Corrective work to develop the attention of children with disabilities. Work program for classes on correction and development of attention in
CORRECTIONAL DEVELOPMENT PROGRAM
“INCREASING THE ATTENTION LEVEL OF JUNIOR SCHOOL CHILDREN”
teacher-psychologist MBOU Secondary School named after. Iskhakova A.S.
Uralsk MR Uchalinsky district
Republic of Bashkortostan
Zvonareva N.P.
2014-15 academic year
Today, the number of children who have lost interest in learning is growing, their intellectual level has decreased, their concentration of attention has decreased, all this necessitates the development of practical psychological and pedagogical means to increase the potential capabilities of students. Often misunderstanding educational material, errors appear during execution independent tasks, inability to start and consistently carry out work on memorizing tests, completing drawings, technical products is explained not by a lack of ability for these types of activities, not by poor intelligence or poor memory, but by insufficient attentiveness.
Well-developed properties of attention and its organization are factors that directly determine the success of learning in primary school age. As a rule, well-performing schoolchildren have better indicators of attention development. At the same time, special studies show that various properties of attention have an unequal “contribution” to the success of learning in different subjects. Thus, when mastering mathematics, the leading role belongs to the volume of attention; The success of mastering the Russian language is associated with the accuracy of attention distribution, and learning to read is associated with the stability of attention. This suggests a conclusion: by developing various properties of attention, it is possible to increase the performance of schoolchildren in different areas. academic subjects. Form positive personal characteristics schoolchildren need through the targeted development of their attention. The problem of overcoming inattention involves weakness cognitive processes, elimination negative consequences absent-mindedness.
The correctional developmental program is aimed at increasing the level of attention and eliminating inattention in children in grades 1-4 in primary school.
It is designed for students who not only have difficulty paying attention in class, but can be used with the whole class. The gradual development and improvement of attention is ensured by performing a variety of tasks using simple, familiar material in a relaxed gaming environment with direct communication with peers. The individual tasks of this complex are arranged in order of increasing difficulty.
Number of classes - 10.
Purpose of the program:
formation of attention, ability to concentrate, highlight objects according to characteristic features, switching attention, concentration and development of communication, ability to generalize, analyze, develop intelligence and logical thinking.
Program objectives:
Increasing the level of attention development;
Development of voluntary attention;
Formation of the ability to switch and concentrate attention;
Expanding students' horizons.
Methods and forms of work:
developing and sports games, exercises, relaxation workouts.
Expected results:
high level productivity and stability of attention, mastery of the processes of switching and concentrating attention, high volume of attention, high level of motivation to learn.
Class structure:
classes are held with a group of children (up to 12 students), once a week for 40-45 minutes.
But some exercises can be used for individual work with students. Much attention is paid to active forms of work that activate the process of learning the material. Total quantity lessons is not fixed and depends on the initial level of thinking of the participants and the pace of their progress in completing tasks.
A concentric method is used from simple to complex. Based on the fact that at primary school age children’s attention is still unstable, children are distinguished by great mobility and impressionability, tasks change quite often.
Outdoor games interspersed with main tasks were used as recreation.
Equipment:
soft toys, cards with various objects (animals, birds, vegetables, fruits, items of clothing, school supplies), task cards, forms with letters, children's lotto, pencils, playing field 3 * 3 cells, plasticine, relaxation music).
Lesson 1
Target:
acquaintance, development of motor attention, self-organization, self-control.
Equipment: a sign with people.
Time: 45 min.
1. Exercise “Greetings”
Goal: to promote the creation of a psychological atmosphere.
Time: 2 min.
Instructions. Children stand in a circle, holding hands, and say the words:
Let's stand together in a circle.
How many friends -
Look around.
I'll extend my hand to a friend,
I won't quarrel with my friend.
Let's all play together.
Don't forget the rules of the game.
2. Exercise “Getting to know each other”
Purpose: to introduce students to each other.
Time: 7 min.
Instructions. Each group member is asked to call himself by his own name or a fictitious name, and only the given name appears in communication. The choice of names speaks to how the student perceives his Self.
3. Exercise “Men doing exercises”
Goal: to conduct developmental self-diagnosis.
Time: 5 min.
Instructions. Carefully examine the little men, highlight those who hold their hands down and their feet shoulder-width apart. At the end of the game, we count the number of mistakes made.
We hold competitions: who will complete the task faster and more accurately? We impose a “fine” for missing figures. The one who receives the smallest fine wins.
4. Exercise “Be attentive”
Time: 4 min.
Instructions. Students stand at random. When the psychologist says the word “bunnies,” the children begin to jump, when they hear the word “skates,” they start kicking the floor, when they hear the word “crayfish,” they begin to back away, when they hear the word “birds,” they wave their arms,
“stork” - stand on one leg.
5. Exercise "What do you hear?"
Goal: to develop skills of switching attention.
Time: 7 min.
Instructions. At the psychologist’s signal, shift (switch) attention from the door to the window, from the window to the door. Tell what happened behind them when their attention switched.
6. Game "Bird"
Goal: develop attention.
Time: 10 min.
Instructions. All players sit in a circle and choose a leader. Each player has forfeits (any small toy). He sits in the middle of the circle and gives all the players the names of the trees (oak, maple, linden, spruce, etc.). Everyone should remember their name. The presenter says: “A bird flew in and sat on an oak tree.” The oak tree replies, “I wasn’t on the oak tree, I flew to the tree!” The tree calls another tree. Whoever misses gives away a forfeit.
7. Exercise "Focus"
Time: 4 min.
Instructions. The students make themselves comfortable. To the team of psychologist “Body”! Students focus on their bodies. To the command “Right hand” - on the right hand. Then sequentially at intervals of 10-20 s. commands sound - “Palms!”, “Fingers!”, “Legs!”, “Head!”.
8. Exercise “Canon”
Goal: develop active attention.
Time: 5 min
Instructions. Players stand in a circle and take turns doing the following movements: one crouches and stands up, another claps his hands, the third crouches and stands up, etc.
9. General discussion
Time: 4 min.
Did you learn anything new?
What moment of the lesson was most memorable?
What was the mood like?
Lesson 2
Equipment: excerpts from fairy tales, red semaphores, form with letters.
Time: 40 min.
1. Exercise “Give affection”
Goal: to develop attention and respect in communication.
Time: 2 min.
Instructions. Participants take turns touching each other’s hands, calling names and saying kind words.
2. Exercise “Who is the most attentive in the class.”
Time: 5 min.
Instructions. The psychologist reads an excerpt from a fairy tale, but with errors, saying the wrong words. Students hear the wrong word - they raise red signals. The psychologist stops. Students correct the mistake, the psychologist continues reading.
An old man was walking through a dense summer forest and lost his glove. Here a bowl (mouse) runs, sees a glove and says: “I will sew (live) here!” When this hat (frog) jumps and asks: “Who lives here?” -Bowl (mouse). Who are you? - Hat (frog). Let me sew (live) too. - Go.
One king had three tina (sons). Two are smart, and the third is a fool. So they came to your (their) father and asked him to let them go (travel) around the color (light), look at other nobility (kingdoms). The father listened to them and said: “Wipe (choose) whatever horses you want from Sabuni (herds) and ride wherever you want.”
3. Exercise “Four Elements”
Purpose: stimulate attention.
Time: 4 min.
Instructions. Students stand in a circle and move randomly. When a psychologist says the word “earth,” everyone throws their hands down; the word “water” - stretch your arms forward; the word “air” - raise their hands up; the word “fire” - clap their hands.
The one who makes a mistake is out of the game.
4. Exercise “Fingers”
Goal: to monitor the work of attention, develop the ability to concentrate.
Time: 10 min.
Instructions. Students sit comfortably in chairs with their hands on their knees and interlocking their fingers, except their thumbs. Thumbs free.
To the command "Start!" slowly rotate them around each other at a constant speed and in the same direction, making sure that the fingers do not touch each other. All attention is focused on this movement. To the command “Stop!” the exercise stops. The duration of the exercise is 5-10 minutes. Some people may fall asleep while doing this exercise. This indicates the presence of a high level of suggestibility.
5. Exercise “Gawkers”
Time: 4 min.
Instructions. Students are asked to rewrite the following lines without errors:
A ) AMMADAMA COAST OF ASSAMASA
b) GESCLALLA ESSANESSAS DETALLATA
6. Exercise “Who is faster?”
Goal: to develop skills of automatic attention.
Time: 10 min.
Instructions. Students are encouraged to count from 1 to 25 faster and more accurately using Schulte tables. The success of the task is assessed by the completion time. The faster, the more success. At the same time, interest must be encouraged and stimulated.
7. Exercise “Breathe and think beautifully”
Goal: reduce the level emotional stress.
Time: 5 min.
Instructions. Close your eyes, take a deep breath. Mentally say:
- “I am a lion” - exhale, inhale;
- “I am a bird” - exhale, inhale;
I am a stone” - exhale, inhale;
- “I am a flower” - exhale, inhale;
- “I am calm” - exhale.
When you are very worried, try to breathe beautifully and calmly.
8. General discussion.
Time: 4 min.
What do you remember most from today's lesson?
What was your mood?
Lesson 3
Goal: to develop attentiveness and observation.
Equipment: text of the story “The Ant and the Dove”, soft toys, puzzles, cards with questions, audio recording “The Sound of the Sea”.
Time: 40 min.
1. Game “Wishes”
Goal: to promote the creation of a psychologically comfortable atmosphere.
Time: 4 min.
Instructions. Children sit in a circle and, throwing a ball to each other, say good wishes.
2. Exercise “Assess your attentiveness”
Goal: to promote the development of mindfulness.
Time: 6 min.
Instructions. The psychologist reads the story for the first time and skips a sentence, then reads the whole text so that students can detect the missing sentence.
The story "The Ant and the Dove"
The ant got thirsty and went down to the stream. But a wave covered him and he began to drown. The dove, which was flying past the stream at that time, noticed this and threw a twig to the ant. The ant climbed onto a branch and thus escaped. The next day the Ant saw that the hunter wanted to catch the dove in a net. He crawled up to him and bit the hunter on the leg. The hunter screamed in pain and released the net. The dove fluttered and flew away.
Question:
1. Why did the Ant go down to the stream?
2. How did Dove save him?
3. Who wanted to catch the Dove?
4. What did the hunter want to use for this?
5. Where did the Hunter Ant bite?
6. Did the hunter catch the Dove?
Voice and write down the sentence that the psychologist missed during the first reading.
3. Exercise “Listen to the clapping!”
Goal: activation of attention.
Time: 4 min.
Instructions. The students walk in a circle. When the psychologist claps their hands once, they must stop and stand in the “stork” pose (stand on one leg, arms to the sides). If the psychologist claps twice, students should take a “frog” position (squat, legs together, toes and knees to the sides, hands between legs on the floor). After three claps, the students continue to walk.
4. Exercise “What has changed”
Goal: develop stability and attention span.
Time: 6 min.
Instructions. The psychologist puts seven to ten objects in front of the children, which are then covered. Having opened them slightly for 10 seconds, offer to list all the items lying on the table. Then, opening it again for 8-10 seconds, ask them to tell you in what order they were lying. Having swapped 2 objects, show everything again for 10 seconds. Offer to determine which items have been shifted. Without looking at the objects anymore, say what color each of them is.
5. Exercise “Playing counting rhymes”
Goal: to develop stability of attention.
Time: 8 min.
Instructions. The participants of the game are divided into pairs and stand against each other. At the leader’s command, each pair begins to count from 1 to 100, with one partner saying even numbers, the other - odd. The same participants in the game stand nearby, and they also count. It is required that participants do not lose count. The pair that can count to 100 the fastest wins.
6. Exercise “Forbidden Word”
Time: 15 min.
Instructions. The psychologist asks questions, and the students answer. The answers can be anything, but you can’t say one forbidden word, which should be agreed upon in advance, for example, the word “no”. Warn students that they need to be as attentive as possible, because they must try to “catch.” Ask a question:
Do you sleep in the bathtub?
Is the snow green?
Can you fly?
Are you on Mars?
Do you like sweets?
Do you know how to repair refrigerators?
Students must find such a form of answer to fulfill the rules of the game. An error is considered if a forbidden word is named or the question is not answered. Only the student makes a mistake, you change roles: he asks questions, and you answer. The game can be played by dividing students into pairs. The one who answers the most questions correctly wins.
The game can be complicated if you enter several prohibited words at once, for example, “white” and “blue”, and do not name the same color twice.
Question:
1. Have you been to the city?
2. What color is the grass?
3. Were you in the hospital?
4. What color are doctors' coats?
5. Have you seen a chamomile flower?
6. What color are its petals?
7. What color is the sky?
8. What color are autumn leaves?
9. What color is the train carriage?
10. What color are sunflower leaves?
11. What color is the snow?
12. What time of year is it now?
7. Exercise “Myustererg Method”
Goal: to develop productivity and stability of attention.
Time – 5 minutes.
Instructions. The child is given a form with 5 lines of randomly typed letters printed on it, following each other without spaces. Among these letters, the child must find 10 words (3, 4, 5 complex) and underline them. You have 5 minutes to complete the entire task. An indicator of success can be the number of correctly found words and the speed of completing the task.
Example task:
8. Exercise “Sleep on the seashore”
Goal: relieve fatigue through relaxation.
Time: 4 min.
Instructions. Children listen to the sound of the sea (audio recording). The psychologist says that they all have the same dream. You are on the seashore. Children should see in their dreams what they did for class. The psychologist tells what signal the children will wake up by. Pause. A signal sounds. Children calmly “wake up” and take turns telling what they saw in their dreams.
9. General discussion.
Time: 4 min.
What did I discover new today?
Lesson 4
Goal: development of switching and attention span.
Equipment: cards with pictures, A4 sheets with small texts.
Time: 45 min.
