Corrective child development program A program of comprehensive correctional and developmental classes for the development of communication skills, voluntary mental activity for younger adolescents with mental retardation

Name of the OS

MBDOU "Kindergarten No. 92" of compensatory type

Job title

Teacher-defectologist

Dzerzhinsk, Nizhny Novgorod region

date of creation

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This development represents the design of classes for individual work with children with mental retardation for the development and correction of mental processes. For convenience, classes are distributed by month in accordance with thematic planning. Recommended for use for preschoolers of primary preschool age.

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Individual lesson plan for development and correction

mental processes in preschool children with mental retardation

Performed:

teacher-defectologist MBDOU "Kindergarten No. 92" compensatory type

Dzerzhinsk, Nizhny Novgorod region

Perevodova Olga Vasilievna

September
Kindergarten	Game "Find out a new toy" Develop attention and memory. Game "Trouble"
Autumn	Quest “Wilted Flowers”. Puzzles. Recognize objects by verbal description, relying on visual perception of objects. Use toys or pictures depicting objects familiar to children.
Trees	Quest "Windy weather" To form an understanding of phenomena interconnected by cause-and-effect relationships. “Cross it out” task(development of attention). Offer your child a card with drawn geometric shapes. He must cross out all the circles or all the squares, etc.
October
Vegetables	Game "Get the Pebbles" Game "What's Missing"(memory development). Offer the child 3-5 subject pictures depicting vegetables, ask them to remember them. Remove one picture and swap it. He must name the missing picture.
Fruits	Game "Get the Key" To form ideas about the use of aids in a problematic practical situation. Game "One, two, three - speak"
Vegetables fruits	Task “How to get a ball” To form an understanding of the internal logic of actions in a plot in which dynamic changes in objects are assumed. Game "Who's Hiding Here" Form purposeful memorization and recall.
Forest. Mushrooms	Task “Hedgehog and Mushroom” Task "What's in the picture?"(development of attention and memory). Show the child a story picture. Then, turning it over, the child must remember and name as many objects as possible.
November
I myself	Quest “Morning of a Boy” Develop an understanding of the sequence of events depicted in the pictures. Game "Finger" Form focused attention.

In contact with

Municipal budgetary educational institution "Ukrainian school" of the Simferopol region of the Republic of Crimea

AGREED APPROVED

Methodologist CDYuT Director

Morbitsr V.V MBOU "Ukrainian School"

"____"_____________ 20___ ____________ Stelyukova A.A

"___"_______________20____

ADAPTED WORK PROGRAM

for individual learning at home

“Correction and development program for children with disorders of the normal rate of mental development (ZPR)”,

for the 2015-2016 academic year

Practical psychologist: Osmanova E.N.

With. Ukrainian, 2015

Explanatory note

Regulatory acts and educational and methodological documents on the basis of which the work program was developed:

Constitution of the Russian Federation

Federal Law No. 273-FZ “On Education in the Russian Federation” (Article 5, paragraph 5.1, Article 34, paragraph 1)

Federal State Educational Standard of General Education

Federal Law “On Social Protection of Disabled Persons in the Russian Federation”

Concept of the Federal Target Program for the Development of Education for 2010-2015

National educational initiative “Our New School” (dated 02/04/2010)

Decree of the Government of the Russian Federation No. 297 of April 15, 2014 “On approval of the state program of the Russian Federation “Accessible Environment” for 2011-2015”

Letter of the Ministry of Education and Science of the Russian Federation dated April 18, 2008 No. AF 150/06 “On creating conditions for children with disabilities and disabled children to receive education”

Decree of the Government of the Rostov Region dated September 25, 2013 No. 596 “On approval of the state program of the Rostov Region “Development of Education”

Order of the MBOU "Ukrainian School" No. No. dated November 19, 2015 "On the organization of individual education at home for sick students"

Charter of the MBOU "Ukrainian School" of the Simferopol region of the Republic of Crimea

School educational program

School “Regulations on the work program of training courses, subjects, disciplines (modules) implemented by the school”

General characteristics of the course

The program is modified and is based on the basic methodological materials: “The system of preventive work with children on cognitive mental processes according to the development programs of E.A. Alyabyeva, Aidaralieva B.Zh., Stepanova S.S., Vasilyeva N.N., Baranova F.Yu., Zimina L.V.”

Theoretical basis programs are provisions developed in domestic psychology by L.S. Vygotsky, P.Ya. Galperin, V.V. Davydov, A.V. Zaporozhets, A.N. Leontyev, D.B. Elkonin and other scientists, about the commonality of the basic patterns of mental development in normal and pathological conditions, about sensitive ages, about the relationship between correction and development, about the actual and potential levels of development (zone of proximal development), about the relationship between learning and development, about the role of preschool childhood in the process socialization, about the significance of activity in development, about the role of a sign in the “cultural” development of a child, etc.

