologies that ensure individual, personality-oriented development of children.
5.4. Training and education in combined group groups is carried out in Russian.
6. Staffing of educational activities.
6.1. To work in a combined group, educators who have completed advanced training courses are appointed in accordance with the indications of violations of students in these groups.
6.2. In the staffing table of a preschool educational institution, if there is a group of a combined focus, the staffing units of the following specialists are introduced: teacher-speech therapist, educational psychologist at the rate of 1 staffing unit:
a speech therapist for every 5-12 students with disabilities;
teacher-psychologist for every 20 students with disabilities
whose level of training meets the qualification requirements for this position, as well as the necessary medical and service personnel.
6.3. The activities of the senior educator are aimed at:
— participation in the timely recruitment of a combined group in accordance with the directions of PMPC;
— creation, together with the team, of a climate of psychological comfort in a group with a combined focus;
— formation of a subject-spatial development environment;
— coordination of correctional, psychological and pedagogical assistance to children with disabilities;
— increasing the professional competencies of teachers in working with children with disabilities.
6.4. Activities of a teacher in a combined group for children with disabilities:
— Carrying out, in addition to educational tasks, the tasks of correctional education, which are aimed at ensuring the comprehensive development of students;
— planning (together with other specialists) and conducting frontal classes with the entire group of children, including students with disabilities;
— maintaining continuity in work with other specialists in the implementation of an adapted educational program for children with disabilities;
— ensuring an individual approach to each pupil with disabilities, taking into account the recommendations of specialists;
— consulting parents (legal representatives) of children with disabilities on issues of raising a child in the family;
— maintaining the necessary documentation.
6.5. The activities of a speech therapist teacher in a combined group for children with disabilities include:
— participation in the preparation of an adapted educational program for children with disabilities;
— conducting (including jointly with other specialists) individual and subgroup classes on speech development with pupils, taking into account psychophysical capabilities, health status and individual characteristics;
-interacting with group teachers to organize individual work with students aimed at speech development;
— conducting advisory work with parents (legal representatives) on issues of the child’s speech development in the family;
— consulting specialists working with group students;
— maintaining the necessary documentation.
6.6. The activities of a teacher-psychologist in a combined group for children with disabilities are aimed at preserving the mental health of each student.
Its functions include:
— participation in the preparation of an adapted educational program for children with disabilities;
— carrying out individual and subgroup correctional psychological work:
— dynamic psychological and pedagogical study of students;
— conducting advisory work with parents and legal representatives on issues of raising a child in the family;
— ensuring continuity in the work of the preschool educational institution and the family;
— consulting specialists working with group students;
6.7. The activities of the music director in a combined group for children with disabilities are aimed at developing the musical abilities, emotional sphere and creative abilities of the pupils.
Its functions include:
— interaction with group specialists on organizing joint activities of children during classes, holidays, and entertainment;
— conducting frontal, subgroup and individual classes with group students, conducting classes with the participation of other specialists;
— consulting parents (legal representatives) on issues of musical education of the child.
6.8. The head of the preschool educational institution carries out systematic control and is responsible for the proper organization of the work of the combined group, advanced training of teachers, and analyzes the effectiveness of the work of this group
6.9. The responsibilities of service personnel of a combined group are determined by the internal labor regulations and their job responsibilities.
7. Final provisions
7.1. This Regulation is valid from the date of its approval and is valid until it is changed or canceled.
7.2. All changes to these Regulations are considered at a meeting of the pedagogical council.