1. Exercise “Smile”
Goal: learn to relieve facial stiffness with a smile. Create and maintain a positive emotional background.
Time: 2 min.
Instructions. All participants join hands and give each other smiles: each student returns to his neighbor and wishes him something good, smiling. He, in turn, smiles at the next neighbor.
2. Exercise “Listen and remember.”
Goal: develop attentiveness, switching attention.
Time: 10 min.
Instructions. Students are asked to listen carefully to the words the psychologist says and clap their hands every time the name of the animal occurs.
Attention! We started: wardrobe, dog, horse, bed, cat, train, sparrow, car, crow, book, cow, goat.
Students are asked to stand up when they hear the name of the plant. It should be repeated that there is no need to clap, but to stand up and react not to the animal, but to the plant.
Attention! We started: road, tiger, birch, wheat, plane, rose, snake, oak, doll, mushroom, school, chamomile.
Invite students to raise their hands when they hear the names of professions.
Attention! We started: flowerpot, teacher, doctor, jacket, salesman, lily, baker, computer, driver, cow, judge, football player.
Crouch when naming fairy-tale characters.
Attention! We started: path, mother, Kolobok, Cinderella, postman, Thumbelina, parrot, Baba Yaga, bus, Mitten, Twist and Twirl, window.
3. Exercise “Count quickly”
Goal: improve the distribution of attention.
Time: 7 min.
Instructions. " In front of you is a table in which numbers from 1 to 25 are arranged in disorder. There are 16 numbers in total in the table, which means 9 are missing. You have a piece of paper on which a series of numbers from 1 to 25 is printed. You must find the numbers in the table in order, starting with 1. If you do not find a number in the table, cross it out on the sheet with numbers. Corrections are not allowed, try to work without errors."
Table No. 1
1Table No. 2
16Operating time is limited: with table No. 1 - 3 minutes, with table No. 2 - 7 minutes
4. Exercise "Listen to sounds!"
Purpose: stimulate attention.
Time: 4 min.
Instructions. Children walk in a circle. A lower register note sounds - students take the “weeping willow” pose (feet shoulder-width apart, arms slightly apart at the elbows and hanging, head tilted to the left shoulder).
When hearing a sound in the upper register, children stand in the “poplar” pose (heels together, toes apart, legs straight, arms raised up, head thrown back; look at the tips of the fingers).
5. Exercise “Find errors”
Time: 10 min.
Instructions. Students are given sheets of paper with a small text written on them. Each sentence has semantic or grammatical errors, letters are missing or rearranged. Students are allowed to read this text only once, immediately correcting mistakes with a colored pencil. Then they exchange texts with their desk mates, who in turn correct mistakes with a pencil of a different color. “Vegetables did not grow in the Far South of our country, but now they do. There are a lot of carrots growing in the garden. They didn’t breed near Moscow, but now they do. Vanya was running across the field, but suddenly stopped. Gruchs build nests in trees. There were a lot of caviar hanging on the Christmas tree. Rooks for chicks of worms on arable land. Hunter in the evening from hunting. There are good departures in Rai's notebook. Children were playing in the school playground. A grasshopper chirps in the grass. In winter, the apple tree bloomed in the garden.”
6. Exercise “Repetition of phrases”
Goal: development of attention span.
Time: 10 min.
Instructions. Students are asked to repeat the phrases that the psychologist calls. When a student begins to make mistakes in a certain phrase and replace words, a second phrase of the same length is offered. If this is not done, this is the limit of the student’s attention span.
The phrases are read at an even pace, without haste. You should try to pronounce them in the same tone, without special intonations or emotional accents, so as not to influence the child’s perception.
6 syllables. Children, go to bed. Galya loves the doll.
7 syllables. The map is hanging on the wall. The cup is on the table.
8 syllables. The puppy is running along the road. Nightingales sing in the forest.
9 syllables. The cat ran after the mouse. It's cold outside in winter.
10 syllables. Look out the window at the children. The little dog is cold.
11 syllables. In summer the sun is very hot. A book and pencil are on the table.
12 syllables. The mother hen took her chicks for a walk. The duck swims quickly across the lake.
12 syllables. Piglets love to swim in puddles. An angry frost colored the children's cheeks.
13 syllables. A mother tells her children a fairy tale. The children went into the forest to pick mushrooms and berries.
14 syllables. A terrible storm destroyed a fisherman's house. The fox climbed into the chicken coop and stole the rooster.
15 syllables. Bee flies on fragrant flower for sweet honey. Grandmother and Nastya went for a walk in the forest in the morning.
16 syllables. The first clean snowball falls on the frozen ground. In the spring, a bird arrived and began to build a nest.
17 syllables. Mom went to the garden today and brought us pears. In summer, after rain, children love to run barefoot.
18 syllables. Petrik loves a fairy tale about gray wolf And sly fox. Mom gave Katya a book with bright drawings.
19 syllables. When it rains, the birds in the forest stop singing their songs.
20 syllables. The children cleaned their room very well this morning.
21 syllables. The boys went for a walk in the forest and caught a little bunny. Andryusha learned the poems, put the book in his bag and went for a walk.
22 syllables. Little kittens play and play with each other all day long. After summer comes autumn, and every day it gets colder.
Good attention span: 17-22 syllables reproduced.
Satisfactory volume: 11-16 syllables.
Unsatisfactory volume: up to 10 syllables.
7. Exercise “Listen to ourselves”
Time: 4 min.
8. General discussion
Time: 4 min.
What color did you feel about this activity today?
Lesson 5
Goal: development of concentration.
Equipment: 3*3 playing field, plasticine, pictures of animals and birds, relaxation music.
Time: 45 min.
1. Exercise "Hello!"
Time: 2 min.
Instructions. Music is playing, children are moving chaotically, shaking hands with each other. At the end of the game, a discussion is held: who experienced what feelings during the exercise.
2. Exercise “Mysterjerg Method”
Time: 5 min.
Instructions. Several letter combinations are given; words are encrypted in this combination of letters.
There are 10 animal names hidden in this table.
K SH L I S A V C H O R V A R Y S
O N B U K P K A N U ZH V Y
P D G E G R X N O H Y B R U F
T O L E V K F Y K R S L O N
W Z Y K SCH J N G R U S T A D K
F M U P B A R S U K Z V R E D
N S J T K A R Y B T F M T V
F J O V A P B UZ T M Y S
N B Y K S D K T Y R M A U D Y
X C H O N T K I T Z A N P R U S
SCH Y L K F Y U YA M V R U O Z K
F U T K A R P O S T I G R N Y
3. Game "Sherlock Holmes"
Goal: develop observation skills.
Time: 13 min.
Instructions. Students are divided into pairs. One of the students plays the role of Sherlock Holmes (English detective), who carefully examines the appearance of his partner, and then turns away or leaves the room. The partner changes some details of his appearance and invites the “detective” to guess what he changed. Then students change roles.
4. Exercise “Grammar analysis”.
Goal: to develop stability and distribution of attention.
Time: 4 min.
Instructions. It is necessary to underline nouns in the text with one line, and adjectives with two.
5. Exercise “Fly”
Goal: develop concentration.
Time: 10 min.
Instructions. For this exercise you need a board on which a playing field measuring 3 * 3 cells is drawn, and a small piece of plasticine. Plasticine plays the role of a “trained fly”. The movement of the “fly” from one cell to another occurs through commands, which it politely obeys. There are four commands: up, down, right, left. The starting position of the “fly” is the central cell of the playing field. Children sit with their backs to the playing field. Commands are given by students one by one. The task is to prevent the “fly” from leaving the field.
If someone takes the fly out of bounds, the command “Stop” is given and the fly is returned to the center square. The game starts over.
6. Exercise "Palms"
Goal: develop stability of attention
Time: 4 min.
Instructions. Participants sit in a circle and place their palms on their neighbors’ knees: right palm on the left knee of the neighbor on the right, and the left palm on the right knee of the neighbor on the left. The point of the game is to raise your palms one by one, i.e. a “wave” of rising palms ran through. After preliminary training, palms raised at the wrong time or not raised at the right moment are eliminated from the game.
7. Exercise “Autotraining”
Goal: relieve fatigue.
Time: 3 min.
Instructions. To the sound of quiet music, children take a comfortable position and close their eyes. They try to relax, repeating: “My body is relaxed, warm, heavy.”
8. General discussion.
Time: 4 min.
What did I discover new today?
Lesson 6
Equipment: thick sheet of paper, smooth white wallpaper, pictures with errors, colored pencils.
Time: 45 min.
1. Game “Stand up those who...”
Goal: to continue acquaintance by warming up the group.
Time: 4 min.
Instructions. Children sit in a circle. There is a psychologist in the center; the number of chairs is one less than the number of participants. The psychologist says: “Stand up, those who...” and names a certain sign (for example, who likes ice cream, physical education class, the color red). Those who believe that the sign suits them stand up and try to take free space, except for the chair located next to the psychologist.
2. Exercise “Red Pencil”.
Goal: development of productivity and stability of attention.
Time: 10 min.
Instructions. Students are given sheets of paper with a small text written on them. Each sentence has semantic or grammatical errors, letters are missing or rearranged. Students are allowed to read this text only once, immediately correcting mistakes with a colored pencil. Then they exchange texts with their desk mates, who in turn correct mistakes with a pencil of a different color. “The old swans bowed their mountain necks before him. In winter, apple trees bloomed in the garden. Adults and children crowded on the shore. Below them spread icy desert. In response, I nod my hand at him. The sun reached the tops of the trees and hovered behind them. The weeds are effervescent and prolific. There was a map of our city on the table. The plane is here to help people. I soon succeeded by car"
3. Exercise “Dwarves and Giants”
Goal: develop attention.
Time: 4 min.
Instructions. On the command “dwarfs” the children squat, on the command “giants” they stand up. The psychologist performs the movements together with the students. Commands are given in different ways and at different paces.
4. Exercise “Assess the artist”
Goal: develop mindfulness.
Time: 10 min.
Instructions. Students are invited to look at the drawings. It is necessary to independently detect any unusual elements in the images (gaps, errors, other inaccuracies). The instructions are somewhat disguised: they direct the student to look for errors (they are in every drawing) and invite them to give the artist a grade for his work.
Evaluation of results
18-20 errors were named - high level of observation;
14-17 - above average;
9-13 - average;
6-8 - below average;
up to 6 - low.
5. Exercise “Colored Pencils”
Goal: development of voluntary attention and memory.
Time: 4 min.
Instructions. Students are shown 10 colored pencils. They turn away, and the psychologist takes one pencil. You need to guess which pencil was taken. You can then complicate it - remove two, and then three pencils.
6. Relaxation “Uphill on the Rainbow”
Time: 4 min.
Goal: relieve psycho-emotional stress.
Instructions. Stand in a circle, close your eyes. Take a deep breath, imagining yourself climbing up the rainbow. Having exhaled, you need to slide down it, like down a hill.
7. General discussion.
Time: 4 min.
Children discuss what new they learned today.
Which exercise was the most interesting?
Lesson 7
Goal: development of concentration and switching of attention.
Equipment: red and black tables, cards with suggestions.
Time: 45 min.
1. Game "Hello!"
Time: 2 min.
2. Exercise “Let’s count.”
Goal: switching attention.
Time: 10 min.
Instructions. To train attention switching, exercises based on the “Red-Black Tables” test are used.
For the lesson, tables with black and red numbers are used, the order of which is constantly changing. The order of work remains unchanged:
1 stage - look at the table and findin order all numbers are black from 1 to 12;
2 stage - look at the table and find all the red numbers inreverse order from 12 to 1;
3 stage - necessary alternately look for black numbers in direct order from 1 to 12, and the red numbers are in reverse order from 12 to 1.
3. Game "Plutanka"
Goal: development of concentration.
Time: 6 min.
Instructions. Tracing the gaze of a line from its beginning to its end, especially when it is intertwined with other lines, contributes to the development of concentration and concentration.
4. Exercise “Find words”
Goal: training the distribution and selectivity of attention
Time: 5 min.
Instructions. Words are inserted into a meaningless set of letters (usually nouns, but there can also be verbs and adverbs). You need to find them as quickly as possible and without errors.
bsolntseitranvstolprstyyurozaevntsijaramylrkvtsumkaldchevrybay
5. Exercise “Field training”
Goal: concentration of attention in real situations.
Time: 6 min.
Instructions. Each participant receives from a psychologist a task on which he will focus during the exercise. Students must do some school assignment, imagining that they are at school during a break or at home among all their relatives. It is necessary to remember and repeat some educational topic, provided that they are trying to harm the student, constantly distracting them, asking unnecessary questions. The work lasts 5 minutes. The students' task is to fully concentrate and not be distracted by irritants.
6. Exercise “Find commonality”
Goal: development of attention.
Time: 10 min.
Instructions. Students are asked to look at the words on the slide for 10 seconds and write them down on pieces of paper within 10 seconds.
1. Table, cup, car, candy, pencil, TV, tape recorder, motorcyclist, business trip.
2.Vase, plate, sun, ink, gun, performance, car, construction set, cyclist.
7. Exercise “Current”
Time: 4 min.
8. General discussion.
Time: 3 min.
What's your mood?
Lesson 8
Goal: development of attention distribution.
Equipment: pictures with objects, cards with suggestions.
Time: 45 min.
1. Game "Hello!"
Goal: to intensify the work of the group.
Time: 2 min.
Instructions. Music is playing, children are moving chaotically and greeting each other. At the first stage, students greet each other in “English”, at the second - in “Japanese”, at the third - “as if they haven’t seen each other for a hundred years.”
2. Exercise “Each hand has its own job”
Goal: to develop the distribution of attention..
Time: 10 min.
Instructions. Students are asked to slowly leaf through a book with illustrations for 1 minute with one hand (memorizing them), and draw with the other hand. geometric shapes.
"Reading with interference"
Instructions. Children read the text while tapping a rhythm with a pencil. When reading, children also look for answers to questions.