One of the priority tasks of Russian education at present is to ensure state guarantees - accessibility and equal opportunities to receive a full-fledged education for all categories of citizens, including those with special educational needs.

The number of children with special educational needs increases every year. One of the most common developmental problems that give rise to these needs is mental retardation (MDD).

Correctional and developmental education in the context of general education institutions is a pedagogical system that ensures the individualization of education for children with learning difficulties and implements the principles of an integrated approach to the goals, objectives and content of education, the unity of diagnosis and correction of developmental deficiencies, developmental education (the development of general learning abilities based on person-centered approach).

This work program was developed for student Vidyuk Daniil Vitalievich. According to the conclusion of the city PMPK, it was revealed: a violation of the rate of mental development, OHP - level 2, an erased form of dysarthria. The child, on the recommendations of doctors, was prescribed individual training at home.

This program is designed taking into account the age and specific characteristics of the child, and contains the use of various types of game situations, didactic games that can make cognitive activity more attractive and meaningful for the child.

Purpose of the program: formation of a psychological basis for the full development of the child’s personality, creation of a zone of proximal development to overcome the shortcomings of the intellectual activity of children with mental retardation.

Tasks:

awaken the child’s cognitive and creative activity;

develop involuntary attention and memory, various types of perception,

speech development

improve motor functions;

develop skills of voluntary behavior.

P principles of program construction.

Systematicity of correctional, preventive and developmental tasks.

Unity of diagnosis and correction.

Taking into account the age, psychological and individual characteristics of the child.

Complexity of methods of psychological influence.

Increasing complexity.

Accounting for the volume and degree of variety of material.

Place of the subject in the curriculum

To implement the content, educational goals and objectives of the course on the formation of a psychological basis for the full development of the child’s personality, the program allocates time for classes:

Vidyuk Daniil Vitalievich – 2 hours a week;

In connection with the Decree of the Government of the Russian Federation No. 1017 of September 24, 2015 “On the transfer of days off in 2016” and in accordance with the school schedule, a course of correctional and developmental classes for individual training will be implemented for:

Vidyuk Daniil Vitalievich - 48 hours; duration – 40 minutes.

Course Sections

Section 1. Development of general motor skills.

Section 2. Sensory perception.

Section 3.

Section 4.

Section 5. Speech development.

Planned results of mastering the course

As a result of correctional and developmental work, the child should know :

social skills - communication with adults and peers;

seasons, parts of the day, days of the week in their sequence;

your biography: first name, last name, age, home address.

names of trees, flowers, birds, animals;

natural phenomena;

numbers, signs (“+”, “-”)

names of people's main professions. Explain what characterizes these professions and how they benefit people

be able to:

purposefully carry out the teacher’s actions;

use writing instruments correctly;

analyze and compare objects according to one of the specified characteristics (shape, size, color);

classify figures according to one criterion;

navigate the plane of a sheet of paper and your own body;

recognize basic emotions;

perform simple graphic work from dictation;

make an object out of parts.

Personal, meta-subject and subject

results of mastering the training course

Personal:

the ability to evaluate both one’s own and others’ actions (“good” - “bad”);

the ability to see your strengths and weaknesses;

formation of adequate positive conscious self-esteem and self-acceptance;

development of goodwill, trust and attentiveness to people, readiness for cooperation and friendship, providing assistance to those who need it;

development of empathy and compassion, emotional and moral responsiveness based on the development of the ability to perceive the feelings of other people and express emotions;

formation of an attitude towards a healthy and safe lifestyle, intolerance and the ability to counteract actions and influences that pose a threat to the life, health and safety of the individual and society within one’s capabilities.

Metasubject:

developing the ability to express one’s thoughts and the ability to listen to an interlocutor, understand his point of view, and recognize the right of another person to have a different opinion;

speech development, mastery of speech technique;

development of various types of thinking, memory, attention;

expanding ideas about the world around us and enriching the vocabulary.

Subject:

have an idea of a healthy lifestyle, such concepts as: daily routine, healthy eating, personal hygiene;

be able to analyze and manage your cognitive activity;

be able to perform actions according to a model containing the necessary method of action;

be able to carry out a method of action by direct indication of its name (purpose)

System for assessing planned results

Markless training system.

Forms and types of control:

Individual

Forms of control of ZUN(s)

observation;

diagnostics;
testing.

