Junior school age is a very important period of school
childhood, on the full experience of which the level of intelligence and
personality, desire and ability to learn, self-confidence. This is
the transitional stage is no longer a preschooler and not yet a schoolboy.
The new position of the child in society, the position of the student is characterized
by the fact that he has a mandatory, socially significant, socially
controlled educational activity, he must obey the system of its
rules and be responsible for their violation.
The existing school with its class-lesson system and existing
programs requires from the child a certain level of functional
readiness. New conditions place higher demands on
personal development of the child, as well as the degree of formation of his
learning skills and abilities. However, the level of development of a significant number
children barely reaches the necessary limit, and in a rather numerous
group of schoolchildren, the level of development is clearly insufficient, which causes
certain learning difficulties.
Teachers and psychologists note the relevance of the problem of difficulties
training, and its successful solution requires a serious purposeful
corrective work. The main condition for effective assistance
with learning difficulties is to determine the starting point from which
corrective action should begin. And for this you need exactly
determine the zone of actual and proximal development of the child and here on
help comes psychological diagnosis.
The purpose of the diagnostics is to identify the main difficulties in teaching junior
schoolchildren. It must be taken into account that the diagnosis should be carried out
in the learning process itself and carried out systematically. Only in this
case, perhaps, will trace the positive results of working with
underachieving children. Beginning in first grade, psychologists track
development of students at all stages of education. Conduct research
readiness of kindergarten graduates to study at school and identify
aspects of school maturity:
intellectual;
emotional;
social.
The analysis of the results of the Moscow monitoring causes concern among
educators, specialists and parents preparing children for education in
school, the question arises why the expected results sometimes do not match
with real ones.
The child attended kindergarten and preschool classes
preparation, did all his homework, and seemed to master everything
necessary basis, but, having come to school, at some point he stopped
succeed, learning declined. Why?

One of the leading reasons is the immaturity of the motivational and
emotional-volitional sphere, due to which the child is not capable of long-term
(during a 30-35 minute session or lesson) willpower and
concentration. Clinically, most children with
learning difficulties, there are signs of mild
organic insufficiency of the central nervous system.
the main task
adults try to correct the data
processes and bring the psychological development of the child to the level of readiness
for school. The main focus should be directed primarily to
motivational development of the child. Motivational readiness involves
his desire not just to go to school, but to study, to fulfill
certain responsibilities associated with a new status, with a new position in
system of social relations - the position of the student. Formation
this internal position is one of the most important components of the motivational
"School Readiness" Without such readiness, the child, even if he knows how to
read and write, will not be able to study well, as the environment and rules
behavior at school will be a burden to him, since speaking of motivation, we
We're talking about motivation. In this case, about the motivation to study. BUT
This means that the child must have a cognitive interest, he
should be interesting to learn new things. But since teaching at school
consists not only of interesting and entertaining activities, the student
there should be an incentive to perform unattractive, and sometimes even boring and
tedious tasks. In what case is this possible? In when a child
understands that he is a student, knows the duties of a student, and also tries
perform them well.
Often at first, a first grader tries to be exemplary.
student to earn the teacher's praise.
Learning motivation
develops in a first-grader in the presence of a pronounced cognitive
needs and ability to work.
Motivationally unprepared for systematic education in school
conditions can be recognized as a child who did not show signs of maturity
motives and the formation of the “internal position of the student”, which
is found: in the absence of the child's desire to go to school or even
negative attitude to school and learning, in pronounced impulsiveness
behavior, in a low level of awareness of their motives.
Therefore, motivational readiness is no less important than
intellectual, although it is often forgotten about it. Adult task
first awaken in the child the desire to learn something new, and only then
to begin work on the development of higher psychological functions.
According to many scientists, the stability of school motivation,
emotional-volitional sphere is one of the most important indicators
motivational readiness for school.

If a child has a high level of motivational

the conclusion that, in general, the level of school readiness is developed above the average,
because, as shown by many psychologists, motivational
readiness is decisive. And if the child had an average

intellectual readiness, his level of school readiness is assessed
like average. In the event that the child had a low level of motivational
readiness for school and the average level of intellectual readiness, we do
conclusion the level of school readiness is formed below the average. Short
the level of motivational readiness for school and a high level
intellectual readiness, speaks of the average level of school maturity.
It is important to understand that the correctional work of psychologists and educators
children should not be reduced to the "training" of certain components
mental development of the child. And at the first stage, it must
include all the necessary elements of a full-fledged formative
environment: motivational, emotional, reflective. The main task -
to bring the psychological development of the child to the level of readiness for school.
The main emphasis should be placed on the motivational development of the child, and
development of cognitive interest and learning motivation. Task
psychologists and educators, first awaken in the child the desire to learn what
something new, and only then begin work on the development of higher psychological
functions. At the same time, a positive attitude to learning is important, the ability to
self-regulation of behavior and the manifestation of volitional efforts to fulfill
assigned tasks:
 the ability of children to consciously subordinate their actions to the rules,
generally defining the mode of action,
 ability to focus on a given system of requirements,
 ability to listen carefully to the speaker and accurately perform tasks,
offered orally,
 ability to independently perform the required task visually
perceived pattern.
These parameters for the development of arbitrariness are part of
psychological readiness for school, they are based on training in the first
class.
Intellectual readiness for school also implies the presence of
a child with a broad outlook, a stock of specific knowledge. In addition to development
cognitive processes: perception, attention, imagination, memory,
thinking, psychological readiness for school includes formed
personal characteristics. Before starting school, a child must have
developed self-control, labor skills and abilities, the ability to communicate with
people, role behavior.

In order for the child to be ready for learning and assimilation of knowledge,
it is necessary that each of the named characteristics be in him
sufficiently developed, including the level of development of oral speech of the child
must be age appropriate. Required
definite
vocabulary and the ability to use it competently in independent
speech, it is important to teach the child to express his thoughts, retell small
texts, the ability to describe pictures and events.
The number of students with learning difficulties in recent years has sharply
has grown. At the moment, the number of such children is about 20 -
30% in each class.

