Modern parenting
In recent years, new values for raising children have taken shape in our country. Education, including preschool, has become more focused on the individual child, his characteristics, his interests and abilities.
The modern educational system is structured in such a way that every preschooler and schoolchild participates in the educational process to the maximum; teachers conduct dialogues and work with each child, regardless of character traits or psychophysiological characteristics.
Finally, nowadays it is no longer common practice to evaluate children in relation to each other. It is much more productive not to compare a child with other children, but to compare him with himself in the past: what progress a particular child was able to achieve over a certain time and how he changed in relation to himself.
Children may be the same age, but due to different rates of development, one child may correspond to the level of “preparatory”, while another, for example, will retain the features of a 3-4 year old child.
Why are children different?
However, why do some children need individual educational routes at all? How does the individuality of children manifest itself?
First of all, Maria Tokmyanina notes, the most obvious difference between children is in the level and characteristics of their physical development, physical fitness, as well as in the elementary speed of growth and maturation.
The latter is especially acute among preschoolers. Children may be the same age, but due to different rates of development, one child may correspond to the level of “preparatory”, while another, for example, will retain the features of a 3-4 year old child.
In this case, both children can be absolutely healthy, and the speed of their development is a common genetic feature that will smooth out over the years. In this case, both a child with delays in growth and development, and a child who is ahead of his peers, need a special, individual approach.
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In older groups of kindergarten and in elementary school there may be other problems: different amounts of knowledge and skills. For example, children from early developmental groups with a large amount of learned skills came to the preparatory class, as well as children with whom no one had professional training.
Among other things, children have different speeds of processing and perceiving information, as well as different levels of fatigue. Some children quickly remember information and reproduce it efficiently, but at the same time they quickly become exhausted. For other guys, the process of assimilation of information is not so simple, but they are ready to study diligently for a long time.
And, of course, the most important thing is that the groups include children with disabilities. They, as a rule, most need individual educational routes.
Who needs IOM?
These are mainly children of the following groups:
- Children with organic disorders, that is, those who have hearing, vision, and musculoskeletal impairments.
- Children with severe medical illnesses, especially those who frequently miss school while in the hospital or home schooled.
- Children with significant mental retardation.
- Children with autism spectrum disorder.
- Children with mental retardation.
- Hyperactive children - if their activity interferes with the educational process.
- Gifted children.
For what period of time should an IOM be compiled? Usually routes are drawn up for 1 year, but if the teacher is not confident in the abilities and capabilities of the child, then you can first draw up an IOM for 3 months.