Calendar and thematic planning

Thematic planning

№ sections, topics	Name of sections, topics	Number of hours
Section 1	Development of general motor skills.
Section 2	Sensory perception.
Section 3	Formation of subject activity.
Section 4	Formation of communication skills.
Section 5	Speech development.
Total:		hours

Lesson planning

Course section	№ classes	Lesson topic	Type of control	Number of hours	Main types of educational activities	Equipment	Requirements for results (UUD)	Approximate date
ChapterI “Development of general motor skills” - 16 hours.
		Monitoring hand motor skills and fine motor skills.			Diagnostic	Methodological kit	Perform imitation finger movements. Hold a pencil or pen correctly; Orientate yourself in the space of the sheet; Use simple sculpting techniques (rolling, flattening, spiraling); Use glue, brush, scissors; Make simple products from paper and plasticine; Fasten and unfasten buttons, buttons, hooks; Tie and untie ribbons, laces, knots.
		Types of grasping movements. Improving grasping movements, gripping.	Current, individual		Correctional and developmental	Counting sticks, pencils
		Development of accuracy of hand movements, eye, consistency, visual coordination.	Current, individual		Correctional and developmental	Massage balls, beads
		Ability to grip a pencil correctly. Pinch grip.	Current, individual		Correctional and developmental	Hex pencils
		Threading a flexible cord into the hole, fastening, unfastening.	Current, individual		Correctional and developmental	Cord, cardboard with holes
		The ability to depict points of a given brightness, place vertical and horizontal lines, lines in different directions.	Current, individual		Correctional and developmental	Paints, brush, A4 sheet
		Performing actions with objects, focusing on verbal instructions. Image of broken, wavy, arched lines. Painting.	Current, individual		Correctional and developmental	Brush, paint, wire
		Contour applique made of plasticine and pieces of colored paper.	Current, individual			Cardboard, plasticine, colored paper
Section II “Sensory perception” - 11 hours.
		Development of the ability to recognize household items and toys according to adult instructions and demonstration. Ability to distinguish among heterogeneous ones.	Thematic, individual		Correctional and developmental	Household items	Purposefully carry out actions according to the teacher’s instructions. Be able to correlate an object and its image, recognize it in a picture. Be able to track movement and movement in relation to other objects. Distinguish primary colors. Collect cut pictures. Know the seasons, days of the week. Be able to differentiate objects. Perform actions and movements with the help of a teacher and verbal instructions. Show off the main parts of your body and face. Be able to compare objects.
		Monitoring the development of attention. Development of visual attention and visual memory.	Preliminary, individual		Diagnostic	Methodological kit
		The ability to correlate an object and its image, recognize it in a picture.	Current, individual		Correctional and developmental	Cutting pictures
		The ability to distinguish objects based on an undifferentiated sign of size (“big-small”).	Current, individual		Correctional and developmental	Cubes, household items
		Monitoring memory development.	Preliminary, individual		Diagnostics	Methodological kit
		Development of attention and memory. The ability to track movement and movement in relation to other objects.	Current, individual		Correctional and developmental	Toys, educational pictures “Animals”
		Ability to follow the instruction “give me the same”, encouraging practical trying on and comparison.	Current, individual		Correctional and developmental	Miniature toys
		The ability to perceive objects, differentiate “one-many”.	Current, individual		Correctional and developmental	Educational presentation
		Ability to assemble cut pictures.	Current, individual		Correctional and developmental	Cutting pictures
		Distinguishing and highlighting primary colors (red, yellow, blue, etc.)	Current, individual		Correctional and developmental	Colored cubes, paints, brush, A4 sheet
		Study of subject indicators: seasons, days of the week. Sequence of events: “earlier-later”.	Current, individual		Correctional and developmental	Computer (Educational Presentation)
Section III “Formation of subject activity” - 8 hours.
		Development of visual-motor coordination, the ability to perform actions of grasping, feeling, and moving objects.	Current, individual		Correctional and developmental	Pencils, massage balls	Identify an object and its size by touch. Be able to draw long and short vertical lines. Be able to navigate on a sheet of paper. Be able to combine the figure with the slot. Be able to coordinate the movement of both hands. Be able to make combinations of stripes and geometric shapes on a sheet of paper. Be able to use non-traditional finger and palm painting techniques. Be able to reproduce a combination of figures by imitation.
		Spatial orientation on a sheet of paper (center, bottom, top, right (left) side).	Thematic, individual		Correctional and developmental	Colour pencils
		The ability to combine a figure with a slot, act consistently, purposefully, and practice coordinating the movements of both hands.	Current, individual		Correctional and developmental
		Development of tactile gnosis, the ability to feel an object, trace its outline with a finger.	Current, individual		Correctional and developmental	Household items, cubes
		Drawing up combinations of stripes and geometric shapes on a sheet of paper.	Current, individual		Correctional and developmental	A4 sheet, colored paper, scissors, glue
		Exercises in recognizing objects by touch, different in size.	Current, individual		Correctional and developmental	A cloth bag, various objects (cubes, buttons, pencils, tennis ball, etc.)
		Improving hand-eye coordination, strengthening the skills of examining objects: the ability to draw suggested figures with a finger on the table and in the air; development of constructive praxis: reproduction of buildings by imitation and model.	Current, individual		Correctional and developmental	Cubes, Lego constructor
		Strengthening design skills.	Final, individual		Developmental (practical lesson)	Lego"
Section IV “Formation of communication skills” - 6 hours.
		Establishing emotional contact, encouraging visual contact, developing the ability to listen to the teacher, and follow simple instructions.	Current, individual		Correctional and developmental		Be able to establish contact, collaborate in pairs, groups. Be able to understand your communication partner and build trusting relationships with each other. Master effective communication skills. Be able to imitate expressive movements in facial expressions. Understand the emotions of other people, sympathize, empathize.
		Determining the level of self-esteem. Developing the ability to pay attention and respond to facial expressions and gestures of an adult.	Current, individual		Diagnostic
		Formation of the image of one’s own “I”.	Current, individual		Correctional and developmental
		The ability to imitate expressive movements in facial expressions.	Final, individual		Developmental (practical lesson)	Flashcards “Emotions and Gestures”
Chapter V “Speech development” – 7 hours.
		The role of speech in human life. The ability to understand and relate a word to an object.	Thematic, individual		Correctional and developmental	Subject pictures	Be able to communicate freely with adults and children. Be able to master the norms of speech. Be able to pronounce the sounds of your native language, correctly articulate in sound combinations and words. Answer questions about the content of the text. Listen and understand the speech of others; use listening techniques. Be able to understand the role of language and speech in people's lives.
		The ability to listen to the speech of an adult.	Current, individual		Correctional and developmental	Children's fiction
		Exercises for pronouncing simple tongue twisters. Monitoring of child development (final test).	Final, individual.		Correctional and developmental	Methodological kit Tongue twister texts
TOTAL:								48 hours