It should be noted that an increase in the number of such children is noted in
around the world, and the problem of learning difficulties has become one of the most
actual psychological and pedagogical problems.
Failure, especially if it manifests itself in the initial
classes, significantly complicates the child's mastery of compulsory school
programs. It is during the initial period of education that children develop
the foundation of the knowledge system, which is replenished in the coming years, in this
mental and practical operations, actions and
skills, without which subsequent learning and practical
activity. Lack of this foundation, initial knowledge and skills
leads to excessive difficulties in assimilation of the program.
Psychological and pedagogical study of students with difficulties in
training, it is advisable to carry out according to a simple general scheme: identifying
learning difficulties, identifying the causes that cause these
difficulties.
Despite the difference in the causes of failure in different students,
students with learning difficulties have many of the same
traits and characteristics, which allows us to give them a general psychological
characteristic.
Categories of underachieving and unsuccessful schoolchildren:
children with mental retardation;
children with temporary mental retardation;
pedagogically neglected children;
children are somatically weakened;
children in general with normal mental development, but having
insufficient level of formation of individual mental functions
or according to the level of their development, related to the lower limit of the norm.
The criteria for school readiness or unreadiness are related
with the psychological age of the child, which is not counted by the clock
physical time, but on a scale of psychological development.
Under
psychophysical readiness refers to the physical maturation of the child, and
also the maturation of brain structures, providing appropriate
age norm of the level of development of mental processes.

Psychological pedagogical support has two directions:
relevant, focused on solving existing difficulties,
arising in a child;
promising, focused on the prevention of learning disabilities and
development.
Psychological and pedagogical support is a holistic, systematic
organized activity in the course of which social
psychological and pedagogical conditions for successful learning and
development of each child.
Escort tasks:
systematic monitoring of the level of development and learning of the child.
creation of socio-psychological conditions for the development of cognitive,
personal abilities of the student and his successful learning in the classroom.
organization of assistance to children with psychological problems
development and training.
Primary school is the basis, the basis on which the
further education of the student. If you start the rejection mechanism
learning, not keeping up with their classmates, can lead to
serious consequences not only from the acquisition of knowledge and
skills, and most importantly, from the personal sphere of the child:
low self-esteem, lack of desire to gain knowledge, etc.
Help the child cope with his difficulties, stand on his side and
to create conditions for healthy and harmonious development is the main task
psychological work.

27.08.2018

Learning difficulties. What to do? How to study to make life interesting? Pedagogical recommendations from a psychotherapist.

Unfortunately, September 1st for many becomes the beginning of torment, and not the beginning of an interesting life. Many children and responsible parents face challenges as they try to fit into the program and stay motivated to learn. Learning becomes painful and boring.

What is the root of the problem?

Why sometimes, with all the efforts, the results of training are not encouraging? Why does the effort expended by some parents pay off with positive results much more easily than others? Why is it sometimes difficult for a child who shows intelligence in extracurricular life to demonstrate school achievements? The productive ones are lucky, but everyone else is not?
Unfortunately, within the framework of the school system, results are assessed one-sidedly. The reason for this is “faster results are needed”. “We study, alas, for school, and not for life. (Lucius Annaeus Seneca the Younger).

The trend is:

• Extroverts. Personality types, which are characterized by the ability to immediately become participants in the events taking place around and focus on the surrounding world of people and objects, that is, act faster.


• People with a good mechanical memory, that is, the ability to reproduce material without relying on logical and semantic content. (Logical and associative memory, unlike mechanical memory, require more life experience and related actions to trigger them, so more time.)


• Psychological personality types and temperamental characteristics, which are not based on increased reactivity (involuntary reaction to external stimuli), since the ability to keep attention in a hurry, noise and often intolerance on the part of teachers is important (in most cases, these are the conditions of school life).


• People with outstanding brain abilities for analysis, synthesis, and flexibility of thinking.

Out of trend:

• Introverts. By nature, they tend to first of all comprehend the events taking place around them and focus on the world of thoughts and inner experiences. Such a process of cognition is less noticeable to others and requires more time to form logical connections and search for meaning, especially with insufficient experience due to age, therefore it can be called slow-witted, slow and inactive.


• Psychological personality types, which are based on increased reactivity. In conditions of haste, noise and intolerance, people with such temperaments spend a lot of energy on experiencing stress.

What is the current system of results assessment in education (one-sided assessment of results) leading to?

• If the child is "not in trend." In this case, they are in the absence of positive reinforcement for their efforts. This contributes to the loss of motivation to study, increases the risk of the formation of "learned helplessness" and a pessimistic attitude towards life, that is, depression and neurosis.


• If the child is "in trend". In this case, he has a positive reinforcement for his efforts. This, of course, adds optimism. But the reinforcement, unfortunately, is one-sided, so a one-sided way of cognition can be fixed. For example, knowledge can be consolidated in the form of echolalia (reproduction of what is not fully conscious), which prevents the formation of a creative person, and in the future - a creative specialist (a specialist capable of creating something new). And only a creative approach to work and life brings joy. Therefore, in order for life to become interesting and joyful, you will have to work extra and develop additional qualities in yourself that were not reinforced at school.

I propose not to leave natural selection in charge, but to help our children!

Effective learning is learning that leads to development, to the joy of this development, to the ability for self-learning and the formation of cognitive interest. “Only that training is good, which anticipates development and is its source. This is the kind of training that relies on what has already been completed and focuses on functions that have not yet matured ”(L.S. Vygotsky).