3. Game “Search non-stop”
Goal: creating a positive emotional background, developing attention.
Time: 6 min.
Instructions. Within 10-15 seconds, see around you as many objects as possible of the same color, or the same size, shape, etc. At the psychologist’s signal, the child begins the enumeration.
4. Exercise “Two things at once”
Goal: distribution of attention in real situations.
Time: 6 min.
Instructions. Schoolchildren are divided into two teams. A psychologist hangs a homemade pendulum and sets it in motion. At the same time, 3 reproductions are shown behind the pendulum, one after another. Students must count the number of swings of the pendulum and retell the content of the reproductions. The psychologist asks three people from each team how many times the pendulum swung. Then one person from the team tells the contents of the shown reproductions.
5. Exercise “Find words”
Goal: development of attention.
Time: 5 min.
Instructions. Students are given cards with words, in each of which they need to find another word hidden there. For example: laughter, wolf, post, scythe, regiment, bison, fishing rod, stranded, set, injection, road, deer, pie, jacket.
6. Exercise “Current”
Time: 4 min.
Instructions. Children stand in a circle. Holding hands, they pass the “talk” in a circle (along the chain, shaking each other’s hands and saying which they liked best for the class).
7. General discussion.
Time: 3 min.
Which exercise did you like the most?
What's your mood?
Lesson 9
Goal: development of attention using mnemonic techniques.
Equipment: a set of postcards or pictures of children's lotto, a handkerchief.
Time: 45 min.
1. Exercise “Handshake”
Goal: creating a positive attitude and work ethic.
Time: 2 min.
Instructions. Students should greet each other in this way: hugs; handshakes; rub noses.
2. Exercise "Dominoes".
Goal: expanding the capabilities of attention using mnemonic techniques.
Time: 10 min.
Instructions. To carry out this exercise, you will need a set of postcards or pictures of children's lotto. The students sit down at the table. Each person is given several cards so that the drawing is not visible. The first student takes one card, places it face up and begins the story. It can be a fairy tale, fantasy, humorous story, which necessarily includes the thing depicted in the picture in its plot. Next, the word is given to the neighbor, who turns over his picture and continues the plot. The exercise continues in a circle until the cards run out. At the end of the exercise, the psychologist lays out all the cards on the table and invites the students to fold them in the order in which they were used during the exercise.
3. Game "Flags"
Goal: use games to improve attention.
Time: 4 min.
Instructions. When the psychologist raises a red flag, students should jump, a green flag should clap their hands, and a blue flag should walk in place.
4. Exercise “Find words”
Goal: development of concentration.
Time: 4 min.
Münsterberg technique (and its modifications)
The child is given a form with 5 lines of randomly typed letters printed on it, following each other without spaces. Among these letters, the child must find 10 words (3, 4, 5 complex) and underline them. You have 5 minutes to complete the entire task. An indicator of success can be the number of correctly found words and the speed of completing the task.
Example task:
YAFOUFSNKOTPHABTSRIGYMSCHYUSAEEYBALL
LOIRGNGNZHRLRAKGDZPMYLOAKMNPRSTUR
FRSHUBATVVGDIZHSIAIUMAMATSPCHUSHCHMOZH
BRPTYAETSBURANSGLKYUGBEIOPALCAFSPTUCH
OSMETLAUZHYYELAVTOBUSIOHPSDYAZVZH
5. Exercise “Clothes”
Goal: to develop attentiveness, switching attention.
Time: 6 min.
Instructions. Students are asked to clap their palms when they name items of clothing, twice when they name items of shoes.
Words: coat, soup, shoes, jacket, sandals, pie, skirt, hat, sneakers, boots, dumplings.
6. Game “Who is attentive and observant.”
Goal: use the game to develop attention.
Time: 10 min.
Instructions. One of the guys becomes the leader, he must remember the poses of the players, their clothes, then leaves the room. At this time, the players must make 5 changes in 5 students' positions and clothing. After this, the presenter enters and must return everything to its original position. If the presenter has found all 5 changes, then he has good powers of observation and a high level of attention.
7. Relaxation “Unison”
Time: 4 min.
Instructions. Students stand in a circle and begin to sing the sound “u”. Listening to their neighbors, they try to create unison.
8. General discussion.
Time: 3 min.
What are your impressions of the class?
Lesson 10
Equipment: two identical pictures, forms with texts.
Time: 40 min.
1.Game “Meeting of Friends”
Goal: creating a positive atmosphere.
Time: 2 min.
Instructions. Students stand in a circle. The psychologist recites a poem, the students repeat it and perform certain movements.
All together
Let's stand together in a circle.
How many friends - look around.
I'll extend my friend's hand -
I won't quarrel with my friend.
Let's work together
Don't forget the rules of the game.
2. Exercise “Find the differences”
Goal: develop and improve attention.
Time: 5 min.
Instructions. The psychologist shows the students two almost identical drawings and asks them to find how one drawing differs from the other.
3. Exercise “Characterize the object”
Goal: development of auditory attention.
Time: 10 min.
Instructions. Students are asked to identify adjectives that can be used to describe objects.
Students are given sheets of paper, divided in half and with the inscriptions: spruce and stream. On a separate sheet are adjectives that can be used to describe the specified item. Tasks for students: on the received sheet with nouns, under each of them indicate the adjectives that characterize them: ringing, stormy, fluffy, evergreen, transparent, tall, talkative, festive, clean, cheerful, decorated.
4. Exercise “Animals”
Goal: development of motor attention.
Time: 5 min.
Instructions. Students move in a circle. Children are asked to perform motor actions on command that imitate animals:
- “bunny” - jumping;
- “crayfish” - backing away;
- “horses” - ticking;
- “geese” - walk, waving their arms
- “stork” - walks, raising its legs high.
5. Exercise “Find errors”
Goal: develop mindfulness.
Time: 4 min.
Instructions. Students are given sheets of text that contain semantic and grammatical errors. You need to find mistakes as quickly as possible and write them down correctly in your notebook.
6. Exercise “Skip the number”
Goal: development of auditory attention.
Time: 4 min.
Instructions. The psychologist asks students to count out loud, and numbers containing 3 or divisible by 3 should be skipped. Instead of these numbers, you need to say “Good Me” or clap your hands.
7. Exercise “Observation”
Goal: develop visual attention
Time: 7 min.
Instructions. Children are asked to describe in detail from memory the school yard, the path from home to school - something they have seen hundreds of times. Junior schoolchildren make such descriptions orally, and their classmates fill in the missing details.
8. Exercise “Listen to ourselves”
Time: 4 min.
Instructions. Students listen to calm, quiet music with their eyes closed. At the end of the music, they open their eyes and tell how they felt.
9. General discussion.
Time: 4 min.
What did you like most about the classes?
Which exercise did you like best?
What's your mood?
Literature:
1. Galperin, P.Ya. Experimental formation of attention [Text] / P.Ya. Galperin, S.L. Kabylnitskaya //Questions of psychology. - 2004.- No. 3 - P. 5-87.
2. Zavyalova, T.L. Collection play activities on the development of memory, attention, thinking and imagination in primary schoolchildren [Text] / T.L. Zavyalova, I.V. Starodubtseva. - M.: Arkti, 2008. - 56 p.
3. Junior schoolchild: development of cognitive abilities [Text] Manual for teachers / Ed. I.V. Dubrovina - M.: Education, 2003. - 208 p.
2.Kuznetsova, O.O. Program of classes on developing attention in younger schoolchildren / O. O. Kuznetsova // -
3.Exercises to develop the attention of younger children school age
http: // www . s _86. edu 54. ru / DswMedia /
A program of classes for the correction and development of attention of students of primary school age (grades 2-3). Introduction.1. Relevance of the problem
Nicolo Paganini had three students. They began taking lessons from him as professional, albeit mediocre, musicians, and within two years they became known as virtuosos. When Paganini was asked how he managed this, he replied: “I taught them to study carefully.”
The attention of students is one of the main conditions for the effectiveness of the educational process. In the process of learning and upbringing, activity and communication, the student develops the properties of attention, its types, and forms stable combinations, on the basis of which mindfulness is formed as a personality trait. An insufficient level of development of attention and, as a consequence, the occurrence of deviations in the development of attention quite often acts as one of the leading signs that impedes not only the acquisition of knowledge, but also the formation of personality, which underlies the failure of schoolchildren, especially in the lower grades. Study assignments contain more new information, and the process of their implementation requires longer concentration. Unfortunately, the form of the learning process is not always exciting and relaxed. And to cope with all this you need to be able to control your attention, subordinate it to your will.
As the results of psychological and pedagogical research, observations of teachers and parents of students show, every year a group of children is identified who have a low level of attention development, which is one of the main reasons for their failure. In our school there was a need to organize the available material on this problem, to draw up a program of correctional and developmental classes, including methodological techniques, developmental tasks, games and exercises that showed the maximum developmental effect during testing. Attention is the basis of any intellectual activity. Not a single mental process, be it perception, thinking, memory or imagination, can proceed without attention. In addition to tasks that develop various components of attention, the classes include tasks on the development of memory, spatial orientation, thinking, imagination, coherent speech, as Bityanova M.R. notes: “You can truly develop attention only with a “broad front”, capturing all mental processes...”
The correctional and developmental program has:
Target: overcoming difficulties in developing attention when studying at school.
Tasks:
- Teach to develop concentrated and sustained attention, increase the volume of attention, strengthen the ability to distribute and switch attention.
- Develop volume, accuracy, mobilization readiness and confidence in the correctness of memorization and reproduction of information.
- Develop the volitional sphere.
- Teach to think creatively, see relationships, and draw conclusions.
- Develop imagination in order to attract it to solve problems educational activities.
- Develop the social and communication skills necessary to interact with classmates and teachers.
- Form stable learning motivation and stable self-esteem.
2. Conditions
This 23-hour program (plus 17 hours of individual work with children) is focused on group work. The group size is 6-10 people (this is effective from the point of view of psychological results). The group includes students who, as a result of psychological and pedagogical diagnostics, have shown a low level of attention development and who are experiencing difficulties in their studies due to inattention. The program includes 20 lessons. The frequency of group meetings is 2 times a week. The approximate duration of each lesson is 1 hour - 1 hour 10 minutes. Additionally, group classes are held once a week for 40-50 minutes individual lessons with students who have difficulty working in a group. Classes are held in a room with tables, chairs and a blackboard. Individual work is completed in notebooks. Many exercises are carried out in the form of competition, but even in this case, it is important to compare the successes of each child with his previous achievements, and not with the results of other children. The role of the “main” in any game serves as good training for shy children. Children expect their work to be assessed. Therefore, the assessment of the participants’ work, as well as stimulation and activation of their activities, is carried out using “attentiveness points” (for successfully completed tasks of the main part of the lesson). At the end of the lesson, children count “points” and give an assessment of their work. The dynamics of children's development is monitored by conducting control sections every 10 lessons. Also, every five lessons it is recommended to consult the parents of children studying in the group. During consultations, parents are offered games and exercises to develop their child at home.
3. Class structure
Classes are presented in the form of a block of exercises and games that promote the development, first of all, of attention, memory, thinking, imagination, and communication skills. Often the same techniques have a positive effect on the development of various mental functions, so overlapping blocks are inevitable.
The following stages can be distinguished in the structure of classes:
1. Rituals of greeting and farewell are important point working with a group, allowing to unite children, create an atmosphere of group trust and acceptance, which in turn is important for fruitful work. This ritual is usually suggested by a psychologist. All children must be included.
2. Warm up not only serves as an element in the development of attention, but is also a means of influencing the emotional state of children, their level of activity, and performs important function settings for productive group activities. Warm-up can be carried out not only at the beginning of the lesson, but also between individual exercises.
3. Main content of classes is a set of psychotechnical exercises and techniques aimed not only at solving the problems of this correctional and developmental complex, but also at the formation of social skills and the dynamic development of the group. The main part of the classes also includes psycho-gymnastic exercises that help relieve muscle tension, emotional tension, switch attention, and improve performance.
4. Reflection The lesson involves evaluating the lesson in two aspects: emotional (liked it - didn’t like it, it was good - it was bad and why), and semantic (why is it important, why did we do it). Reflection assumes that children themselves or with the help of an adult answer the question of why this is necessary, how it can help in life, and give emotional feedback to each other and the psychologist.
Developmental program
“Development of attention properties of younger schoolchildren”
Compiled by:
Bolenova N.V.
educational psychologist
MBOU Secondary School No. 2, Rodniki
Rodniki, 2015
Explanatory note
The problem of studying the development of attention is quite relevant today. This is explained by the high dynamics of life, where the task of protecting the health of students and creating favorable living and learning conditions for them is becoming increasingly urgent. Today, the number of children who have lost interest in learning is growing, their intellectual level has decreased, and their concentration has decreased. These factors necessitate the development of practical psychological and pedagogical means to increase the potential capabilities of students.Attention is a necessary condition for their successful development.
In elementary school lessons, teachers often call “Be careful!” When talking with parents, teachers often use the following phrases to explain a student’s failures: “He lacks attentiveness,” “All his mistakes are due to inattention.” The inattention of younger schoolchildren is one of the most common reasons for poor performance. Errors due to “carelessness” in written work, in calculations, and in reading are the most offensive for both the teacher and the student. In addition, they are the subject of reproaches and dissatisfaction from parents.
In the educational and cognitive work of schoolchildren, specialists assign the main role to attention. At all stages of educational activity, a student needs concentration and focus of consciousness on certain objects and phenomena. If a student makes mistakes when performing any assignments, does not understand the educational material, does not know how to start and consistently work on memorizing tests, completing drawings, can often be explained not by a lack of ability for these types of activities, not by poor intelligence or poor memory, but by insufficient attentiveness .