material and technical support for the educational process

Printed manuals in electronic form

“Education of children with mental retardation: organization of group and individual classes of correctional and developmental education.” A manual for primary school teachers and psychologists, E.V. Shamarina; Moscow, 2007.

“Correctional and developmental training: Organizational and developmental aspects”, S.G. Shevchenko; Moscow, Vlados, 1999

Means of education

Printed manuals: electronic

"Diagnostics and correction of mental retardation." Ed. S.G. Shevchenko; Moscow, Arkti, 2001.

Workbook for children ZPR “Developing! Let's form! Let’s improve!”, A.V. Zakharova; "Book lover", 2002.

“I count and think”, E.V. Shamarina, O.V. Tarasova; Moscow, 2008.

Methodological and practical journal “Education and training of children with developmental disorders”, 2010.

“Speech impairments and their correction in children with mental retardation” R.I. Lalaeva, N.V. Serebryakova, S.V. Zorina; "Vlados", 2009.

“How to overcome difficulties in teaching children. Psychodiagnostic tables. Psychodiagnostic techniques. Corrective exercises." Anufriev A.F., Kostromina S.N-M.: Publishing house "Os-89", 1997.

Visual aids:

Plasticine.
Colour pencils.
Buttons.
Colored paper.
Constructor.
Illustrated books.
Rubber ball.
Counting sticks.

Application:

test materials

Diagnosis of fine motor development

Fine motor skills are differentiated and complexly coordinated movements of the hands and fingers when performing actions. The child’s ability to correctly distribute muscle efforts when working with the hands and thumb in relation to the rest is an important condition for successfully mastering the motor skills of educational activities (primarily writing). Therefore, special attention is paid to the development of fine motor skills during preparation for school.

Using these techniques, the development of fine motor skills associated with graphic actions can be diagnosed.

A sheet with a task is placed in front of the child. He listens carefully to what needs to be done. All tasks are completed with a simple pencil. During their implementation, you cannot comment on or evaluate the child’s actions. After completion, you need to thank and praise the baby for any result.

Method 1

Take a pencil in your hand and look at the sheet of paper lying in front of you. It has stripes on it. Between these strips, from the beginning of the sheet to the end, draw straight lines with a pencil. When I say "Start!", start drawing straight lines, when I say "Stop!" - Finish the task and put your pencils aside. Work quickly and carefully.

(1 minute is allotted to complete the task).

3 points - the child completed 10 lines or more with satisfactory quality of execution (the drawn lines are located closer to the center of the line, they are characterized by moderate waviness, drawn without breaks, without going beyond the lines, without missing lines).

2 points – the child completed 6 – 9 lines with satisfactory quality of execution (moderate wavy lines with a tendency to approach the center of the line, without breaks, without going beyond the line, without missing lines).

1 point – the child has completed 5 or fewer lines or the completed task is of unsatisfactory quality (significant slants of the lines relative to the center of the line, going beyond its limits and/or broken lines, missing lines).

Method 2

Take a pencil in your hand and look at the sheet of paper lying in front of you. It has paths. Draw a line in the middle of the path without lifting the pencil from the paper.