• Consider the existence of different channels of perception- visual (visual), auditory (auditory), kinesthetic (sensory) and digital (logical). Perhaps you will find a priority channel for the student that you can rely on. However, it is worth concentrating on the development of the auditory and visual channels, since in educational institutions the emphasis is on them. You can develop these channels by choosing the appropriate training exercises. When learning, try to apply to all channels, then the brain will “build bridges” between phenomena, which will contribute to the accumulation of knowledge, the formation of research interest, and, as a result, the joy of learning.


• The study should be accompanied by practical activities relevant to the student and an analysis of the practice that has taken place. I would like to draw attention to the existence of three types of thinking - visual-effective, visual-figurative and verbal-logical thinking. Mental development is not associated with the successive replacement of one type of thinking by another, they mutually influence and enrich each other. Visual-effective thinking is the transformation of reality in practical action by trial method. In this case, the properties and relations of objects or phenomena are “discovered” and their hidden properties are revealed. There is a deep two-way connection between visual-effective, visual-figurative and verbal-logical thinking. They work on a deep understanding of the subject only together! The existing education underutilizes visual-effective thinking, so knowledge is often not “cemented”, remains loose, looks useless, which destroys the motivation for learning and the formation of research practice. For visual-effective thinking, there may not be enough drawings of apples in a notebook accompanying the equations. Better, for example, games in the store and real trips to the store. Hopscotch games, where each cell is numbered and it is possible to see and feel the numbers in jumps. Making movements in cycles from a certain number of actions ... The existing education also allocates insufficient time for awareness of the ongoing practice! Practice and awareness of practice is important!


• The role of the teacher- reveal the essence of the phenomenon, re-reproduce this essence, relying on different channels of perception if possible, ask leading questions, and also simulate situations for a practical vision of the existing task. The most typical situation is when, in case of detecting difficulties in performing tasks in a child, the teacher presents a sample of the completed task. This may help the child in the decision, however, will not lead to development and understanding.


• When teaching a child, remember that your way of teaching is not only direct, but also indirect. If you break down, stop what you started, prefer quantity to quality. If, in case the child is not ready to immediately master the task, you try to give some kind of result, “so that the teacher does not swear.” All these approaches to solving complex problems, the child also learns from you.


• Learning should take place in a friendly atmosphere. In a conflict environment, learning is inhibited, since part of the energy is spent on experiencing stress. To be patient, imagine that you are participating in the formation of a new path, which will be suitable for rapid movement along it only after it has been well trodden. If the learner is not yet able to reproduce the new skill on their own, then the path has not yet been trodden. “Tread down” it further, influencing different channels of perception (auditory, visual, kinesthetic, digital), and be sure to accompany it with practical activities.


• In the organization of life there should be moderation, and sometimes even limitation and insufficiency. Cicero once said that "in order to become completely free, a person must become a slave to his code of laws." In other words, the acceptance of limitations leads to the release of a person's inner resources. The permissiveness and availability of opportunities for quick pleasure deprives the motivation to get the joy of learning, since the access to such pleasure is more laborious. In addition, the benefits of this life at first (in childhood) are still supported by vivid emotions, which prevents the child from realizing from what exactly in this situation he received an emotion - from the ongoing development or from the concurrent consumption of one or another source of pleasure. It is not for nothing that schools with ascetic conditions, strict discipline and orders were created for aristocratic circles. It is useful to think about creating certain living conditions that will contribute to the development of your child.


• It is important to cultivate such values ​​as patience, skill, responsibility, self-realization, kindness…! If the significance of these values ​​is formed, then the manifestation of these values ​​in the learning process can play an inspiring role on the difficult path of knowledge!

The path of knowledge should not be easy, but it should be inspiring! Do not believe the one who says "I found a way, and immediately everything became easy." Teaching is work. We are ready to help you on this path with our knowledge and experience, so that you do not wander, but take the path that is clear and inspiring to you!

In accordance with clinical observations in recent years, childhood and adolescent depression has become an important part of child psychopathology. Depression in children directly affects their sensitivity and its manifestations, is associated with the psychosomatic sphere and the world of childhood psychosis.

In addition, it accompanies many physical illnesses, hiding under various behavioral disorders, and is accompanied by learning problems and school failures.

School in a child's life

Excessive frequency or repetition of unpleasant experiences that accumulate in fear can lead the child to depressive behavior, exacerbating the situation of helplessness and insecurity.

In the context of the functioning of a child or adolescent in school, these experiences are an important element in the development of a growing person. For already from the first minutes he can see the quality of his functioning, the ability to motivate or lack it, relationships with peers, teachers, etc.

Keep in mind that the school is the second most important place for the development of the child after the family environment. There he spends a significant part of his time during the day, establishes contacts, gains experience, studies, learns the world, etc. School is a very important element in a young person's life. that is why the atmosphere in this place and providing children with a sense of security is so important.

Difficulties arise in a person's life from early childhood. Overcoming them helps development. Already in early youth, personality traits characteristic of each child develop. Some children are more sociable and dependent on others. This allows them to quickly acclimatize in the group.

Others develop such character traits as shyness, lack of communication, secrecy, avoidance of conflicts. Such qualities interfere with establishing new contacts and adapting to a new situation.

How school affects the risk of developing depression

The school, like the family, is a significant "pathogenic" factor. After all, small children spend most of the day at their desks. And getting into the kindergarten, first of all, for children aged 6-8 months, is a big emotional shock for many of them.

From year to year...

Later, when they get to school, they experience insecurity, stress with negative consequences that cause learning difficulties and in relationships with some colleagues, a lack of motivation and self-confidence. A drop in school results after the first three or four years is one of the best indicators of the possible onset of depressive disorders.

In a sense, school failure is comparable to adult unemployment. It has long been proven that school failures can cause depressive behavior in childhood. The school is a natural environment in which the child asserts himself through science, a place where he integrates with people like himself and the community in which he tries to gain approval from teachers and classmates. And school failures block many of these functions, and, in addition, cause adverse effects on his health.

