Мониторинг индивидуального развития ребенка (от рождения до школы)

Баландин Дмитрий Лоллиевич; Комарова Ирина Ильинична; Смирнова Ирина Николаевна

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Журнал

Современное дошкольное образование

2022

ВАК

Область наук

Фундаментальная медицина

Ключевые слова

дошкольное образование / индивидуальное развитие ребенка / мониторинг / цифровая трансформация / информационная система / медицинское обслуживание / preschool education / individual child development / monitoring / digital transformation / information system / medical care

Аннотация научной статьи по фундаментальной медицине, автор научной работы — Баландин Дмитрий Лоллиевич, Комарова Ирина Ильинична, Смирнова Ирина Николаевна

Актуальность. В современном мире в результате бурного развития медицины и возможностей выхаживания детей резко увеличивается количество детей с особыми потребностями в развитии. Это приводит к росту инвалидности, особенно в тех случаях, когда не удается выявить отклонения в развитии в раннем возрасте и начать принимать меры. Этому способствует модель медицинского обслуживания, при которой врач имеет ограниченное время для наблюдения за ребенком. Поэтому в работе с детьми младшего возраста возникает проблема невыявленности отклонений в развитии. С другой стороны, даже при выявлении детей, нуждающихся в создании особых условий, есть проблема недоступности развивающих и образовательных услуг детям с ОВЗ раннего возраста (от рождения до 3-х лет); отсутствие условий для формирования инклюзивной среды в ДОО: большая наполняемость групп (до 30 человек), отсутствие специалистов в ДОО, отсутствие сетевых механизмов взаимодействия с территориальной системой ранней помощи, большое многообразие образовательных кейсов и др., при отсутствии оценки качества этих ресурсов. Цель. Разработка автоматизированной системы «Мир ребенка», направленной на раннее выявление отклонений в развитии путем педагогического, родительского и медицинского мониторинга. Описание хода исследования. Мониторинг строился на наблюдении педагогов за поведением детей в яслях и детских садах и фиксации в системе результатов наблюдений педагога за детьми. Помимо педагогов за детьми ведут наблюдение медики и родители. Самообучающаяся система корректирует оценки в зависимости от увеличения количества участников системы. На основании полученных в системе данных организуется психолого-педагогическая комиссия в детском саду. В случае необходимости родителям рекомендуют обратиться в ПМПК. Здесь происходит верификация нарушений и делаются рекомендации условий образования ребенка. В детском саду разрабатывается адаптированная программа, наблюдения продолжаются, и ведется их фиксация. Корректировка системы осуществляется не чаще, чем один раз в полгода. Результаты. Проект был поддержан Агентством стратегических инициатив, принят как образцовая практика и обсуждался на заседании экспертов АСИ. В декабре 2021 года проект был также представлен на совещании «Цифровая трансформация в дошкольном воспитании» в Аналитическом центре при Правительстве РФ. В настоящее время проект проходит апробацию. Параллельно идет обучение системы искусственного интеллекта. Заключение. В результате реализации проекта: разработана Информационная система с гораздо большим функционалом, чем предполагалось, включающая не только педагогический мониторинг, но и медицинский; проведено обучение педагогов трех регионов (г. Клин, Московская область; г. Омск; г. Казань, Республика Татарстан) в пяти учебных комплексах. Проведено обучение педиатров и сестер в пяти медицинских учреждениях. Проведено обучение родителей, чьи дети участвуют в апробации.

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Monitoring of a Child’s Individual Development (From Birth to School)

Relevance of the article. In the modern world, as a result of the rapid development of medicine and the possibilities of caring for children, the number of children with special developmental needs is sharply increasing. This leads to an increase in disability, especially in cases where it is not possible to identify developmental disabilities at an early age and begin to take action. This is facilitated by the model of medical care in which the doctor has limited time to monitor the child. Therefore, in working with small kids, there is a problem of non-detection of deviations in development arises. On the other hand, even when children who need special conditions are identified, there is a problem of inaccessibility of developmental and educational services to children with disabilities at an early age (from birth to 3 years); lack of conditions for the formation of an inclusive environment in preschools (large group size – up to 30 people; lack of specialists in preschools; lack of network mechanisms for interaction with the territorial system of early intervention; a large variety of educational cases, etc., in the absence of an assessment of the quality of these resources. The aim of the article. Development of an automated system “Child’s World”, aimed at early detection of developmental disabilities through pedagogical, parental and medical monitoring. Description of the research progress. Monitoring was based on teachers’ observation over the behavior of children in nurseries and kindergartens and fixing of the results of the teacher’s observations of children in the system. In addition to teachers, the children are monitored by doctors and parents. The self-learning system adjusts the scores depending on the increase in the number of participants in the system. Based on the data obtained in the system, a psychological and pedagogical commission is organized in kindergarten. If necessary, parents are advised to contact the Psychological, medical and pedagogical commission, where specifics of development is verified and recommendations are made for the conditions of the child’s education. An adapted program is being developed in the kindergarten, observations are continuing and their recording is being carried out. The system is adjusted no more than once every six months. The results of the study. The project was supported by the Agency for Strategic Initiatives, adopted as a good practice and discussed at a meeting of ASI experts. In December 2021, the project was also presented at the meeting “Digital Transformation in Preschool Education” at the Analytical Center under the Government of the Russian Federation. The project is currently being tested. In parallel, the artificial intelligence system is being trained. Conclusion. The Information system was developed with much more functionality than expected, including not only pedagogical monitoring, but also medical; teachers of three regions (Klin, Moscow region; Omsk; Kazan, Republic of Tatarstan) were trained in five educational complexes. Pediatricians and nurses were trained in five medical institutions. Parents, whose children participated in the testing, were also trained.