3 points – no errors

2 points – the child went beyond the line 1 – 2 times

1 point – the child crossed the line 3 or more times

Method 3

Take a pencil in your hand and look at the sheet of paper lying in front of you. It has balls and pins. Hit the pins with the balls. Try to draw straight lines without lifting the pencil from the paper.

3 points – all lines are straight and hit the pin exactly

2 points –1 – 2 errors (an error is considered to be a non-straight line or a line not hitting the pin)

1 point – 3 or more errors

Method 4

Take a pencil and look at the sheet of paper with drawings lying in front of you. Trace the drawings exactly along the line without lifting the pencil from the paper.

3 points – went off the line 1 – 2 times

2 points – 2 – 4 times off the line

1 point – left the line 5 or more times

Method 5

Take a pencil in your hand and continue drawing patterns. Try not to lift the pencil from the paper.

3 points – no errors

2 points – with errors

1 point – the child was unable to continue any or all of the patterns

Method 6

Take a pencil in your hand and continue drawing patterns in the cells.

3 points – no errors

2 points – the child made a mistake in one pattern

1 point – the child made a mistake in both patterns

Method 7

Take a pencil in your hand. Listen carefully and draw a pattern from the point: put a pencil on the point, draw a line - two cells up, one cell to the right, two cells down, one cell to the right, two cells up, one cell to the right. Then continue this pattern yourself.

3 points – no errors

2 points – 1 mistake

1 point – 2 mistakes or more

Method 8

3 points – no errors

2 points – 1 – 2 mistakes

1 point – 3 mistakes or more

Method 9

Take a pencil in your hand. Draw exactly the same figure in the cells.

3 points – no errors

2 points – 1 – 2 mistakes

1 point – 3 mistakes or more

Method 10

Take a pencil in your hand and draw exactly the same figure next to it.

3 points – no errors

2 points – errors in 1 figure

1 point – errors in 2 or more figures

Method 11

Take a pencil in your hand and copy the phrase exactly according to the model.

3 points – copied correctly

2 points – copied with 1 – 2 errors

1 point – could not copy phrases

Interpretation of diagnostic results for fine motor development:

An overall result of 27 or more points indicates that the child’s graphic activity skills are well-developed and fairly highly automated (holds a pencil correctly, freely distributes the muscle activity of the hand and fingers when working with it), as well as developed arbitrariness (when performing a task, he orients his actions to externally specified ones). conditions: sheet layout, sample, accuracy requirements.The listed features indicate a high level of development of fine motor skills in a child, which is essential for the successful mastery of motor skills in educational activities.

An overall result of 17 to 26 points indicates that the child’s graphic activity skills are sufficiently developed and moderately automated, as well as moderately developed voluntary movement regulation. Such indicators for the main components of fine motor skills as part of a motor skill are generally sufficient for further learning.

An overall result of 16 points or less indicates the child’s insufficient development of the motor component of the skill of graphic activity, as well as the low development of voluntary regulation and control over the execution of movements that require accuracy and sufficient performance. Such fine motor skills may not be sufficient for successful mastery of basic learning skills in elementary school.

Exercises to develop thinking, imagination, attention, memory

Exercises to develop thinking

Exercises to develop imagination

Exercises to develop attention

Memory exercises

Introduction

An exceptionally important role in a person’s life and activity is played by his cognitive sphere, which includes a set of mental processes: attention, sensation, perception, memory, representation, thinking, speech, imagination. These processes act as original tools for cognitive, as well as other types of activity, serving them and ensuring their effectiveness. The main function of these processes is cognitive-analytical.

This work presents exercises aimed at developing not all cognitive processes: memory, thinking, imagination, attention.

Exercises aimed at developing thinking

Puzzles

Riddles help develop imaginative and logical thinking, the ability to identify essential features and compare, train the speed and flexibility of the mind, quick wit, and the ability to find original solutions. You can invite children to make up riddles about some well-known objects on their own.

I walk around the world

Waiting for an answer,

You will find the answer -

I don't exist. (Mystery)

The living castle grumbled

He lay down across the door. (Dog)

Two windows at night

They close themselves

And with the sunrise

They open on their own. (Eyes)

Not the sea, not the land,

Ships don't float

But you can’t walk. (Swamp)

The cat is sitting on the window,

Tail like a cat's

Paws like a cat's

Whiskers like a cat's

Not a cat. (Cat)

Two geese ahead of one goose

Two geese behind one goose

And one goose in the middle.

How many geese are there in total? (Three)

Seven brothers have one sister.

Are there many of them? (Eight)

Writing proposals

This game develops the ability to quickly establish various, sometimes completely unexpected connections between familiar objects, and creatively create new holistic images from individual disparate elements.