According to experts, the school, with its obsession with increasing academic performance, greatly enhances fear of failure, which is considered the main cause of helplessness, problems with socialization and some depressive symptoms. A large number of extracurricular activities take too much free time from children and young people.

Causes of depression in a child

Among the many causes of depression associated with a child's functioning in a school environment are the following:

• teacher-student relationships (rejection, rejection by the teacher of the child, lack of reinforcement of positive results with the simultaneous presence of negative reinforcements, etc.);
• failures at school (lack of interest in lessons at school, deterioration of results);
• the demands of the parents that exceed the capabilities of the child, the expectations from the child of the realization of their unfulfilled dreams, the imposition of their will;
• poor peer relationships (peer disapproval, feelings of loneliness, aggressive behavior);
• low self-esteem of the child (lack of faith in their own abilities);
• traumatic experiences (although affecting the overall functioning of the child will certainly affect his functioning in the school environment);
• overload with an excessive number of lessons at school.

Problems related to starting school

The training period is a very important time for a young person. The school becomes a place where the child learns, makes new social contacts, discovers his abilities and develops his inner interests.

While studying at school, children are exposed to a number of difficulties. school problems can cause a lot of internal problems, which, in turn, can cause depression in children.

First visits to school are a major stress in a student's life. Even if the kid still went to kindergarten, then this change in the place and the policy of the environment becomes a difficult task. The stress caused by this event can affect the deterioration of the child's mood and cause reluctance to attend school. The role of parents is very important at this time. They provide the child with support and a sense of security.

Conversations with the child, understanding of his difficulties and help, give a chance to improve the situation. Leaving a child alone with their problems can cause problems to deepen. Children suffering from mental disorders have emotional problems.

The position of the parents in relation to these first difficulties is of great importance in shaping the child's self-confidence and shaping his views. A child who has support from parents will cope with difficulties more effectively in later life than a child who does not receive this support.

depression in children caused primarily by external factors and has a different basis than depression in adults. Depressive disorders have their cause in the child's contacts with the environment and family problems. Often parents do not pay attention to such changes in the child's mood, linking them with age.

School problems of adolescents and the development of depression

Problems at school are very difficult for a young person. Whether they are caused by pressure from teachers, problems in science, lack of acceptance from classmates, or excessive demands from parents, they all lead to many difficult emotions.

Changes associated with the action of hormones, body growth and change deepen the negative feelings of a young person and raise every difficulty to the rank of an insoluble problem.

One should not, however, underestimate the signals given by the child. For adults, such difficulties may seem trivial, but for a teenager it is really a hopeless situation. The appearance of problems at school can cause a deterioration in mood and the appearance of new difficulties.

The young person may not see the solution to this situation and try to reduce the internal tension. A common way to deal with difficulties is to hurt yourself. Its terrible manifestation is self-mutilation. It aims to reduce inner pain through physical suffering.

Misunderstanding on the part of parents and the deepening of school-related problems can lead to serious mental disorders. Depression in adolescents often has a difficult process. The omission of changes in the child's behavior convinces them of the lack of support from the family. Also, ignoring his signals and ridiculing problems can lead to the formation of severe mood disorders. A very disturbing symptom of depression in young people is suicidal thoughts. The psyche of a young man is not yet fully formed and is not able to cope with all the difficulties.

Increasing school difficulties and ignoring this condition by parents or misunderstanding of the problem can cause depression in a young person. The child should be entitled to the help of specialists in order to be able to return to health.

The school itself will not solve all the difficulties and problems associated with upbringing for parents. The interest of parents in the affairs of the child and his needs helps to avoid difficult situations and, as a result, a mental disorder.

Symptoms of depression in children

If you notice changes in your child's functioning, you should look out for symptoms that may indicate the onset of depression:

• dreary mood- manifestations of sadness, loneliness and pessimism, bad mood, the child is easily angry, often cries, it is difficult to console him;
• auto-depressive ideas- feelings of worthlessness, guilt, desire for death;
• aggressive behavior- difficulties in interpersonal relationships, quarrels, hostility, little respect for authority;
• sleep disorders- anxious dream, moments of insomnia, difficulty waking up in the morning;
• deterioration in school performance- constant complaints from teachers, poor concentration, weak memory, loss of habitual interest in classes;
• reduced socialization– isolation, less participation in the life of the group, withdrawal from the community;
• somatic diseases- headaches, abdominal pain, muscle pain, other diseases and health concerns, appetite disturbance and / or changes in existing weight;
• loss of normal energy- loss of interest in sports and entertainment, decreased physical and / or mental energy.

These signs should not be underestimated. Steps should be taken as soon as possible to help overcome emerging or existing symptoms of depression and help the child.

Difficulties arising in the process of schooling due to biological factors are referred to in ICD-10 as problems of mastering school skills and processing cognitive information. These are disorders associated with dysgraphia, dyslexia and dyscalculia.

Characteristics of these deviations:

• have an early period of occurrence;
• congenital (cannot occur as a result of trauma and brain infections);
• specific or primary (cannot be caused by the peculiarities of learning, the presence of a disease or mental retardation).

Most of the violations occur in connection with the difficulties of sensory integration of the child.

Sensorimotor integration as a factor influencing the level of academic performance

Minor sensory integration disorders can cause school failure, first manifesting at the beginning of education. The concept of sensory integration implies not only the processing of sensory impulses entering the brain, but also their ordering, due to which a person develops a certain idea of ​​both himself and the environment.

If the processes of sensory integration are slightly disturbed (neurologists recognize the child as completely healthy during the examination), then a child who did not cause any concern in his level of development may encounter difficulties in schooling. New types of activities (such as reading and writing, as well as arithmetic calculation) pose before the psyche complex tasks that were not previously performed, the successful implementation of which requires a high degree of development of sensory integration.