Development of attention is one of necessary conditions successful learning. The school makes its own demands on the arbitrariness of children's attention in terms of the ability to act without distractions. The child must follow the instructions and monitor the results obtained. Children who have just arrived at school do not have developed attention, so the teacher needs to work on its development and improvement. Since the development of attention is as important as the formation of skills in reading, writing, and mathematics. An attentive student learns educational material more easily, and the execution of movements when writing letters and numbers is more accurate and accurate. And this is an indicator of the effectiveness of educational activities.
More attention needs to be paid to the development of attention in primary school age. Primary school should become a school of attention. In this way, many of the problems of inattention that lead to low academic performance and reluctance of children to study in secondary school can be avoided. The success of others also depends on attention. mental processes.
The program is based on the program of classes for the correction and development of attention of students of primary school age (grades 2-3) by educational psychologist Elena Ravilievna Makhmutova.
Target: increasing the level of development of attention properties (stability, distribution, concentration) in primary school students.
Tasks:
Developing sustainable attention
Developing concentrated attention
Strengthening the ability to distribute attention.
Expected results:
High level of productivity and stability of attention, mastery of the processes of switching and concentrating attention, high volume of attention, high level of motivation to learn.
Participants: students of 2nd and 3rd grades. Group of 25 people.
Implementation period: 2 months, 2 times a week.
The duration of the lesson is 30-35 minutes.
Each lesson is devoted to the development of the basic properties of attention: distribution, stability, concentration, as well as the development of other mental processes associated with attention: thinking, memory (visual, auditory), communication.
Classes begin with a greeting ritual, which includes questions about what mood the children came in today, what interesting things happened to them in the past lately and ends with a farewell ritual.
Contents of the program “Development of attention of younger schoolchildren”
Thematic planning of the program “Development of attention of younger schoolchildren”
1) Greeting.
3) Exercise “Recover the missing word.”
4) Psycho-gymnastic exercise.
5) Exercise “Who is more attentive?”
6) Parting
Development of distribution, switching, concentration, attention span;
1) Greeting
2)
3) Exercise “Think of an object”
4) Psycho-gymnastic exercise “Rain”
5) Exercise "Examples and text"
6) Farewell
Development of stability, concentration, attention;
1) Greeting
2) Exercise “Fill in the blanks in words”
4) Exercise “Fly”
5) Game “Stand still”
6) Farewell
Development of concentration and spatial orientation
1) Greeting
3) Exercise “Graphic dictation”
5) Game “Deaf Phone”
6) Farewell
Development of distribution, concentration, logical thinking, visual memory.
1) Greeting
2) Exercise “Coded Examples”
3) Psycho-gymnastic exercise
4) Game “Four Elements”
5) Exercise “6 squares”
6) Farewell
Development of stability, concentration, logical thinking
1) Greeting
2) Game "Behemoth"
3) Exercise “find the letters”
4) Psycho-gymnastic exercise
5) Exercise “Coded words”
6) Farewell
Development of concentration, spatial orientation, visual memory
1) Greeting
2) Exercise “The mice hid in holes”
3) Psycho-gymnastic exercise
4) Exercise “Circle in a Square”
5) Game “Head, floor, ceiling”
6) Farewell
1) Greeting
2) Exercise “Figure row”
3) Game “Search non-stop”
4) Psycho-gymnastic exercise
5) Game “Merry Men”
6) Farewell
Development of distribution, concentration of attention
1) Greeting
2) Exercise “Find words”
3) Game “Pick up the pencil”
4) Psycho-gymnastic exercise
5) Exercise “Find the figures”
6) Farewell
Development of concentration, switching attention
1) Greeting
2) Game “Ear-nose”
3) Exercise “My favorite fruit”
4) Psycho-gymnastic exercise
5) Exercise “Flies - Doesn’t fly”
6) Farewell
Development of stability of attention, logical thinking
1) Greeting
2) Exercise “Remember the drawing”
3) Psycho-gymnastic exercise
4) Exercise “Attentive hands”
5) Farewell
Reflection of group members, repetition and consolidation of material
There is a discussion in the circle aboutwhat we learned, what we liked, and what we didn’t like. We play the games we liked the most.
Appendix 1
Program for developing the attention of junior schoolchildren
Lesson 1
1) Greeting
The psychologist greets all children as classes begin. He tells how they will take place, introduces basic rules of behavior in the group, and suggests a greeting ritual.
2) Exercise aimed at developing concentration and stability of attention
.
The psychologist writes a word on the board (or in the air) with his finger, one letter at a time. Children write down the letters as they are depicted in their notebooks or try to remember them. Then they discuss what word each person came up with. The psychologist can involve one of the children in depicting the word.
3) Exercise to develop concentration and distribution of attention, auditory memory “Restore the missing word.”
The psychologist reads a series of 5-7 words that are unrelated in meaning:
SUGAR – BULLET – BOX – FISH – DANCE – PEAR
Then the row is not read completely, one of the words is omitted, the children must restore the missing word (and subsequently its place in the row).
4) Psycho-gymnastic exercise
Psychologist:
Stand up straight. Raise your hands up. Stretch. Imagine that your hands are stems with flowers blooming on them. Flower petals stretch upward towards the sun. Take a deep breath. Place your clasped hands behind your head. Then separate them and pull them up. Breathe deeply and evenly. Imagine that you want to reach the sky with your hands. Gently lower your arms.
5) Exercise “Who is more attentive?” aimed at developing concentration, attention span, visual memory. The psychologist speaks, and the children look at the figures with the numbers located in them for 10 seconds.
After a given time, the psychologist removes the drawing and asks the participants to write in their notebooks the sum of all the numbers in the figures. Then draw the figures in the correct sequence and write a number in each figure.
6) Farewell
The psychologist asks the children what they learned during the lesson, what they liked, what they didn’t like? He talks about his impressions of the class.
Lesson 2
1) Greeting
2) Exercise “Word Restructuring” , aimed at developing attention distribution and convergent thinking.
Psychologist:
Make as many new words as possible from the letters of a given word. In a new word, each letter can be used as many times as it appears in the original word.
Word: COPPLE.
3) Exercise “Think of an object”, aimed at developing volume and switching of attention.
The psychologist asks the children to list objects, for example green. He asks you to be careful not to repeat the names of objects.
4) Psycho-gymnastic exercise
Psychologist:
Take a deep breath. The arms slowly rise up through the sides. Hold your breath while inhaling. Exhale with an open strong sound A-A-A. Hands slowly drop. Inhale. The arms are raised to shoulder level through the sides. Holding your breath. Exhale slowly and forcefully sound O-O-O, hug yourself by the shoulders, lower your head to your chest. Slow deep breath. Raise your arms to chest level. Holding your breath. Exhale slowly and forcefully the sound of U-U-U. Put your hands down.
5) Exercise “Examples and text”, aimed at developing concentration, distribution and switching of attention.
The psychologist asks participants to solve 7 simple examples within 5 minutes. At the same time, he reads aloud a text unknown to the children. Participants must correctly solve examples and answer questions about the content of the text within the specified time limit.
6) Farewell
Lesson 3
1) Greeting
2) Exercise “Fill in the blanks in words”, aimed at developing stability of attention and flexibility of thinking.
3) Psycho-gymnastic exercise
We raise our hands up. Let's take a deep breath. We hold our breath. We reach up, trying to get an apple growing on a tree. It didn't work out. Calmly lower your hands down. Exhalation. Hands shook. Let's try to pick an apple again. We raise our hands up and stretch. Inhale. Holding your breath. They picked an apple. We lower our hands down. Exhalation.
The psychologist asks participants to find the missing letters in words (5-6 words).
4) Exercise “Fly”, aimed at developing stability of attention and spatial orientation.
The psychologist hands out tables to the participants and dictates a “fly’s flight” within the table, right - left, up - down, but not diagonally. Children track the flight of the “fly” visually.
5) Game “Stand still” aimed at developing concentration, stability of attention, spatial orientation.
The players form a circle. The driver walks inside the circle and, stopping in front of someone, says loudly: “Hands.” The one to whom he addressed must stand quietly, and his neighbors must raise their hands: the neighbor on the right - left hand, neighbor on the left - right hand. Whoever makes a mistake leaves the circle.
6) Farewell
Lesson 4
1) Greeting
The driver turns his back to the group of participants.
Psychologist
:
“..., you are now in the forest, we shout to you: “Ay!” Close your eyes tightly, find out who called you. Participants say “Aw!”, trying to change their voice. The driver must guess the participant calling him.
3) Exercise “Graphic dictation”,
4) Psycho-gymnastic exercise
5) Game “Deaf Telephone”, aimed at developing concentration and switching attention.
An analogue of the game “Broken Phone”. Participants draw letters, then short words, on the back of the next player in the chain with their finger.
6) Farewell
Lesson 5
1) Greeting
2) Exercise “Coded Examples”, aimed at developing the distribution of attention and logical thinking.
The psychologist invites participants, using the key to the code, to solve the following examples:
OS – MI =
TS + MK =
KO + VP =
MAA – MO =
Key:
3) Psycho-gymnastic exercise
Psychologist
:
Imagine that a magician has turned you into toys. Close your eyes and try to see what kind of toy you have become. Now open your eyes and try to imitate your toy in a pose or movement. The rest of the participants guess what kind of toys they are.
4) Game “Four Elements”, aimed at developing stability of attention.
The players stand in a circle. The psychologist agrees with them that if he says the word “earth”, everyone should lower their hands down, if the word “water” - stretch their arms forward, if the word “air” - raise them up, the word - “fire” - rotate their hands.
5) Exercise “6 squares”, aimed at developing concentration, attention span, visual memory.
6 squares contain dots. The psychologist invites participants to make blanks in their notebooks - 6 empty squares. Then he presents the children with 6 squares in succession and asks them to remember the location of the dots. Memorization time – 1 minute. Then participants draw points from memory in the drawn blanks. The psychologist presents squares as the arrangement becomes more complex and the number of points increases.
6) Farewell
Lesson 6
1) Greeting
2) Game "Hippopotamus" aimed at developing concentration and stability of attention.
The psychologist names any words, and the participants repeat them. For example, lamp - lamp, sky - sky, etc. But there is one forbidden word - “hippopotamus”, which cannot be repeated, but must, for example, clap your hands. A psychologist can pronounce this word at any time.
3) Exercise “Find the letters”, aimed at developing stability and concentration.
The psychologist hands out newspaper clippings to the participants and asks them to find all the letters “a” and cross them out, circle the letters “n”, and underline the letters “m” below. The task completion time is 5 minutes.
4) Psycho-gymnastic exercise
Psychologist:
Imagine what is in your chest balloon. Take a deep breath and exhale through your mouth. Inhale again and imagine how the ball fills with air and becomes bigger and bigger. Exhale slowly through your mouth, as if the air is quietly coming out of a balloon. Pause and count to 5. Inhale again, hold your breath for a count of 3, imagining an inflated balloon inside you. Exhale, feel the warm air passing through your throat and mouth.
5) Exercise “Coded words”, aimed at developing the distribution of attention, logical thinking and visual memory.
The psychologist asks participants to decipher 7 coded words. Gives the key to the cipher. Each letter corresponds to a specific number.
Words :
6740 (fox)
434675 (gopher)
43125 (marmot)
624b (elk)
184b (trot)
9265 (wolf)
521290 (cow)
Key :
Participants write down the deciphered words in their notebooks. The psychologist suggests remembering these words. Memory time – 10 seconds.
The words are reproduced. Then the psychologist asks to find the superfluous among the words and underline it with a line. Explain why it is redundant.
6) Farewell
Lesson 7
1) Greeting
2) Exercise “The mice hid in holes”, aimed at developing concentration, attention span, visual memory.
The psychologist invites the children to carefully look at the sheet with the squares depicted on it - “minks” and remember in which “minks” the mice sit. You have 20 seconds to memorize. Then the psychologist removes the sheet, and the participants must, in the tables lined up in their notebooks, sketch “mice” in the cells in the form of dots.
3) Psycho-gymnastic exercise
Take a few deep breaths in and out. Close your eyes. Imagine a beautiful blue sky. Clouds are moving across it. You are watching them. Let your thoughts fly away with the clouds. You are focused on the sky. You are calm and feel peace, quiet and joy. Open your eyes. Take a deep breath and exhale.
4) Exercise “Circle in a Square”, aimed at developing concentration and spatial orientation.
The psychologist invites participants to draw a square in their notebooks. Inscribe a circle in it, closing your eyes. Make several attempts to complete the task.
5) Game “Head, floor, ceiling”, aimed at developing concentration.
Now we will play a game. If I say “head”, then we look in front of us, if “floor” - we look down, head down, if “ceiling” - we look up, head up. Be careful.
6) Farewell
Lesson 8
1) Greeting
2) Exercise “Figure row”, aimed at developing the distribution and volume of attention.
The psychologist invites participants to sketch a number of figures in their notebooks:
Psychologist:
1) Place a “cross” in the 2nd triangle from the left and a “minus” sign in any circle.
2) Cross out all the squares and triangles after the circles.
3) Underline the squares that come before the triangles, but not after the circles.
3) Game “Search non-stop”, aimed at developing the distribution of attention.
The psychologist asks participants to see around them as many objects of the same color as possible for 10-15 seconds. One of the participants, at the psychologist’s signal, begins to list, the others complement it. It is important that children do not repeat.
4) Psycho-gymnastic exercise
Psychologist:
Stand in a circle without bending your knees and reach your toes with your hands. I'll start counting from one to ten. For each count, you will raise your hands as if one step higher. Thus, on the count of “10” your hands will be raised up. The higher your hands rise, the more cheerful your spirit will be.
The psychologist performs this exercise with the children, counting from one to ten.
5) Game “Merry Men”, aimed at developing concentration, attention span, visual memory.
The psychologist invites participants to carefully look at the drawing and remember 6 poses of “funny men”. Memory time – 20 seconds. Then the psychologist removes the drawing and the children show poses. The sequence of the image poses is important.