Three words that are not related in meaning are taken at random, for example, “lake”, “pencil”, “bear”. You need to make as many sentences as possible that would necessarily include these three words (you can change the case and use other words). Answers can be banal (“The bear dropped a pencil into the lake”), complex, going beyond the situation indicated by the three initial words, and introducing new objects (“The boy took a pencil and drew a bear swimming in the lake”), or creative, including these objects in non-standard connections (“A boy, thin as a pencil, stood near a lake that roared like a bear”).

Eliminating unnecessary things

Any three words are taken, for example, “dog”, “tomato”, “sun”. It is necessary to compose only those words that denote similar objects in some way, and exclude one word, “superfluous”, which does not have this characteristic. You should find as many options as possible for excluding an extra word, and most importantly, more features that unite each remaining pair of words and are not inherent in the excluded, extra one. Without neglecting the options that immediately suggest themselves (exclude “dog” and leave “tomato” and “sun” because they are round), it is advisable to look for non-standard and at the same time very accurate solutions. The one with the most answers wins.

This game develops the ability not only to establish unexpected connections between disparate phenomena, but to easily move from one connection to another without getting hung up on them. The game also teaches you to simultaneously hold several objects in your thinking field and compare them with each other. It is important that the game creates the idea that completely different ways of combining and dismembering a certain group of objects are possible, and therefore you should not limit yourself to one - the only “correct” solution, but need to look for a whole variety of them.

Search for analogues

Any object or phenomenon is called, for example, “helicopter”. It is necessary to write down as many of its analogues as possible, i.e. other items similar to it in various essential characteristics. It is also necessary to systematize these analogues into groups depending on what property of a given object they were selected taking into account. For example, in this case they can be called “bird”, “butterfly”, (fly and land); “bus”, “train” (vehicles); “corkscrew (important parts rotate) and more. The winner is the one who named the largest number of groups of analogues.

This game teaches you to identify a wide variety of properties in an object and operate separately with each of them, and develops the ability to classify phenomena according to their characteristics.

Ways to use the item

A well-known object is called, for example, “book”. It is necessary to name as many different ways of using it as possible: a book can be used as a preparation for a film projector, it can be used to cover papers on the table from prying eyes, etc. A ban should be introduced on naming immoral, barbaric ways of using the subject. The winner is the one who indicates the most different functions of the item. This game develops the ability to concentrate thinking on one subject, the ability to introduce it into a variety of situations and relationships, and discover unexpected possibilities in an ordinary subject.

Exercises aimed at developing imagination

Unfinished figures

Children are given sheets of paper with figures drawn on them (circles, squares, triangles, various broken lines, etc.). Each child's set of figures should be the same. Children must draw whatever they want to the figures in 5-10 minutes so that they get object images. When the child hands in a piece of paper, the experimenter always asks what each of the eight pictures can be called and signs its name under each picture.

Studying a geographical map

The child is given a map - a tourist route diagram, with a picture of a river. Along the banks of the river there are schematic images of cities, villages, railways, bridges, etc. Children are told: “You see, a motor ship is sailing along the river. Imagine that you are standing on the deck, looking at the shores. And please tell me about everything you see and feel.”

The following story options are possible:

Children conscientiously list everything they see on the map, without adding anything of their own; no images arise in their minds.

There is no plot story, but the children tell a lot, sometimes very emotionally, and freely imagine themselves sailing on a ship.

Children give a coherent story about an imaginary journey. Such stories are emotional, colorful, imagination plays a big role in them, but it is constantly controlled by consciousness, which directs it in a certain direction.

"Magic Blots"

Before the game starts, several blots are made: a little ink or ink is poured into the middle of a sheet of paper, and the sheet is folded in half. Then the sheet unfolds and the game can begin. The players take turns saying what kind of object images they see in the blot or in its individual parts.

Completing the story

Children are offered the beginning of a story. For example: “It was a clear sunny day. A girl was walking down the street and leading a funny puppy on a leash. Suddenly, out of nowhere...”

It is necessary to come up with a continuation and ending to the story. Operating time – 10 minutes.

The story can be assessed according to the following criteria:

Completeness of the story;

Brightness and originality of images;

Unusual twist and plot;

Surprise ending.

Writing a story using individual words

Children are offered individual words.

For example:

a) girl, tree, bird;

b) key, hat, boat, watchman, office, road, rain.

You need to create a coherent story using these words.

Exercises aimed at developing attention

We offer exercises for developing attention, which have proven to be the most effective in the practice of the work of psychologist E.L. Yakovleva (tasks No. 1-3)

Proofreading task

Completing a proofreading task contributes to the development of concentration and self-control when students perform written work.

To carry it out, you will need any printed texts (old unnecessary books, newspapers, etc.), pencils or pens. For children 6-11 years old, texts should be in large font.