It should be understood that failures can begin not only in cognitive processes, but also in the behavioral sphere - for example, with constant nervous strain from new social rules and study requirements. In this case, in the absence of proper support, the child may begin to miss classes, he develops psychosomatic reactions, often this is expressed in a decrease in self-esteem. In the future, the situation only gets worse, since there is no way to quickly restore gaps in knowledge.

The main problems that parents and teachers notice

A child's learning difficulties can be caused by many of the things that other people do automatically when using muscle and visual memory (reading and writing). Since, in violation of integration, the activity of the brain does not order the received sensory images, difficulties arise in the timely memorization of the mnemonically fixed features of writing letters and the sequence of arithmetic operations. It is not possible to force a student to learn by willpower and constant repetition. Most likely, such training will only bring harm, since it limits the acquisition of independent sensorimotor experience and the possibility of developing the necessary brain structures.

Practical difficulties that children face when studying at school:

• reading(), writing(), counting();
• integration of sensations of various modalities (recording the words heard, processing kinesthetic information);
• orientation in the surrounding space (find the necessary turn, correlate the speed of your movement with the oncoming flow);
• correlation of the parameters of one's own body (for example, the distance between the notebook and the board is not available for determination, therefore the rewritten text comes out uneven, the letters are located at different distances and have different sizes);
• weakness of concentration, which manifests itself in the inability to complete what has been started (cleaning or homework), as well as to plan their future (it is difficult for a child to understand how long this or that activity will take, and, accordingly, to calculate its beginning and end);
• quick general fatigue due to tasks that exceed the child's capabilities in their complexity.

Manifestations and forms in each individual case will be different. It also happens that in some areas violations are practically not noticeable, but at the same time they are very clearly manifested in others.

The decline in academic performance due to impaired sensory integration is not a psycho-emotional problem, so changing the educational approach does not lead to improvements. Unfortunately, many parents and teachers do not take this moment into account and instead of helping, supporting, developing the necessary functions, they focus their influence through educational methods. This can lead to the opposite result and further reduce the motivation to study, as well as develop self-doubt and lower the child’s self-esteem, worsening adaptation in the team (in such cases, in addition to solving the main problem, it will be necessary to help the child cope with psychological difficulties).

Behavioral manifestations of sensory integration disorders:

• shyness or hyperactivity;
• hostility to others;
• forgetfulness;
• hooliganism and systematic violation of social norms;
• aimlessness of action.

Often, educational methods of influence do not have any effect, since the child simply cannot behave differently due to biological characteristics.

Classification of learning difficulties

There are two approaches to classifying the difficulties experienced by a child in learning.

1. For school subjects - focused on highlighting a subject that is difficult to process in comparison with the rest. With this approach, we can talk about difficulties with reading or writing, mathematical operations. The problem in these areas can be solved by the teacher, and, in some cases, the root causes are missed, and only the effect is restored.
2. The second approach to classification is based on neuropsychological characteristics and finding out which underdevelopment of functions leads to certain visible changes. For example, the writing process alone is built on the regulation of voluntary actions, the processing of auditory and kinesthetic information, and the operation of visual images. The corresponding part of the brain is responsible for each process, and depending on where exactly the problem is located, a specific violation of writing occurs.

Applying the principles of the neuropsychological approach, the classification of learning difficulties is based on the typology of mistakes made:

1. Programming and control of actions. May appear:
   • Violations in the form of repeated writing of signs, as well as repetitions of actions when solving mathematical problems. In writing, this is noticeable when letters and syllables are rewritten or skipped.
   • Inattention in reading the conditions of an exercise or task, difficulties in planning a solution. In working with texts, this may be the inability to draw up a story plan or maintain a narrative line.
   • Impulsiveness of decisions during mental counting, which can lead to errors in simple tasks, despite the fact that complex ones will be solved correctly. When writing, it is possible to make mistakes in the simplest rules, for example, a child begins a sentence with a lowercase letter.
2. Processing of auditory information (sound analysis) - manifests itself in the fact that the student confuses letters that are close in sound (voiced and voiced “s-s”, “b-p”, etc.). This can be reflected both in incorrect pronunciation and in the presence of errors in the letter.
3. Holistic (right hemispheric) strategy for processing information (auditory, visual, visual-spatial). This type of impairment is associated with the underdevelopment of the functions of the right hemisphere, which is responsible for the formation of integral visual and auditory images, as well as for orientation in space. The most frequent manifestations:
   • difficulties in orientation on the working surface (find the beginning of a line in a notebook, continue writing from the required place on the board, etc.);
   • poor handwriting, resulting from difficulties in maintaining a certain size and inclination of letters, uneven margins widening downwards on the left side (due to the narrowed field of vision on the left) are also possible;
   • the presence of errors even in typical phrases and words, such as “exercise”, “conclusion”, “class work”, etc.;
   • it is possible to mix vowels, skip spaces between words.

All the errors described are of a cyclic nature, which leads to unstable performance of the child. To prevent cognitive overload and the fading of motivation to learn, it is necessary to draw up a training plan taking into account fractional and short-term load.

Correction methods

The initial stage of correction is always diagnostics, which makes it possible to draw up an optimal program for each child. For example, if a child has speech disorders associated with the stereotype of the words used, short phrases, and in order to finally understand him, it is necessary to ask additional questions, then the difficulties relate to speech programming. In the case when sentences of different lengths are used, but at the same time there is a replacement of specific concepts with more generalized ones, a large number of pronouns are encountered, that is, it makes sense to deal with the level of processing of auditory information. A complete diagnosis is carried out by a specialist -.

In order for school performance to increase, and the shortcomings of the behavioral sphere to be smoothed out, sufficient development of the sensorimotor basis is necessary - the main mental functions (thinking, memory, attention). It is impossible to achieve this by requiring the child to concentrate through force and coercion, since this is not a pedagogical, but a neurophysiological aspect. Methods that develop only the missing level will be effective - these are natural processes of cognition of the world, such as games, running, jumping, as well as other forms of activity that expand the sensorimotor sphere.