Poses:
6) Farewell
Lesson 9
1) Greeting
2) Exercise “Find words”, developmental distribution of attention.
The psychologist distributes alphabetic texts to the participants.
Psychologist:
Let's check how attentive you are. Each of you has letter texts. Hidden among these sets of letters are words. You need to find them and underline them with a line below. Different schools give similar exercises in different interpretations.
3) Game “Pick up the pencil”, aimed at developing concentration and reaction speed.
Participants stand in a circle. The psychologist holds a pencil with his finger. Suddenly, he names one of the participants and at the same time releases the pencil. The person called must pick up the pencil before it falls. The one who catches it becomes the leader.
4) Psycho-gymnastic exercise
Psychologist:
Imagine that you have a small helpless chick in your hands. He is wet, frozen, disheveled. Extend your arms with your palms facing up. Cup your palms and hide the chick in them. Keep him warm. Breathe on it, warming it with your even, calm breath, and place your palms on your chest. Share the kindness of your heart with the chick. Now open your palms and you will see that the chick has joyfully taken off, smile at him and don’t be sad, he will fly to us again.
5) Exercise “Find the figures”, aimed at developing concentration and attention span.
Participants are given a drawing, after examining which they must determine the number of triangles and the number of quadrilaterals.
6) Farewell
Lesson 10
1) Greeting
2) Game “Ear-nose”, aimed at developing attention switching.
Psychologist:
With your right hand, touch your left ear, and with your left hand, grab your nose.
At the psychologist’s signal, participants must change hands: touch their right ear with their left hand, and right hand- up to the nose. And so on several times.
3) Exercise “My favorite fruit”
The exercise allows the facilitator to create a working mood in the group; memory is also developed and the ability to concentrate for a long time is developed.
Group members introduce themselves in a circle. Having identified themselves by name, each participant names their favorite fruit; the second - the name of the previous one and his favorite fruit, his name and his favorite fruit; the third - the names of the previous two and the names of their favorite fruits, and then your name and your favorite fruit, etc. The latter, therefore, must name the names of the favorite fruits of all group members.
4) Psycho-gymnastic exercise
Psychologist:
Pick up imaginary sand in your hands (as you inhale), clench your fingers tightly into a fist, hold the sand in your hands (hold your breath). Gradually open your fingers (exhale), sand pours out of your hands. Shake the sand off your hands, relaxing your hands and fingers. Drop your arms along your body: too lazy to move your heavy arms.
5) Exercise “Flies - does not fly”
An exercise to develop attention switching and the ability to perform movements.
Children sit down or stand in a semicircle. The presenter names the items. If an object flies, children raise their hands. If it doesn’t fly, the children’s hands are down. The presenter may deliberately make mistakes; many children’s hands will rise involuntarily, due to imitation. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.
6) Farewell
Lesson 11
1) Greeting
2) An exercise aimed at developing concentration, stability of attention, visual memory “Remember the picture”
The psychologist invites participants to carefully look and remember the provided drawings. The memorization time for the pattern is 10 seconds.
Children sketch pictures in their notebooks from memory.
3) Psycho-gymnastic exercise
Psychologist:
Now we will lift the “heavy barbell”. Inhale. Raise the barbell up. Holding your breath. We hold the barbell at outstretched arms. Then we throw it away. Exhalation. Let's rest.
4) Exercise to develop concentration, stability of attention, sound perception “Attentive hands”.
The psychologist reads a series of words that contain the sounds “i” and “th”. Participants listen carefully and, if the word contains the sound “i”, raise their right hand, and if there is “th”, raise their left hand. If there is neither one nor the other sound, then the hands remain down.
Words: elevator, batting, iodine, engineer, sparrow, game, pencil, pen, buffalo, carriage, climate, kayak, scientist, dreamer, palm, small, neighbor, first, straw, flexible, egg, theater, ballet, pitchfork, field, bird, balcony.
5) Farewell
Lesson 12
Summing up
There is a discussion in the circle about what we learned, what we liked, and what we didn’t like. We play the games we liked the most.
Program for correction and development of attention in delayed students mental development
Compiled by:
Buzynina A.N.
Explanatory note.
Insufficient development of cognitive processes is the main cause of difficulties that arise in children with mental retardation when learning. As numerous clinical and psychological-pedagogical studies show, a significant place in the structure of the defect in this developmental anomaly belongs to attention impairment.
Delay in the development of attention is one of the main features that distinguishes children with mental retardation from their normally developing peers.
Students with mental retardation experience increased exhaustion, which is expressed in short-term productivity when completing tasks with a rapid increase in errors as the goal is achieved. Significant deficiencies in voluntary attention in children with mental retardation occur with fatigue and asthenia.
Children with mental retardation are characterized by following features manifestations of attention disorders: 1) increased exhaustion of voluntary attention; 2) insufficient ability to concentrate attention; 3) extreme limitation of attention span, in which children perceive an insufficient amount of information, which leads to fragmented perception and distortion of the result of activity; 4) “non-selective” attention, which manifests itself in the inability to concentrate on significant features perceived objects;
5) frequent switching of attention, in this case a spontaneous reaction of children to various external stimuli is implied; they cannot concentrate on completing educational tasks for a long time;
6) inertia of attention, expressed in a decrease in the ability to switch attention from one type of activity to another.
These features of attention impairment in adolescents with mental retardation interfere with the implementation of mental activity and do not activate concentration and selectivity cognitive activity, complicate the implementation of the processes of perception and memory, which as a result causes difficulties in the perception of educational material. Therefore, it is necessary to help students by including targeted correctional and developmental activities in their activities., but attention is closely interrelated with other cognitive processes. Taking this fact into account, the structure of classes should include games and exercises aimed at developing memory, thinking, and perception.
Purpose of the program:
Correction and development of attention in adolescents with mental retardation.
Principles of program construction:
- The principle of unity of diagnosis and correction reflects the integrity of the process of providing psychological assistance as a special type of practical activity of a psychologist. This principle is fundamental to all correctional work, since the effectiveness of correctional work depends 90% on the complexity, thoroughness and depth of previous diagnostic work.
- The principle of normative development. The normativity of development should be understood as a sequence of successive ages, age stages of ontogenetic development.
- Accounting principle individual characteristics every child.
- Activity principle of correction. The main method of correctional and developmental influence is the organization of active activities of each teenager.
Form of organization of classes:
Classes are held 1-2 times a week.
Lesson duration 30 minutes.
The average number of children in a group is 15.
Lesson structure.
1. Rituals of greeting and farewellare an important point in working with a group, allowing them to unite children, create an atmosphere of group trust and acceptance, which in turn is important for fruitful work. This ritual is usually suggested by a psychologist. All children must be included.
2. Warm up not only serves as an element in the development of attention, but also is a means of influencing the emotional state of children, their level of activity, and performs the important function of tuning into productive group activities. Warm-up can be carried out not only at the beginning of the lesson, but also between individual exercises.
3. Main content of classesis a set of psychotechnical exercises and techniques aimed not only at solving the problems of this correctional and developmental complex, but also at the formation of social skills and the dynamic development of the group. The main part of the classes also includes psycho-gymnastic exercises that help relieve muscle tension, emotional tension, switch attention, and improve performance.
4. Reflection The lesson involves evaluating the lesson in two aspects: emotional (liked it - didn’t like it, it was good - it was bad and why), and semantic (why is it important, why did we do it). Reflection assumes that children themselves or with the help of an adult answer the question of why this is necessary, how it can help in life, and give emotional feedback to each other and the psychologist.
No. | |
Familiarization with the rules of work in the classroom. Development of stability, concentration, distribution of attention; auditory and kinesthetic memory, flexibility of thinking. |
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Development of volume and distribution of attention; visual memory; convergent thinking; imagination. |
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Development of distribution, switching, attention span; auditory memory; spatial orientation, flexibility of thinking. |
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Development of distribution, attention span; visual and kinesthetic memory; observation; logical thinking; creative imagination. |
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Development of concentration, stability of attention; semantic memory; logical thinking; flexibility of thinking. |
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Development of concentration and attention span; semantic memory; spatial orientation; logical thinking; creativity. |
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Development of interaction; development of attention associated with the coordination of auditory and visual analyzers; development of logical thinking. |
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Development of volume, switching of attention; visual memory; logical thinking; creative imagination. |
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Development of concentration, attention span; semantic memory; logical thinking; grammatical skills. |
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Development of concentration and switching of attention; volitional sphere; visual memory; logical thinking. |
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Development of the ability to concentrate and distribute attention; visual, semantic memory, associative thinking. |
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Increased self-confidence; development of self-regulation; concentration and switching of attention; semantic memory4; the ability to perform actions by analogy, to identify essential features. |
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Development of concentration, switching attention; auditory memory; hand-eye coordination; logical thinking; creativity; replenishment of the active dictionary. |
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Development of concentration, stability, distribution of attention; semantic memory; logical thinking. |
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Development of concentration; semantic memory; conceptual thinking; imagination. |
Lesson No. 1
Objectives: familiarization with the rules of work in the classroom; development of stability, concentration, attention distribution, auditory and kinesthetic memory, logical thinking, time orientation.
1. Greeting
The psychologist welcomes all children at the start of classes and introduces them to the rules of working in a group.
2. Warm up
Game "Magic Ball".
Children sit in a circle.
Psychologist:
“I have a ball in my hands. He is not just magical. This ball will help us get to know each other now. We will pass it around. Each of you who has a ball in your hands will tell us about yourself: what is your name, what class are you from, what do you like most.”
For example, the psychologist is the first to get acquainted with the guys. Then, unwinding the ball, he takes hold of the beginning of the thread and passes the ball to the child sitting next to him. Participants pass the ball to each other, talking about themselves and holding the unwinding thread in their hands. When the ball comes to the psychologist again, he says:
“So we got to know each other. Now pull the thread and close your eyes. Imagine that you are one whole, that each of you is important and significant in this whole.”
3. Main part
Exercise "Minute".
Goal: development of the volitional sphere.
Psychologist :
“Now we will try to internally measure a time equal to 1 minute. Close your eyes. When your inner moment has passed, raise your hand.”
Psychologist using a stopwatch measures real time and records the degree of discrepancy for each answer.
Exercise "Live picture".
Goal: development of attention span, visual memory.
The psychologist organizes the children into a group. Participants freeze at a signal in some position. The driver examines this sculptural group for 30 seconds, then turns away. Changes are made to the “picture” (for example, two participants change places, the third lowers his raised hand, the fourth turns in the other direction - three changes in total). The driver’s task is to restore the original picture.
Exercise “Words are invisible.”
Goal: development of concentration and stability of attention
The psychologist writes a word on the board (or in the air) with his finger, one letter at a time. Children write down the letters as they are depicted in their notebooks or try to remember them. Then they discuss what word each person came up with. The psychologist can involve one of the children in depicting the word.
Instructions:
Stand up straight. Raise your hands up. Stretch. Imagine that your hands are stems with flowers blooming on them. Flower petals stretch upward towards the sun. Take a deep breath. Place your clasped hands behind your head. Then separate them and pull them up. Breathe deeply and evenly. Imagine that you want to reach the sky with your hands. Gently lower your arms.
Exercise “Recover the missing word.”
Goal: development of concentration and distribution of attention, auditory memory.
The psychologist reads a series of 5-7 words that are unrelated in meaning:
SUGAR – BULLET – BOX – FISH – DANCE – PEAR
Then the row is read again, but with a word missing. Students must restore the missing word (and subsequently its place in the series).
Exercise “Counting by teams”.
Goal: development of concentration, stability, attention span.
The group is divided into 2 teams, the order of numbers (within 10 or 20) and the arithmetic operations used are discussed in advance
(+, -). Then the children of the first team name the numbers one by one, and the psychologist names the arithmetic operation with them. The children of the second team watch this row and perform counting operations in their minds and name the final answer. Then the teams change roles. The team that gives the most correct answers wins.
Exercise "Four numbers".
Participants are given numbers: 1; 2; 3; 4.
Psychologist :
Look at these numbers. What arithmetic operations can be performed with them to ultimately get 8? Each number can only be used once.
Participants complete this task in their notebooks.
4. Lesson reflection
The psychologist asks the children what they learned during the lesson, what they liked, what they didn’t like? Offers participants a farewell ritual.
Lesson No. 2
Objectives: development of concentration, volume and distribution of attention, visual memory, convergent thinking, imagination.
1. Greeting
Welcome ritual.
2. Warm up
Activation exercise “Good - evil ball.”
Participants stand in a circle. They throw a ball to each other. The “good ball” is easy to catch, the “evil” one is difficult. Having learned to throw a good and an evil ball, the participants throw different balls to each other. The person to whom the ball is addressed guesses whether the ball was “good” or “evil.”
3. Main part
Exercise “Who is more attentive?”
Goal: development of concentration, attention span, visual memory.
Students are shown figures with numbers located in them. The students' task is to remember the numbers. time 10 seconds.
After a given time, the drawing is removed and the participants write in their notebooks the sum of all the numbers in the figures. Then you need to draw the shapes in the correct sequence and write a number in each shape.
Game "Anagrams".
Goal: development of attention distribution, logical thinking.
The psychologist offers participants anagrams, for example:
AVOROK OSHLAK
Instructions :
The letters in these words have their places mixed up. Put each letter in its place to make the right words and write them down in your notebooks.
Psycho-gymnastic exercise: “Rain”.
Instructions :
Look, something is falling from the sky. Extend your left arm, open your palm. Extend your right arm, open your palm. Catch the raindrops with your palms. Stretch up. Take a deep breath. Lower your hands down, shake off the droplets from your palms. Exhale. Let's repeat it again.
Game "Late Mirror".
Goal: development of attention distribution, kinesthetic perception
Participants stand in a semicircle.