The task can be performed with students 6-17 years old

Execution time: 5 min. Daily (at least 5 times a week) for 2-4 months.

Classes can be individual or group. Each child is given an old book, pencil or pen. For teenagers - newspapers and magazines.

Instructions looks like this: “Within 5 min. You need to find the letters “A” (you can specify any letter): both small and capital. Both in the title of the text and in the author’s surname.”

As you master the game, the rules become more complicated: the letters you are looking for change and are crossed out in different ways; two letters are searched at the same time, one is crossed out; two letters are searched at the same time, one is crossed out, the second is underlined; On one line the letters are circled, on the second they are marked with a tick, etc. All changes made are reflected in the instructions given at the beginning of the lesson.

Based on the results of the work, the number of omissions and incorrectly crossed out letters is calculated. The indicator of normal concentration is four or fewer absences. More than four omissions – poor concentration.

The game is played in a friendly atmosphere. You can further interest younger children by offering them to train their attention in order to become good drivers, pilots, doctors (after first finding out what they want to be.)

Losing should not cause feelings of displeasure, so you can introduce funny “fines”: meow as many times as you made mistakes, crow, jump on one leg, etc.

For children, the norm of allowed absences at each lesson should change and is approximately equal to the actual number of absences that the child makes.

The duration of the lesson should in no case exceed 5 minutes.

The volume of the text viewed does not matter; the meaning may vary for different children: from 3-4 sentences to several paragraphs or pages.

The completion of assignments in group classes is checked by the students themselves, and they also come up with “fines.”

Practice with this task shows that after the first 3-4 weeks of classes, there is a 2-3 times reduction in errors in written assignments. To consolidate self-control skills, it is necessary to continue classes for 3-4 months. If after 4 months of training there is no improvement. You need to stop classes and seek help from a speech therapist.

When working with children aged 6–8 years, it is very important to observe one more condition: start each lesson with a new agreement about the possible number of errors. It is necessary to proceed from the actual number of mistakes made, so that the child does not have a feeling of hopelessness and inability to achieve the desired result. This condition is easy to comply with in individual lessons. In group classes, it can be difficult to establish a general norm, so here you can pay attention to the variety of fines assigned by children to each other, and the individual support of the child.

In order for the developmental effect of this game to be more noticeable, when the child completes written educational tasks, it is necessary, by introducing the game, to change the child’s attitude towards reading a textbook on the Russian language. This can be achieved by comparative explanation of how words are read and how they are written. It is necessary to explain to the children that in the Russian language textbook, all the words in the exercises must be read aloud like this. It's as if another boy (girl) wrote it, and you know what it says. Therefore, pronounce each letter as it is written.” It is necessary to pay special attention to the fact that the exercise should be perceived as if it were written by someone else - “another girl”, “a poorly trained puppy”, just like children checking their text. They start from the meaning (it is already known), and no amount of encouragement to read carefully does not improve matters: children do not see missing or incorrectly written letters. Attributing a completed task to another alienates one's own creation and allows one to be critical of it. For children who have difficulty concentrating, a more detailed stage of external activities is necessary.

Game "Fly"

This game is also aimed at developing concentration. To carry it out, you will need sheets of paper with a 3 x 3 nine-cell playing field, and chips (chips can be buttons, coins, pebbles, etc.).

The game is played for 5-10 minutes. 2-3 times a week for 1-2 months.

Children aged 7-17 years can play.

The tasks are completed in pairs. Each pair of players is given a sheet with a lined playing field and one chip

Instructions to the task sounds like this: “Look at a sheet of paper with lined cells. This is the playing field. But this chip is a “fly”. The “fly” sat in the middle of the sheet in the middle cell. From here she can move in any direction. But she can move only when she is given the commands “up”, “down”, “left”, “right”, turning away from the playing field. One of you, the one sitting on the left, will turn away and not look at the field. He will give commands, the other will move the “fly”. You need to try to keep the “fly” on the field for 5 minutes. And don't let her fly away. Then the partners change roles. If the “fly flies away” earlier, it means that the roles will be exchanged earlier. All clear?"

The game becomes more difficult due to the fact that the players team up in groups of three. Two people take turns giving commands, trying to keep the “fly” on the field. The third controls the “flight”. Anyone who misses the “fly” before the agreed time gives his place to the controller. If everyone fits into the allotted time, then they change roles in turns.

A three-player game takes no more than 10 minutes, i.e. three minutes each. The winner is the one who stays in his role for the entire allotted time.

"Tangled Lines"

This task is also aimed at developing children's concentration.

To carry it out, you need cards measuring 12 x 7, on which mixed lines of the same color are drawn.

The game is played for children aged 6-17 years.

Execution time 3-5 minutes. Every day for 3-4 weeks.

The lesson can be organized as an individual or as a group. Each child receives a card.