Instead of tutors in all subjects and various developing early programs, it is recommended to focus on the development of the necessary brain structures and neural connections. This is possible using the method of neurosensory auditory stimulation.

In addition, classes with are necessary to correct dyslexia and dysgraphia. The Tomatis program will help brain structures "ripen", form and strengthen neural connections, and classes with a speech therapist will consolidate and automate the necessary skills.

The Tomatis course aims to:

1. Neural connections have matured between the limbic system (it gives the brain energy in the form of motivation and emotional response to stimuli, helping the frontal lobes make decisions and exercise control over behavior), sensory areas of the cerebral cortex (process the received visual, auditory, kinesthetic and other information) and prefrontal cortex (responsible for programming and control of actions, decision making, forms behavior).
2. To carry out sensorimotor integration, to help different parts of the brain work smoothly.
3. Improve attention, especially auditory attention (because Tomatis exposure occurs through the ear, auditory attention begins to train even at the stage of sound passing through the middle ear; the specialists of the method call this process “fitness for the auditory muscles”). Tomatis helps the nervous system learn to distinguish between the main and the secondary in the sound environment, increase resistance to informational stress, maintain concentration in a noisy place and under increased stress.
4. By influencing the speech zones of the cortex, improve the functions of reading, writing, processing speech information and expressive speech.

How is the correction of violations of school skills in our center?

In our center, the initial consultation is carried out in the form: the reception is conducted by several specialists at once (at the request of the client). The consultation involves a speech therapist, a neuropsychologist, a defectologist and a specialist in Tomatis therapy (clinical psychologist). The composition of the staff may vary depending on the specific situation (pre-registration is required).

At the consultation, specialists study the child's history, the characteristics of his personality, the nuances of the problems that arise in learning. We recommend that you bring notebooks with “typical” errors to your appointment, this will help in the diagnostic process. It is also advisable to bring medical documentation (if any): honey. map, EEG, dopplerography and other results of examinations that are on hand.

One of the latest studies showed that up to 80% of the barriers to the development of market relations are somehow connected with personnel problems. Here, there is resistance to innovation, and unwillingness to retrain, and inability to work in a new way, and internal alienation from the goals of the organization. Personnel training for most Russian organizations is currently of particular importance. This is due to the fact that working in a market environment places high demands on the level of staff qualifications, knowledge and skills of employees. Both external conditions (economic policy of the state, legislation and taxation system, new competitors appear, etc.) and internal conditions for the functioning of the organization (restructuring of enterprises, technological changes, the emergence of new jobs, etc.) change very quickly, which puts most Russian organizations are faced with the need to prepare personnel for today's and tomorrow's changes. Achieving long-term and short-term goals, the need to increase competitiveness and organizational changes require reliance on well-planned and well-organized work on staff training. Training is designed to increase the level of work motivation, staff commitment to their organization and involvement in her affairs. Despite the very difficult financial situation of most Russian organizations during the period of transition to work in a market environment, the costs associated with staff training are beginning to be considered as a priority and necessary. More and more organizations conduct large-scale training of personnel at different levels, realizing that it is trained, highly qualified personnel that will be the decisive factor in the survival and development of the enterprise.

The increasing role of learning in the processes of organizational change and organizational development is due to the following factors:

Staff training is the most important means to achieve zheniya strategic goals of the organization. Success in the implementation of the most important strategic goals of the organization largely depends on the extent to which the staff is aware of the content of the strategic goals and how prepared they are to work towards their achievement. The need for rapid changes in the structure and principles of management, increasing the organization's ability to survive in a competitive environment is forcing the management of an increasing number of companies to move from short-term planning to developing long-term strategies for organizational development. The implementation of these strategies requires a higher level of professional training, both for managers and staff.

Training is a critical means of adding value to an organization's human resources. Many organizations do not train their staff, because they do not consider this item of expenditure as a necessary expenditure of financial resources, believing that it can be easily dispensed with. However, sooner or later, the management of any organization will inevitably have to face the fact that if you do not invest in increasing the level of knowledge and skills of your employees, then the return on the organization’s human resources will decrease every year. In industrialized countries, it has long been understood that training personnel is one of the main factors that allow you to win in tough competition. Every year, large Western corporations spend from 2 to 5% of their budget on training and development of employees. The transition to work in market conditions and the increase in competition in the external and domestic markets, the emergence of new technologies, the reorganization of production and the change of generations require the solution of a whole range of issues related to with an increase in the qualification level of employees, as well as a willingness to use not only old, but also fundamentally new methods of training.

Organizational change is impossible without staff training. The work that many organizations are doing to improve their competitiveness is impossible without the use of new, modern equipment, without the introduction of more efficient technologies and methods of work and management methods. Technological changes and the setting of new organizational goals can radically change the content of the work of various categories of workers - from senior management to ordinary personnel - and this requires additional knowledge, the development of necessary skills, and a revision of old approaches to work. Under these conditions, the training of all the main categories of workers becomes absolutely necessary. Employee training, among other things, plays an important role in conveying to the staff the main meaning and the need for ongoing changes, in explaining their essence, in order to achieve support for innovations not only from above, from management, but also from below, from ordinary employees.

Benefits received by the organization as a result of training staff, are expressed:

employee training allows the organization to successfully solve the problems associated with the emergence of new lines of business and maintain the necessary level of competitiveness.

a more complete use by the organization of the knowledge, skills and abilities of employees obtained as a result of their training allows you to quickly recoup investments aimed at these goals.

through training, management gets the opportunity to improve the ability of staff to adapt to changing socio-economic conditions and increasingly stringent market requirements.

training allows not only to preserve and disseminate among employees the core values ​​and priorities of the organizational culture, but also to promote new approaches and guidelines.