Psychologist :
First on the left (leading), imagine that you are standing in front of the mirror and slowly preening yourself. I made one movement - paused for a second, look in the mirror. Another movement is a pause, the third movement is a pause again. The left neighbor should begin to repeat the leader's first movement only when he begins to perform the second movement. The third one on the left will repeat the first movement of the leader when his right neighbor begins to reproduce the second movement of the leader, and the leader himself will already make the third movement. Thus, the leader’s movements will be repeated by everyone standing in the semicircle with a lag of one movement.
Exercise “Words”.
Goal: development of attention distribution and convergent thinking.
Psychologist:
Make as many new words as possible from the letters of a given word. In a new word, each letter can be used as many times as it appears in the original word.
Word: COPPLE
Exercise “Name the object.”
Goal: development of volume and switching of attention.
Students are asked to take turns listing the objects, for example, the color green in the classroom, then black, then red. You cannot repeat the names of items.
Exercise “Two lines”.
Goal: development of imagination.
The psychologist draws two lines on the board and invites each participant to add one line to create an image or object.
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 3
Objectives: development of concentration, stability, volume, distribution, switching of attention, spatial orientation, flexibility of thinking, imagination.
1. Greeting
Welcome ritual.
2. Warm up
Game "Heaven - Earth - Water".
Goal: development of volume, distribution and switching of attention.
Instructions:
Try throwing the ball to each other. But not just like that, but while pronouncing “sky”, “earth” or “bird”. If you call: “sky”, then the one to whom you throw the ball must name some bird, if “earth” - the name of the beast, “water” - the name of some fish. Be careful, try not to repeat the names of animals.
3. Main part
Exercise “A minute.”
Goal: development of time orientation, concentration and stability of attention, volitional sphere.
See lesson 1.
Exercise “Fill in the blanks in words.”
Goal: development of stability of attention, flexibility of thinking.
The psychologist asks participants to find the missing letters in words (4 words).
Psycho-gymnastic exercise.
instructions :
Take a deep breath. The arms slowly rise up through the sides. Hold your breath while inhaling. Exhale with an open strong sound A-A-A. Hands slowly drop. Inhale. The arms are raised to shoulder level through the sides. Holding your breath. Exhale slowly with a strong sound O-O-O, hug yourself by the shoulders, lower your head to your chest. Slow deep breath. Raise your arms to chest level. Holding your breath. Exhale slowly with a strong O-U-U sound. Put your hands down.
Game "Fly".
Goal: development of concentration, stability of attention, spatial orientation.
The psychologist hands out tables to the participants and dictates a “fly’s flight” within the table, right - left, up - down, but not diagonally. Children track the flight of the “fly” visually.
Exercise “Complete the Draw.”
Goal: development of imagination.
The psychologist invites participants to complete the proposed lines so that images of any objects or images are obtained.
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 4
Objectives: development of concentration, distribution of attention, observation, visual memory, logical thinking, imagination.
1. Greeting
Welcome ritual.
2. Warm up
Game "Journey of Fairy-Tale Heroes".
Goal: aimed at activating participants, developing attention span, auditory memory.
Participants sit in a circle and a driver is selected. The driver approaches everyone. Participants whisper to him the one they have chosen for themselves. fairy tale character(from a fairy tale, film, cartoon). The leader must remember all the images and call the participants to him. For example, “Baba Yaga is coming to me,” etc. All participants line up behind the driver, forming a chain. The leader leads the group, overcoming obstacles invented by the psychologist.
3. Main part
Exercise “Each hand has its own job.”
Goal: distribution of attention.
The psychologist distributes books with illustrations to the participants.
Instructions:
With your left hand, leaf through the pages of the book, carefully examining the illustrations, and with your right hand, draw geometric shapes according to the given example:
The work continues for a minute.
Exercise “Number series”.
Goal: development of stability of attention, the ability to establish patterns.
Participants are asked to establish logical patterns in number series and continue them by writing two subsequent numbers.
For example:
2 4 6 8 10 _ _
5 1 8 1 11 _ _
9 2 7 2 5 _ _
We raise our hands up. Let's take a deep breath. We hold our breath. We reach up, trying to get an apple growing on a tree. It didn't work out. Calmly lower your hands down. Exhalation. Hands shook. Let's try to pick an apple again. We raise our hands up and stretch. Inhale. Holding your breath. They picked an apple. We lower our hands down. Exhalation.
Game "Broken Phone".
Goal: development of concentration, observation, imagination.
A group of participants stands in a row, with their backs to the driver. The driver turns the participant standing next to him to face him and shows with a gesture some object or action. Then the driver turns away, and the participant who was shown the gesture demonstrates it to the next player, etc. Then the gestures of the driver and the last player are compared based on similarity. If the gestures do not match, the players analyze where the failure occurred in the chain. Each participant must play the role of a driver.
Game "Anagrams".
Goal: distribution of attention, logical thinking.
Students are offered anagrams, for example:
ENATS YSHARK
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 5
Objectives: development of stability of attention, semantic memory, logical thinking.
1. Greeting
Welcome ritual.
2. Warm up
Same as in lesson No. 1
3. Main part
Exercise "Pictograms".
Goal: to develop concentration and semantic memory.
Students are read words or phrases that they should remember.
Instructions:
Words :
1) happy holiday,
2) delicious dinner,
3) strict teacher.
4) hard work,
5) warm wind,
6) illness,
7) deception,
8) separation,
9) development,
10) blind boy,
11) fear,
12) friendly company.
Exercise “Insert the missing number.”
Goal: development of stability of attention and logical thinkingThe psychologist shows participants pictures in which number series are written in the depicted objects.
Instructions :
Look carefully at the number series and establish a logical pattern in their construction, continuing each of them with one subsequent number.
Game "Bird".
Goal: development of stability and attention span.
Before the game, each participant selects a “fant” (small item) for himself. The players sit around the driver. The driver gives the other players the names of the trees: oak, maple, linden... Everyone must remember their name. The driver, for example, says: “A bird flew in and sat on an oak tree.” “Oak” must answer: “I wasn’t on the oak tree, I flew to the tree.” “Yolka” calls another tree, etc. Whoever misses gives his forfeit to the driver.
Game "Run of associations".
The psychologist names any word. One of the participants says what it is associated with given word. The next participant names his association based on the word suggested by the previous participant.
Instructions :
Be careful not to repeat words.
A logical chain is built from the words proposed by the participants. At the end of the task, the psychologist writes down the first and last word chains and asks each participant what connection he sees between these words.
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 6
Objectives: development of concentration, stability, attention span, spatial orientation, semantic memory, imagination.
1. Greeting
Welcome ritual.
2. Warm up
Game "Recognize by voice."
Goal: development of concentration, activation to work.
The driver turns his back to the group of participants.
Psychologist :
“..., you are now in the forest, we shout to you: “Ay!” Close your eyes tightly, find out who called you!”
Participants say “Aw!”, trying to change their voice. The driver must guess the participant calling him.
3. Main part
Exercise “Words are signs.”
Goal: development of concentration and semantic memory.
The psychologist invites participants to listen carefully to the words and choose a word for each word - a sign. For example, a ball is rubber. The word - sign is written down in a notebook.
Words: 1) cold;
2) water;
3) smoke;
4) grass;
5) window;
6) table;
7) snow;
8) moon;
9) day;
10) scream.
According to the words - signs, the participants reproduce the words proposed by the psychologist.
Exercise "Man".
Goal: development of concentration and spatial orientation.
The psychologist dictates a graphic dictation to the participants.
Psycho-gymnastic exercise.
Psychologist :
Imagine that a magician has turned you into toys. Close your eyes and try to see what kind of toy you have become. Now open your eyes and try to imitate your toy in a pose or movement. The rest of the participants guess what kind of toys they are.
Exercise "An interesting question."
Goal: development of attention span.
The psychologist invites participants to listen carefully and answer the question:
Mom asked her son to buy meat, soap, matches from the store.
My son bought: butter, lard, matches, meat.
What did he forget to buy? (soap)
What did he buy extra? (oil, lard)
Exercise “Complete the figure.”
Goal: development of creative imagination.
The psychologist invites participants to complete the drawings to create interesting objects or images.
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 7
Objectives: development of concentration, stability, distribution of attention, logical thinking, emotional and expressive development.
1. Greeting
Welcome ritual.
2. Warm up
Game "Shoulder to Shoulder".
Goal: development of communication skills, activation of participants.
Players line up in pairs. Students must pass a small ball from one pair to another, holding it only with their shoulders.
3. Main part
Exercise "Coded Examples".
Goal: development of attention distribution and logical thinking.
Participants are asked to use the key to the cipher to solve the following examples:
OS – MI = TS + MK =
KO + VP = MAA – MO =
Key:
Game "Four Elements".
Goal: development of stability of attention.
The players stand in a circle. Students are given instructions: for the word “earth”, everyone should lower their hands down, if the word is “water” - stretch their arms forward, if the word “air” - raise them up, if the word is “fire” - rotate their hands.
Exercise “Think about a drawing.”
Goal: development of switching attention, imagination.
Each participant must draw with only one pencil and only a certain color. Everyone has their own sheet.
Students are asked to come up with a drawing and start drawing, but on the count of “one, two, three,” participants must pass their piece of paper to the neighbor on the left, and take the piece of paper from the neighbor on the right and complete his drawing. Pass the sheets on to the team until each participant returns their own sheet. You can identify it by the color of your pencil.
After work, tell whether the other participants understood their ideas correctly and completed the drawing?
Psycho-gymnastic exercise.
Instructions :
Take a breath and relax. Place your chin on your chest. Turn your chin and neck to the right, then to the left. Repeat this three times. Raise your shoulders, then lower them.
Exercise "Solve anagrams."
KAUT KABOSA CIRUKA KAINEDI
Eliminate the extra word.
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 8
Objectives: development of concentration, stability and attention span, observation, visual memory, logical thinking, imagination, development of sign language, facial expressions, pantomime.
1. Greeting
Welcome ritual.
2. Warm up
Game "Ring".
Goal: to develop observation skills.
They choose a driver and give him a “ring” - any small object. Participants stand in a semicircle, holding their palms in a “boat” position in front of them. The driver passes all the participants, placing his palms in the palms of each of them. At the same time, he quietly leaves a “ring” in the palms of one of the participants. Having passed everyone, the driver says: “Ring, ring, go out onto the porch.” The task of the owner of the “ring” is to run forward, the task of all other participants is to try to predict and not let the participant with the “ring” out of the row.
3. Main part
Exercise "Six squares".
6 squares contain dots. The presenter invites participants to make blanks in their notebooks - 6 empty squares. Then he presents the children with 6 squares in succession and asks them to remember the location of the dots. Memorization time – 1 minute. Then participants draw points from memory in the drawn blanks.
The presenter presents the squares as the arrangement becomes more complex and the number of points increases.
Psycho-gymnastic exercise.
Instructions:
Imagine that there is a balloon in your chest. Take a deep breath and exhale through your mouth. Inhale again and imagine how the ball fills with air and becomes bigger and bigger. Exhale slowly through your mouth, as if the air is quietly coming out of a balloon. Pause and count to 5. Inhale again, hold your breath for a count of 3, imagining an inflated balloon inside you. Exhale, feel the warm air passing through your throat and mouth.
Game "Forbidden Word".
The presenter calls any words, the participants repeat them. For example, lamp - lamp, sky - sky, etc. But there is one forbidden word - “hippopotamus”, which cannot be repeated, but must, for example, clap your hands.
Exercise “Depict a fairy tale.”
Goal: development of imagination, pantomime, observation.
The psychologist divides the participants into two teams. Each team conceives the plot of a famous fairy tale or cartoon and tries to depict it without words, using gestures, facial expressions, and pantomimes.
Then, one of the teams shows their fairy tale, and the other team, after watching it carefully, must guess the fairy tale shown.
This exercise also develops children's ability to negotiate and jointly coordinate action.
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 9
Objectives: development of concentration, stability of attention, visual memory, logical thinking, volitional sphere, imagination.
1. Greeting
Welcome ritual.
2.Warm up
Exercise “Magic bag”.
Goal: awareness of your emotional state, stress relief.
The presenter invites participants to put all negative emotions into a “magic bag”: anger, resentment, sadness, etc. This bag with everything bad that is in it is tied and thrown away.
Game "Number 10"
Instructions :
Stand in a circle. I'll throw you a ball. If I name a number less than 10, then you will name any name, if more than 10, any day of the week.
3. Main part
Exercise "Find the letters."
Goal: development of concentration and stability of attention.
Students receive newspaper clippings in which they are asked to find all the letters “a” and cross them out, circle the letters “n”, and underline the letters “m” below. The task completion time is 5 minutes.
Goal: development of logical thinking.
The presenter shows the participants pictures in which number series are written in the depicted objects.
Instructions:
Psycho-gymnastic exercise
Inhale through your nose. We start the ride in the elevator. Feel how the air begins its journey from the basement (stomach). Exhale through your mouth. Inhale again - the air rises one floor higher (stomach). Exhalation. Inhale again and take the elevator to the next floor (chest). Exhalation. Now let's go up to the top floor. Inhale (head). Exhalation. As you exhale, feel all the tension and anxiety flow out of your body, as if from an elevator door.
Game "The Enchanted Prince".
Goal: development of the volitional sphere, imagination.
Instructions:
You, enchanted princes and princesses, turned by an evil witch into ice statues. Now you will freeze, your faces and bodies should remain motionless. A good wizard (one of the children) should cast a spell on you - make you smile or laugh. The longer you can stop yourself from laughing, the better. The driver tries to make the “bewitched” person laugh, and if he succeeds, the “bewitched” person becomes the driver. The game ends when all participants in the game are “disenchanted.”
Exercise “Coded words”.
Goal: development of attention distribution and logical thinking, visual memory.
The presenter invites participants to decipher 7 coded words. The key to the cipher is given. Each letter corresponds to a specific number.