Текст научной работы на тему «Мониторинг индивидуального развития ребенка (от рождения до школы)»

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UDC 373.2 DOI: 10.24412/1997-9657-2022-2110-40-51

Monitoring of a Child�s Individual Development (From Birth to School)

DmitriyL.Balandin1,IrinaI.Komarova2*,IrinaN.Smirnova1,

1 E-Publish, Moscow, Russia; 2 International Academy of Preschool Education, Moscow, RussiaRelevance of the article. In the modern world, as a result of the rapid development of medicine and the pos-sibilities of caring for children, the number of children with special developmental needs is sharply increasing. This leads to an increase in disability, especially in cases where it is not possible to identify developmental disabilities at an early age and begin to take action. This is facilitated by the model of medical care in which the doctor has limited time to monitor the child. Therefore, in working with small kids, there is a problem of non-detection of deviations in development arises. On the other hand, even when children who need special conditions are identified, there is a problem of inaccessibility of developmental and educational services to children with disabilities at an early age (from birth to 3 years); lack of conditions for the formation of an in-clusive environment in preschools (large group size � up to 30 people; lack of specialists in preschools; lack of network mechanisms for interaction with the territorial system of early intervention; a large variety of edu-cational cases, etc., in the absence of an assessment of the quality of these resources.The aim of the article. Development of an automated system �Child�s World�, aimed at early detection of developmental disabilities through pedagogical, parental and medical monitoring.Description of the research progress. Monitoring was based on teachers� observation over the behavior of children in nurseries and kindergartens and fixing of the results of the teacher�s observations of children in the system. In addition to teachers, the children are monitored by doctors and parents. The self-learning system adjusts the scores depending on the increase in the number of participants in the system. Based on the data obtained in the system, a psychological and pedagogical commission is organized in kindergarten. If neces-sary, parents are advised to contact the Psychological, medical and pedagogical commission, where specif-ics of development is verified and recommendations are made for the conditions of the child�s education. An adapted program is being developed in the kindergarten, observations are continuing and their recording is being carried out. The system is adjusted no more than once every six months.The results of the study. The project was supported by the Agency for Strategic Initiatives, adopted as a good practice and discussed at a meeting of ASI experts. In December 2021, the project was also presented at the meeting �Digital Transformation in Preschool Education� at the Analytical Center under the Government of the Russian Federation. The project is currently being tested. In parallel, the artificial intelligence system is being trained.Conclusion. The Information system was developed with much more functionality than expected, including not only pedagogical monitoring, but also medical; teachers of three regions (Klin, Moscow region; Omsk;

Kazan, Republic of Tatarstan) were trained in five educational complexes. Pediatricians and nurses were trained in five medical institutions. Parents, whose children participated in the testing, were also trained.Keywords: preschool education, individual child development, monitoring, digital transformation, in-

formation system, medical care.For citation: Balandin D.L., Komarova I.I., Smirnova I.N. (2022). Monitoring of a child�s individu-al development (from birth to school). Preschool Education Today. 2:16, 40�51 (in Russian). DOI: 10.24412/1997-9657-2022-2110-40-51

Original manuscript received 15.01.2022.

* Contacts: irinakomarova@mail.ru

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��,��-�� , �� -�� , �� , ��-�� -�� (��, ��), ORCHID: 0000-0003-2118-5510, irinakomarova@mail.ru

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Information about authors

Dmitriy L. Balandin, General Director of �E-Publish�, Moscow, Russia, ORCHID: 0000-0002-0626-4643, balandin@e-publish.ru

Irina I. Komarova, PhD in History, Lead Researcher, Productive Forces Research Council of the Russian Foreign Trade Academy under the Ministry for Economic Development and Trade of the Russian Federation, International Academy of Preschool Education, Moscow, Russia, ORCHID: 0000-0003-2118-5510, irinakomarova@mail.ru

Irina N. Smirnova, PhD in Pedagogy, Deputy Director of �E-Publish�, Moscow, Russia, ORCHID: 0000-0003-1106-7326, smirnova@e-publish.ru

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