Among the costs associated with employee training, direct and indirect costs can be distinguished.

Todirect costs may include expenses for the payment of teachers and support staff, for teaching materials, for rental of premises. Toindirect costs expenses associated with the need to release employees from their main work for the period of their participation in the training program can be attributed. The organization incurs especially significant material costs when paying for long-term (from several months to several years) training of its employees with a break from their main work. Sometimes it is difficult to say what is more difficult for management - the solution of problems associated with direct or indirect costs. If an organization conducts work in the field of personnel training without outside help, then the following stages can be distinguished in this work.

Determination of training needs . Unfortunately, today the situation is typical when the organization does not pay enough attention to identifying the training needs of various categories of employees. Many organizations do not link promotion to the need for an employee to undergo training designed to prepare him for work in a new position, for solving a new range of tasks. While it is quite natural for Western companies to take a training course for a promoted manager before starting to work in a new position, for many Russian organizations the question of what new knowledge is needed for promoted managers is often even not set. This happens not because it is considered unnecessary, but simply because the organization does not have documents and regulations governing the procedure or technology for identifying this need.

The need for training of various categories of personnel of the organization is determined both by the requirements of the work or the interests of the organization, and by the individual characteristics of employees. The need for training, the acquisition of new knowledge and the development of certain professional skills is influenced by age, work experience, level of abilities, features of labor motivation and other factors.

Methods for determining the needs of employees of the organization in learning. In order to determine the content and methods of training that can help achieve the goals of the organization and the goals of training, it is necessary to establish the qualitative and quantitative need for training of the main categories of workers. quality (what to teach, what skills to develop) and quantity natural (how many employees of different categories need training) need for training can be identified by the following methods.

assessment of information about employees, available in the personnel service (work experience, work experience, basic education, whether the employee has previously participated in training or advanced training programs, etc.);

regular evaluation of performance (certification);

analysis of long-term and short-term plans organization and plans of individual units and determining what level of qualification and professional training of personnel is necessary for their successful implementation.

supervision of the work of the staff. The non-compliance of personnel work with established standards and requirements of job descriptions revealed as a result of observation may be an indicator of the need for appropriate training.

analysis of problems that hinder effective work. If the organization has problems associated with poor performance, with marriage, with safety violations, with unreasonably large losses of time, then this information can also be used both in the preparation of training programs and to justify an application for training of certain categories of personnel .

collection and analysis of applications for staff training from department heads.

employee suggestions. Such proposals can be collected through surveys or questionnaires of employees.

organization of work with the personnel reserve and work on the plancareer development. In the process of working with the personnel reserve and when planning the career of employees of the organization, HR specialists receive additional information about the training needs of different categories of personnel.

identification of factors influencing the work of personnel. For example, changing standards or introducing new procedures and new equipment often requires additional training.

Allocate two groups of personnel training methods : training directly at the workplace and training outside the workplace. There are the following training methods at workplace.

briefing It is an explanation and demonstration of working methods directly at the workplace and can be carried out both by an employee who has been performing these functions for a long time, and by a specially trained instructor. The briefing is limited in time and focused on the development of specific operations that are part of the professional duties of the student.

rotation is a method of self-study in which an employee temporarily moves to another position in order to acquire new skills. Rotation is widely used by enterprises that require employees to have polyvalent qualifications, that is, the possession of several professions.

Apprenticeship or mentoring (coaching) is a traditional method of vocational training since ancient times, widely used today. Apprenticeship consists in having a more experienced person who constantly monitors development, provides assistance with advice, etc. One of the main advantages of mentoring is an individual approach to students. The mentor usually has several students (sometimes only one or two), which allows not only teaching them professional skills, but also acting as an educator, helping them master the basic requirements of a professional role.

The success of this method of teaching depends decisively on the experience and qualifications of the mentor - his ability to communicate, motivate, give constructive feedback on the results of his work.

Internships. Internships are used by many companies to train professionals and managers in the skills and knowledge they need to take on new jobs. The trainee observes how experienced professionals work, performs certain tasks under their guidance, and thus masters the skills to solve an ever wider range of professional tasks. practical orientation, direct connection with the production functions of employees. In this sense, this type of training is optimal for developing the skills required to perform current production tasks.

There are the following learning methods outside the workplace: lecture, consideration of practical situations, business games, independent work, etc.

Method of practical situations (cases) involves the analysis and group discussion of hypothetical or real situations that can be presented in the form of descriptions, videos, and so on. Using this method allows the participants of the training program to get acquainted with the experience of other organizations, as well as develop the skills of decision analysis, strategy development and tactics.

business games are a way of learning that is closest to the real professional activity of students. The advantage of business games is that, being a model of a real organization, they simultaneously provide an opportunity to significantly reduce the operating cycle and thereby demonstrate to the participants what final results their decisions and actions will lead to.

Trainings. Training (unlike conventional exercises and auto-training) is carried out under the guidance of qualifiedth specialist; is a systematically implemented program of various exercises in order to form and improve skills and abilities, increase the efficiency of labor (and other) activities. In organizations, trainings are widely used to: accelerate the adaptation of new employees; eliminate gaps in training and overcome ineffective forms of behavior; training in new technologies and methods of work; quick preparation for work in a new, higher position.

Study group size and choice of teaching methods I. Some teaching methods such as lectures, films, videos, videos and programmed learning are well suited for large groups of learners. Other methods such as behavioral modeling, role play and mentoring can only be used successfully in small groups. The mentor usually deals with 1-5 mentees.

The procedure for evaluating the effectiveness of training programs usually consists of four stages.

Data collection before training. They show the level of production indicators, knowledge, skills and features of working behavior and attitudes related to professional activities that employees had before training. This data can be of three types:

indicators characterizing work behavior, professional attitudes, knowledge and working skills of employees (the collection of these indicators requires preliminary preparation of tests, questionnaires, etc.);

quantitative indicators of the work of departments or the organization as a whole (performance level, financial indicators, the number of complaints or customer claims received, etc.);

qualitative indicators of the work of departments or the organization as a whole (quality of goods and services, competitiveness of the enterprise, level of labor morality, etc.).