Words :
6740 (fox)
434675 (gopher)
43125 (marmot)
624b (elk)
184b (trot)
9265 (wolf)
521290 (cow)
Key :
Participants write down the deciphered words in their notebooks.
4. Lesson reflection.
According to the same scheme. Parting.
Lesson 10
Objectives: development of concentration, stability, distribution of attention, semantic memory, RAM, logical thinking, grammatical and mathematical skills.
1. Greeting
Welcome ritual.
2. Warm up
Game "Name the neighbors."
Goal: development of concentration and consolidation of mathematical skills.
The players stand in a circle. The presenter throws the ball to the child and names numbers from 0 to 20. The person who catches the ball must name the “neighbors,” that is, the numbers are 1 less and 1 more. After this, he returns the ball to the psychologist.
3. Main part
Game "Typewriter".
Goal: development of concentration.
Each player is assigned the name of a letter from the alphabet. Then a word or phrase of 2-3 words is pronounced. At a signal, participants begin to type: “letters” in order of word construction and clap their hands. When the word is printed, all children clap their hands together.
Words: EARTH, TRAVELER, PICK A FLOWER.
Distribution of letters by players:
1 – A E, 2 – O U, 3 – b B, 4 – K C, 5 – Z L, 6 – M P, 7 – T N,
8 – I S, 9 – R Y.
Exercise "Pictograms".
The presenter reads words or phrases that participants should remember.
Instructions:
There are a lot of words, and to make it easier to remember them, draw something (an object or an image) in your notebook that will remind you of each of them. You can draw pictures, but not letters and numbers. Don't try to draw, the quality of the drawings doesn't matter. The important thing is that they correctly convey the meaning of a word or phrase.
It is important to show an example of completing the task.
Words:
1) golden key;
2) green tree;
3) ballpoint pen;
4) letter to grandfather;
5) swimming;
6) wormy mushroom;
7) accident;
8) broken chair;
9) beautiful girl;
10) honey gingerbread.
Then the participants reproduce these words and phrases based on their drawings. At the end of the lesson there is a review.
Psycho-gymnastic exercise.
Take a few deep breaths in and out. Close your eyes. Imagine a beautiful blue sky. Clouds are moving across it. You are watching them. Let your thoughts fly away with the clouds. You are focused on the sky. You are calm and feel peace, quiet and joy. Open your eyes. Take a deep breath and exhale.
Game "Who were you?"
The facilitator invites the participants to stand in a circle. Throws the ball to the children one by one and asks the question: “Who (what) were you before?”
Words:
Chick - …
Cow - …
Oak - ...
Fish - …
Horse - …
Bread - …
Shirt - …
Frog - …
Sheep - ...
Ice -...
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 11
Objectives: development of concentration and distribution of attention, ability to concentrate; development of visual and semantic memory; development of flexibility of thinking.
1. Greeting
Welcome ritual.
2. Warm up
Game "Finish the sentence."
Goal: development of concentration and logical thinking.
Offer options:
Lemons are sour and sugar...
The dog barks and the cat...
It's dark at night, and during the day...
The grass is green and the sky...
The bird flies, and the snake...
It's cold in winter, and in summer...
They knit from wool, and from fabric...
Firewood is sawed, and nails...
3. Main part
Exercise "Four Forms".
Goal: development of concentration, attention span, visual memory.
The presenter invites participants to carefully look and remember 4 forms with the icons depicted on them. Memory time – 20 seconds. Then, the children draw 4 shapes in their notebooks.
Psycho-gymnastic exercise.
Instructions :
Imagine that you are captains. You are standing on the bridge of a ship and looking forward. There is a dark sky overhead. High, steep waves crash against the side of the ship. But captains are not afraid of storms. They feel strong, brave, confident. They will bring their ship to its destination. Take the same pose as the captain: back straight, legs apart, gaze directed forward.
Game “Listen to Silence”
Goal: development of the regulatory component.
The presenter invites participants to listen carefully and remember what is happening around and outside the office. Each participant then shares what they heard.
Game "Run of associations".
Goal: development of concentration, attention span, flexibility of thinking.
The presenter offers the word: SILENCE. One of the participants says what this word is associated with. The next participant names his association based on the word suggested by the previous participant, etc.
Instructions:
“Be careful not to repeat words.”
4. Lesson reflection.
According to the same scheme. Parting.
Lesson 12
Objectives: development of concentration, switching attention; development of semantic memory; development of logical thinking, the ability to perform actions by analogy; increased self-confidence; development of self-regulation; development of imagination.
1. Greeting
Welcome ritual.
2. Warm up
Game "Mousetrap".
Goal: getting ready to work, developing communication skills.
Instructions:
Stand in a circle close to each other, hug each other by the waist - this is a “mousetrap”. The driver – “mouse” – is in a circle. His task is to get out of the “mousetrap”: to find a “hole”, to persuade someone to let him out, to find other methods of action.
The leader makes sure that the students do not harm the driver or violate the rules of work.
3. Main part
Exercise “Guess the letter.”
Goal: development of concentration, attention span, thinking.
Instructions:
Look carefully at the fragments of letters. You must recognize the letters and remember them (the order in which the series is constructed is important).
Memorization time is 20-30 seconds.
Psycho-gymnastic exercise.
Instructions:
Stand in a circle without bending your knees and reach your toes with your hands. I'll start counting from one to ten. For each count, you will raise your hands as if one step higher. Thus, on the count of “10” your hands will be raised up. The higher your hands rise, the more cheerful your spirit will be.
Exercise “Complete the Draw.”
Goal: development of imagination.
The presenter invites participants to complete the drawings to create interesting objects or images.
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 13
Objectives: development of concentration, stability of attention, observation, spatial orientation, logical thinking, imagination; replenishment of the active dictionary.
1. Greeting
Welcome ritual.
2. Warm up
Game "On the contrary"
Goal: development of concentration, logical thinking, replenishment of active vocabulary.
Instructions:
Stand in a circle. I will say the word and throw the ball to you one by one. You will have to choose the opposite in meaning or meaning for a given word.
Words:
1) black;
2) cry –
3) go down –
4) open –
5) start –
6) night –
7) left –
8) at the top –
9) close –
10) attack –
11) good –
12) thin –
3. Main part
Exercise "Circle in a Square".
Goal: development of spatial orientation.
The presenter invites the participants, with their eyes closed, to draw a square in their notebooks, then write a circle in it. Make several attempts to complete the task.
Exercise “Establishing patterns.”
Goal: development of logical thinking.
The presenter shows the participants pictures in which number series are written in the depicted figures.
Instructions:
Look carefully at the number series and establish a logical pattern in their construction. Find the missing number.
Psycho-gymnastic exercise.
Instructions:
Imagine that you have a small helpless chick in your hands. He is wet, frozen, disheveled. Extend your arms with your palms facing up. Cup your palms and hide the chick in them. Keep him warm. Breathe on it, warming it with your even, calm breath, and place your palms on your chest. Share the kindness of your heart with the chick. Now open your palms and you will see that the chick has joyfully taken off, smile at him and don’t be sad, he will fly to us again.
Game "Homeostat".
Goal: development of observation, development of team cohesion.
Participants line up in a circle. At the leader’s command, everyone throws out their fingers. The group should strive to ensure that all participants throw the same number of fingers.
It is forbidden to negotiate, wink at each other, and you cannot try to coordinate your actions.
Exercise "Problems"
Goal: development of concentration and logical thinking.
The presenter invites you to listen carefully and solve problems.
Tasks:
1. How many cats are there in the room if there is one cat in each of the 4 corners of the room, and three cats sit opposite each cat?
2. There were 3 glasses with cherries on the table. Kostya ate one glass of cherries. How many glasses are left?
3. To cook 1 kg. meat takes 1 hour. How many hours will it take to cook 2 kg? meat?
4. Lesson reflection.
According to the same scheme. Parting.
Lesson 14
Objectives: development of concentration, stability, distribution, attention span, semantic memory, logical thinking.
1. Greeting
Welcome ritual.
2. Warm up
Game "Finish the sentence."
Goal: development of concentration and logical thinking.
The facilitator invites participants to complete their sentences. The game is played using a ball.
Offer options:
Lemons are sour and sugar...
The dog barks and the cat...
It's dark at night, and during the day...
The grass is green and the sky...
In the morning we have breakfast, and in the afternoon...
The bird flies, and the snake...
It's cold in winter, and in summer...
You look with your eyes and breathe...
They knit from wool, and from fabric...
Firewood is sawed, and nails...
3. Main part
Exercise "Anagrams"
Goal: development of stability of attention, logical thinking.
The presenter invites participants to solve anagrams:
EUZNKTs OOSVL AITSPT
Psycho-gymnastic exercise.
Instructions:
Pick up imaginary sand in your hands (as you inhale), clench your fingers tightly into a fist, hold the sand in your hands (hold your breath). Gradually open your fingers (exhale), sand pours out of your hands. Shake the sand off your hands, relaxing your hands and fingers. Drop your arms along your body: too lazy to move your heavy arms.
Game "Confusion".
Goal: aimed at developing communication skills.
The driver is selected. The remaining participants, holding hands, form a circle. The driver turns away. And the rest of the participants begin to “get confused”, changing their position in the circle, but without opening their hands. The driver needs to unravel, returning everyone to their original position.
Exercise "Figure row".
Goal: development of volume, distribution of attention.
The presenter invites participants to sketch a series of figures in their notebooks, then gives instructions:
Instructions:
1) Place a “cross” in the 2nd triangle from the left and a “minus” sign in any circle.
2) Cross out all the squares and triangles after the circles.
3) Underline the squares that come before the triangles, but not after the circles.
4. Lesson reflection.
According to the same scheme. Parting.
Lesson No. 15
Objectives: development of concentration, switching attention; development of semantic memory; logical thinking; tactile sensations; spatial orientation.
1. Greeting
Welcome ritual.
2. Warm up
Game "Ear - Nose".
Goal: development of attention switching.
Instructions:
With your right hand, touch your left ear, and with your left hand, grab your nose.
At the signal, participants must change hands: touch their right ear with their left hand, and touch their nose with their right hand. And so on several times.
Game "Who will it be?"
Goal: development of concentration and logical thinking.
Participants stand in a circle. The presenter throws a ball to everyone in turn and asks the question: “Who (what) will it be...?”
Questions:
Who will the egg be?
…………… chick?
…………… boy?
…………… acorn?
………… seed?
………… caviar?
………… caterpillar?
………… flour?
………… iron?
………… brick?
………… textile?
………… student?
………… wool?
………… lamb?
3. Main part
Exercise “Semantic pairs”.
Goal: development of concentration and semantic memory.
The presenter invites the participants to memorize the words and then make semantic pairs from them.
Words: cold, forest, calf, book, dragonfly, spruce, monkey, mosquito, banana, word, cow, snow.
(cold - snow, forest - spruce, calf - cow, book - word, dragonfly - mosquito, monkey - banana).
Exercise “Continue the row.”
Goal: development of stability of attention, logical thinking.
Instructions:
Look closely at the 3 figures. Think about what the 4th figure will be?
Psycho-gymnastic exercise.
Instructions:
Stand up straight. Neck, head, shoulders are straightened, but not tense. Rock from toe to heel until you feel a slight stretch in your calves. Tighten the muscles of your legs, abdomen and chest. Feel yourself as motionless as a rock.
Game "Touch".
Goal: development of tactile sensations.
The leading participant closes his eyes, and one of those present touches his hand. The driver guesses and calls the person who touched him by name.
4. Lesson reflection.
The psychologist asks the children what they learned during the lesson, what they liked, what they didn’t like?
Correction and development program
for children with attention deficit hyperactivity disorder
“Become attentive!”
Corrective development program “Become attentive!” designed for children with ADHD and aimed at:
Correction of attention and self-control disorders;
Development of voluntary attention, self-control skills, motor and emotional spheres.
The relevance of the problem is determined by the high frequency of this syndrome in the pediatric population and its great social significance. Children with attention deficit disorder have normal or high intelligence However, they tend to do poorly in school. In addition to learning difficulties, attention deficit disorder is manifested by motor hyperactivity, defects in concentration, distractibility, impulsive behavior, and problems in relationships with others. It is quite obvious that the focus of scientific problems of attention deficit/hyperactivity disorder concentrates the interests of various specialists - pediatricians, teachers, neuropsychologists, defectologists, neurologists.
The efforts of specialists should be aimed at timely diagnosis and correction of ADHD.
Program participants.
The program involves children of senior preschool age (5-7 years) with ADHD or elements of hyperactivity and disorders of voluntary attention.
Goals and objectives of the program.
Goal: development of voluntary attention, control over impulsivity and control of motor activity.
Program objectives:
Correct negative emotions and help relieve psycho-emotional stress in children;
Improve volition and self-control;
Teach children ways to relieve muscle and emotional tension;
Develop stability of attention, the ability to voluntarily switch and concentrate attention.
The methodological foundations of the program are general methodological principles- principles of a systems approach, an activity approach, a humanistic approach.
As methodological basis taken from the methodological manual by Artsishevskaya I. L. “Work of a psychologist with hyperactive children in kindergarten” – M.: Knigolyub, 2005. – 64 p., programs by Bogatikova L.A., Plotnikova T.M., Khukhlaeva O.V., Khukhlaeva O.E., Pervushina I.M., Knyazeva O.L., materials website adalin.ru.
The need to introduce this program is due to the request of parents and the growing number of children with ADHD in psychological practice.
Distinctive feature This program is the nature of the classes. Each lesson includes games aimed at developing attention, impulse control, as well as psycho-gymnastic and body-oriented exercises. Games and exercises from previous lessons are repeated in subsequent lessons, which helps to better consolidate the material covered.
Participation in the program “Become Attentive!” Children with pronounced organic disorders of the central nervous system are contraindicated.
Classes with the child are conducted with the written consent of the parents.
Resources required to implement the program.