Data collection during training. During the training, you can collect valuable information about the motivation of students, about their interest in various educational topics, about their assessment of the work of teachers, and others. This allows you to remove non-working procedures, change the form of presentation of individual topics, make classes more interesting and it is necessary to include in the curriculum new topics and questions that are more in line with the professional interests of the students.

To assess the degree of assimilation by students of educational mamaterial, studied by them within the framework of the curriculum, at the end of the training, tests, exams, tests or certain performance indicators, the development of which was directed by this training program, may be carried out.

Data collectionafter training to compare data characterizing the professional activities of employees before and after training. In addition, specially designed questionnaires can be offered to trainees immediately upon completion of training, in which they are asked to evaluate the curriculum. Unfortunately, this way you can get only rather limited information to evaluate the effectiveness of training, although it can provide guidelines for changing the program, for improving its organization.

The problem of personnel development

Staff development- targeted systematic development of employees, focused on achieving the goals of the organization, by expanding and deepening the existing professional competence, training in new qualifications, as well as increasing the motivation and organizational capabilities of the organization to use the full potential of the employee; the process of training personnel to perform new production functions, occupy new positions, and solve new problems.

In various sources, the process of development of managers is considered from different positions. In one, the successful development of managerial personnel is built on three factors: knowledge, capabilities and behavior of employees. Knowledge is the basis for the development of personnel abilities, they contribute to the formation of human efforts. Opportunities mean the conditions for using the acquired knowledge, they determine the individual efficiency of knowledge, their implementation. The development of managers, first of all, is connected with bringing their knowledge in line with their capabilities. Within the framework of their capabilities and on the basis of their own activities, they develop their experience. In the other, the features of professional development are considered as a process of preparing employees to perform new functions, occupy new positions, solve new problems, that is, the development of new competencies. Learning is not just getting new knowledge, getting to know new opportunities and new solutions. The result of training should be the ability of managers to find more and more effective solutions in everyday practice. And since the most important result in training managers is to increase the effectiveness of their management activities, it is important to place more emphasis on those principles that create more favorable opportunities to influence their attitudes when preparing training programs. and increase their willingness to use the acquired knowledge in their own work. These are primarily the following principles.

Activity. Minimizing the use of lecture presentation of material during training and the widest possible use of active learning methods that require a high degree of activity and personal involvement of students in the educational process.

Orientation to practical use of acquired knowledge, close connection of the content of classes with everyday management practice. This goal is served by group discussions and assignments that leaders work through in small groups during training.

Teamwork. The main task of managerial personnel is to organize the work of other people, therefore, mastering the skills of teamwork is of particular importance for managers and persons in the reserve for managerial positions.

Project work as a form of consolidation of acquired knowledge for the development of teamwork skills.

The essential features of managerial training demonstrate the rather high complexity of organizing an effective educational process. Therefore, some higher education institutions are creating a network of training centers throughout the country. A specific organization aimed at corporate training of its employees can take advantage of the educational potential of such a network structure by creating its own training center or by sending its employees to a regional center for training. Training for the management personnel of Russian organizations is of particular importance, since insufficient attention has been paid to the training of managers over the past ten years. The economic revival of Russia is impossible without managers who have modern knowledge and skills to successfully solve managerial problems. Currently, one of the approaches to corporate training and development, “learning by doing”, is popular in Russia. The principal features of the “learning by doing” technology are as follows:

participants work on real tasks; and not over exercises or artificial tasks;

participants learn from each other, not from the "teacher";

participants have a rare opportunity to start their career from scratch, working on real projects and their implementation in the organization;

participants work for the implementation of the results, and not for the preparation of a report, plan or recommendations;

Analyzing the possibilities of practical application of the "learning by doing" technology, it should be noted its effectiveness in solving the following tasks of the organization: management development and reserve training.

There are also disadvantages in the "learning by doing" technology: the unpredictability of results and the mandatory comprehensive support of top management.

At present, the training of managerial personnel of a high level of professionalism is a task that is being solved, including at the state level. This is confirmed by the implementation of the state Presidential program for the training of managerial personnel in Russia. Here are the main stages of the implementation of this program:

submission by candidates of documents to the regional branch of the Commission for the organization of training of managerial personnel;

conducting a competitive selection of participants by the regional branch of the Commission based on an assessment of: professional level, level of economic and managerial knowledge, as well as the level of understanding by a specialist of the goals and objectives of training in the program; behavioral criteria (activity; entrepreneurial, managerial and creative potential; desire for professional development); foreign language skills;

training of specialists (6-9 months) in the leading Russian higher educational institutions selected on a competitive basis;

conducting state certification with the issuance of a diploma of the Presidential program to specialists who have successfully completed training;

selection of specialists by foreign participants of the program for training as part of a foreign internship;

conducting 1-6 month internships at foreign enterprises corresponding to the professional and industry profile of a Russian specialist.

All management training programs are focused on the use of modern innovative domestic and foreign learning technologies, include business games, case analysis, computer modeling, the use of theory and practice of managerial decision-making, exchange of experience, psychological training.

In addition to this, there is also:

Managers Associations is a non-profit public organization whose mission is to promote in every possible way the development of a community of professional managers - senior and middle managers in Russia.

Professional associations- a mechanism for the formation of consolidated standards and requirements in the field of managerial qualifications and professional development systems, networks for exchanging experience and disseminating advanced knowledge, promoting the profession and servicing organizations as an independent platform - a professional forum.

Academic Systems- large-scale theoretical training programs in the field of management offered to individual consumers by "classical" educational institutions, the main purpose of which is basic preparation for joining the professional community of managers or moving to a higher career level.