Specialists implementing the program must have a higher psychological or pedagogical education and experience in individual correctional work with preschoolers and primary schoolchildren. Specialists should be familiar with the techniques of psycho-gymnastics and body-oriented therapy, elements of Gestalt therapy and the Jungian approach.
Specialists must be provided methodological literature on the problem of ADHD.
Material and technical equipment. A separate room (office) for individual consulting work, provided with the necessary aids, toys, and stationery.
Providing Internet access.
Structure and content of the program.
The program includes three stages.
The program consists of 10 classes, which are held regularly once a week (the course is designed for 2.5 - 3 months). Classes are conducted individually or in a group. The duration of each lesson is 25-40 minutes. Each lesson includes the following games and exercises:
1. for the development of arbitrariness;
2. for the development of attention and memory;
3. for the development of motor skills and coordination of movements;
4. to normalize muscle tone.
At the beginning of the program (lesson 1), in the middle (lesson 6) and at the end of the program (lesson 10), an individual diagnosis of the level of development of auditory and visual memory is carried out using the method of reproducing words and pictures, as well as diagnostics of productivity, stability, distribution and switching attention using Landolt rings (see Appendix 1).
Comparison of indicators based on test results, the quality of completing repeated tasks and the results of monitoring the child at various stages of the child’s participation in the program is an indicator of the success and effectiveness of this program.
As a result of the implementation of the program, it is assumed that the course of classes will help the child cope with attention deficit disorder and hyperactivity.
Educational and thematic lesson plan
№ classes
Tasks
Number of hours
Forms of work
Methodological support
Create favorable conditions to activate the child, develop attention, help relieve psycho-emotional stress.
25 min
1. Getting to know each other. Game "What has changed"
2. “Differentiation” technique.
3. Game “Magic Word”.
5. Exercise “Pump and ball”.
6. Diagnosis of attention and memory is carried out individually.
Form-task “Rings of E. Landolt”, 5-7 toys, 10 drawings, card “10 words”
Promote the development of attention, motor skills and coordination of movements, relieve psycho-emotional stress, and develop coordination of movements.
25 min
1. Methodology “Differentiation”.
2. Game “Be careful.”
3. Game "Little Bug"
5. Exercise “Tree”.
Card with 16 fields and a painted or toy bug.
Create favorable conditions for the development of volition and self-control, the development of attention, motor skills and coordination of movements, and help relieve psycho-emotional stress.
25 min
1. Game “Edible, not edible.”
2. “Attention - draw.”
3. Game “A bird is not a bird.”
4. Pictures "Find the difference".
5. Breathing exercise.
6. Exercise “Fingers”.
Drawing. White sheet, pencils, ball.
Create favorable conditions for the activation of the child, the development of attention, speech and coordination of movements, and help relieve psycho-emotional stress.
25 min
1. Game “Forbidden Movement”.
2. Game “Magic Word”.
3. Game “Only about one thing”
4. Methodology “Differentiation”
5. Breathing exercise.
6. Relaxation exercise.
Toys.
Create favorable conditions for the development of the child’s speech, attention, imagination, coordination of movements, and help relieve psycho-emotional stress.
25 min
1. Game "I'm silent - I whisper - I scream"
2. Exercise to develop stability and switching attention.
3. Game “River-Bank”
4. Breathing exercise.
5. Relaxation exercise “Snowman”.
Toys, rope or cord
Promote development fine motor skills child, development of attention, coordination of movements, help relieve psycho-emotional stress.
25 min
1. Game “Magic word”.
2. Game "Lost".
3. Breathing with inhalation hold.
4. Exercise “Pump and ball”.
5. Diagnosis of attention and memory is carried out individually.
Form-task “E. Landolt’s Rings”, 10 drawings, card “10 words”, toys, drawings, pencils
Promote the development of attention, motor skills and coordination of movements, help relieve psycho-emotional stress.
25 min
1. Game "Button".
2. Game "Top-clap".
3. Game “Remember and repeat the movements.”
4. Breathing exercise.
5. Exercise “Fingers”.
Two 12-field cards, 2 sets of buttons
Create favorable conditions for the development of attention, thinking, motor skills and coordination of movements, help relieve psycho-emotional stress.
25 min
1 Game “Edible, not edible.”
2 Game "Freeze"
3. Exercise "Color your other half."
4. Exercise “Remember and repeat the movements.”
5. Breathing exercise.
6. Exercise “Boat”.
Ball, half-filled drawings, pencils
Create favorable conditions for the activation of the child, the development of attention, motor skills and coordination of movements, and help relieve psycho-emotional stress.
25 min
1. Game “The sea is agitated once.”
2. Exercise “Connect in order.”
3 Game “One-two-three-speak!”
4. Breathing exercise.
5. Relaxation exercise “Humpty Dumpty”.
Forms with dots - 3–4 pcs., pictures or lotto cards 6-7 pcs.
Promote the development of the child’s attention, motor skills and coordination of movements, help relieve psycho-emotional stress.
25 min
1. “Differentiation”.
2. Working with the symptom
3. Breathing exercise.
4. Relaxation exercise “Snowman”.
5. Diagnosis of attention and memory is carried out individually
diagnostic set of toys, form-task “E. Landolt’s Rings”, 10 drawings, card “10 words”
Psychological techniques and technology, psychological and pedagogical
tools.
Lesson 1.
A game that develops attention: “What has changed?”
Place 3-4 toys on the table and let the child look at 1-2 of them
minutes. Then ask him to turn away and remove one of the toys. When the baby turns around, ask him what has changed.
The game can be complicated: increase the number of toys to 5-7, place similar toys (for example, 3 toys out of 5 are slightly different cars), do not remove any toys, but swap 2 of them. Another option is not to remove the toy, but, on the contrary, to add it. And ask: Who’s new?”, “Who came?”
You can turn this game into a competition by giving each other tasks in turns. For this game you can use not only toys, but also cards with images of animals and vegetables.
Source: (Dyachenko O.M., Veraksa N.E. What doesn’t happen in the world? - M.: Znanie, 1994).
2. “Differentiation” technique
Proposed by F. Perls within the framework of Gestalt psychology. Awareness must occur at three levels: awareness of the external world (what I see, hear), the internal world (emotions, bodily sensations), and thoughts.
The psychologist asks the following questions that the client must answer:
What do you see?
What do you hear?
What taste do you taste?
What's the smell?
What are the sensations in your arms, legs, body?
How do you feel (what is your mood)?
What do you want?
What are you thinking about?
What will you do?
This experiment serves several functions. Firstly, it allows you to strengthen and sharpen the feeling of the present; Perls describes situations where, after using this technique, clients said that the world became more real and brighter for them. Secondly, this experiment helps to recognize the ways in which a person escapes from reality (for example, memories or fantasies about the future). Thirdly, monologue - awareness is valuable material for therapy. In working with ADHD, the importance of this technique is also contained in the ability to develop arbitrariness of attention and its concentration.
(L. Burlachuk, A. Kocharyan, M. Zhidko. Psychotherapy. Textbook for universities. - St. Petersburg: Peter, 2009, 496 pp.; Seminar on working with alexithymia ).
3. Game “Magic Word”.
A game for developing attention in hyperactive children.
Children usually love this game very much, since in it the adult is in the position of a child who is taught to be polite.
Ask your child what “magic” words he knows and why they are called that. If he has already mastered enough etiquette norms, he will be able to answer that without these words, requests can look like a rude order, so people will not want to fulfill them. “Magic” words show respect for a person and endear him to the speaker. Now you will play the role of such a speaker, trying to achieve the fulfillment of your wishes. And the child will be an attentive interlocutor, sensitive to whether you said the word “please.” If you say it in a phrase (for example, say: “Please raise your hands up!”), then the child fulfills your request. If you simply say your request (for example, “Clap your hands three times!”), then the child teaching you to be polite should never perform this action.
Note. This game develops not only attention, but also children’s ability to be voluntarily (performing actions not impulsively, simply because they want it now, but in connection with certain rules and goals). This important characteristic is considered by many psychologists to be one of the leading factors in determining whether a child is ready for school.
(http://www.psychologos.ru/articles/view/volshebnoe_slovo._igra).
4. Breathing with inhalation hold.
Breathing with a delay while inhaling (exhaling) - first in your own, then in an established rhythm. It is performed sitting on the floor “Turkish style” or kneeling, palms are placed on the diaphragm area.
6. Exercise “Pump and ball”.
A game to relieve muscle and emotional tension (relaxation) in hyperactive children.
Stand opposite each other. The player representing the ball should stand with his head down, his arms hanging limply, his knees bent (that is, look like an uninflated shell of the ball). The adult, meanwhile, is going to correct this situation and begins to make movements as if he were holding a pump in his hands. As the intensity of the pump movements increases, the “ball” becomes more and more inflated. When the child’s cheeks are already puffed out and his arms are stretched out to the sides with tension, pretend that you are looking critically at your work. Touch his muscles and complain that you overdid it and now you have to deflate the ball. After this, pretend to pull out the pump hose. When you do this, the “ball” will deflate so much that it will even fall to the floor.
Note. To show your child an example of how to play an inflating ball, it is better to first invite him to play the role of a pump. You will tense and relax, which will help you relax, and at the same time understand how this method works.
(Chistyakova M.I. Psychogymnastics / Edited by M.I. Buyanov. - 2nd ed. - M.: Education: VLADOS, 1995. - 160 p.).
6. “Rings of Landolt.”
The Landolt Ring technique is a universal tool that can be used to study people’s attention of different ages: from children five to six years of age to adults, obtaining comparable and consistent indicators. This technique is a modification of B. Bourdon's proof test and is based on the rings of the French ophthalmologist Landolt (E. Landolt).
Determination of productivity and stability of attention
Methodical recommendations. The procedure for conducting the experiment is the same as when using the Bourdon–Anfimov proof test. It is advisable to present Landolt rings with a size approximately equal to the height of the lowercase letter. The task completion time is 5 minutes.
To assess stability, distribution and switching of attention, you can use the same form with Landolt rings, turning with each new task to that part of it that was left blank during the previous task (you can, for example, continue to view the form or turn it 180° ). Processing and analysis of the results is carried out in the same way as in the “Burdon–Anfimov Correction Table” method.
Equipment of the experiment. Landolt Ring form, stopwatch, protocol, key.
Instructions: “Be careful and work as quickly as possible. You need to carefully, looking through the rings in rows from left to right, find among them those in which there is a gap located on the left (or in another certain place) and cross them out. At the command “Damn!” put a vertical line in the place on the form where this command found you and continue working.”
Processing. When processing the results, the experimenter determines the number of rings viewed and crossed out by the subject, as well as the number of errors made during the work, both during the studied time periods of work and for the entire time during which the psychodiagnostic experiment continued.
When diagnosing auditory and visual memory The child is presented with 10 words and 10 pictures, respectively, to memorize.
Lesson 2.
“Differentiation” technique (see Lesson 1)
Game "Be careful"
Goal: development of attention, general and fine motor skills.
Progress of the game: the adult offers to play, pays attention to the hands and says: “Our hands can knock like hammers “knock-knock-knock” (knocks on the table with his fist), then slams the table with the other hand “clap-clap-clap” edge of the palm and makes other movements, the child repeats.
(Strebeleva E.A. Correctional and developmental education of children in the process didactic games. – M.: Vlados, 2008. – 256 p.).
3. Game "Little Bug"
Progress of work: “Now we will play this game. You see, in front of you is a field lined up into squares. A beetle is crawling across this field. The beetle moves on command. It can move down, up, right, left. I will dictate your moves, and you will move the beetle across the field in the right direction. Do it mentally. You cannot draw or move your finger across the field!” Attention? Let's start. One cell up, one cell left. One cell down. One cell to the left. One cell down. Show where the beetle stopped." (If the child finds it difficult to complete the task mentally, then first you can let him show each movement of the beetle with his finger, or make a beetle and move it across the field. It is important that as a result the child learns to mentally navigate the cellular field). ( ).
4. Exercise “Soldier and rag doll.”
5. Exercise “Tree”.
Criteria for assessing the achievement of planned results.
Increasing the level of development of attention and memory (see Appendix 1);
Increasing the volume of differentiated information using the “Differentiation” method;
Confident mastery of breathing and relaxation techniques.
The program was tested on the basis of the Municipal Budgetary Educational Institution of the Diagnostic and Consulting Center of the city of Tambov from December 2, 2013 to February 28, 2014. 10 people took part in the work, with whom both group and individual classes were conducted.
The administration of the MBOU Diagnostics and Consulting Center carried out effective internal control over the implementation of the program, carefully monitoring the availability and quality of completed documentation, attending group and individual classes with children (photos of classes are presented in Appendix 2).
References:
Artsishevskaya I. L. “The work of a psychologist with hyperactive children in kindergarten” - M.: Knigolyub, 2005. - 64 p.
Afonina A.V., Gruzdeva N.V. “Understand me and act correctly!”: A manual for psychologists, teachers and parents - Ivanovo, 2005.
Bolotovsky G.V., Chutko L.S., Kropotov Yu.D. Hyperactive child: to treat or punish. St. Petersburg: 2004.
Bryazgunov I.P., Kasatikova E.V. A restless child, or everything about hyperactive children. – 2nd ed., rev. and additional – M.: Psychotherapy, 2008. – 208 p.
L. Burlachuk, A. Kocharyan, M. Zhidko. Psychotherapy. Textbook for universities. – St. Petersburg: Peter, 2009, 496 p.
Hyperactive child. How to find a common language with a fidget / Gulnara Lomakina., Moscow, Tsentrpoligraf, 2009.
Dyachenko O.M., Veraksa N.E. What doesn't happen in the world? – M.: Knowledge, 1994.
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Appendix 1
Performance is presented in the form of diagrams reflecting
dynamics of memory and attention development:
Games with children as part of the “Become Attentive!” program
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