Instructions to the task is as follows: “Look at the card. Along the edges of the card there are vertical lines with scales printed on them. There is a number next to each line. These numbers are connected by intertwined lines (paths). Within a few minutes, you only need to use your eyes, without using your hands, to find a path (“walk” along it) leading from one number to another: from one to one, from two to two, etc. All clear?"

As you master the game, new cards are offered with more intricate lines connecting different numbers: one with three, two with seven, etc. On the back of the card, write down the answers: pairs of connecting numbers.

Completion rate in 3 minutes. You need to identify all 10 pairs of different numbers connected by lines.

The general rules of the game are:

Friendly class atmosphere. After the end of the time allotted for the game, you can talk about who “lost the road” or “crossed onto the wrong path” how many times.

Children 6 – 7 years old are asked to walk along only 3 paths for 5 minutes. If the children cope with the task, then you can offer to “run” along so many paths that they can complete each one in 5 minutes. Children aged 8-10 years are asked to “pass” in 5 minutes. 5-7 tracks or as many as you can manage; 11-17 years old - all 10 tracks in 5 minutes.

Cards with more complex lines are offered after all 10 pairs of numbers are established in 3 minutes.

Usually, after 1.5 - 2 weeks of daily classes, children themselves notice that it is easier for them to engage in any intellectual activity. The improvement means that the exercise should be stopped, and the concentration of attention has become stable. Classes must be repeated daily for the same period: 1.5-2 weeks. Then for another 3 weeks, conduct 2 classes per week.

"Find differences"

The child is given two very similar pictures, differing in a certain number of small details (for example, Fig. 18 a, b). It is necessary to detect existing differences - at least twenty).

"Confusion"

The child is offered drawings containing several superimposed contour images of various objects, animals, etc. (Fig. 19 a, b, c, d). It is necessary to find all masked images as quickly as possible.

Exercises aimed at developing memory

Semantic memory is based on understanding, i.e. on the activity of thinking, and is associated with the development of language. In the process of semantic memorization, first of all, connections suitable for memorization are created - large structural units of recall, the so-called mnemonic supports, which allows one to overcome the limitations of short-term memorization. The connections used for memorization are not independent, but auxiliary in nature; they serve as a means of helping to remember something. The most effective will be mental supports that reflect the main ideas of any material. They represent enlarged semantic units. For children with underdeveloped memory, the main ways to compensate for it lie in the development of semantic memory: the ability to generalize material and highlight the main ideas in it.

An effective teaching method for creating mnemonic supports was developed by K. P. Maltseva (1958). This technique, called “Meaning Units,” can be used for schoolchildren of all ages who have difficulties in mnemonic activity, starting from the second grade. It is most convenient to use this teaching technique in elementary school.

The method consists in the fact that the student is given the task of highlighting the main thing in the text (creating mnemonic supports) and indicating the path to analyze the text. To isolate the main thing, the student must consistently answer two questions: “Who (or what) is this part talking about?” and “What is said (reported) about this?”

The answer to the first question allows you to highlight the main thing in the part to which it relates, and the second question confirms the correctness of this selection. The teaching methodology has two parts. The first part is the identification of semantic supports, the second is the drawing up and use of a plan as a semantic support for the student’s mnemonic activity.

THE OTHER US

Correctional and developmental program for preschool children with mental retardation

In recent years, there has been an increase in the number of children with mental development disorders and, as a result, experiencing learning difficulties. The search for the most effective methods for correcting children with mental development disorders is an urgent problem of modern pedagogy and psychology. It is known that among underperforming primary school students, almost half lag behind their peers in mental development. These students experience great difficulties in mastering writing, reading, number concepts, counting operations, constructive activities, etc. Failure to perform well at school often causes this group of children to have a negative attitude towards learning, towards any activity, and creates difficulties in communicating with others, with successful children, with teachers. All this contributes to the formation of antisocial behavior, especially in adolescence. Therefore, the abnormal development of the mental sphere of children and, above all, mental retardation should be considered as a psychological and social problem. ZPR is a delay in the development of the entire mental sphere, and not individual mental processes. At preschool educational institutions, specialists carry out rehabilitation work with such children, which is aimed at the formation of higher mental functions (HMF). If the formation of the VMF is uneven, appropriate corrective work is carried out. Children attending our preschool educational institution, as a rule, do not have pathological defects of organic origin, but there are symptoms of age-related underdevelopment and immaturity of certain HMFs. Formative teaching is carried out taking into account the age of our students and the leading activities of this age. Therefore, we consider our main task to be the formation of higher psychological functions that are experiencing developmental deficits (perception, attention, memory). Naturally, the main role in raising a child is given to the family. To give fathers and mothers pedagogical knowledge, to turn them towards the child, to protect the latter’s childhood from unjustified punishment, rudeness and injustice - this is what we see as our primary task. After all, any professional activity of a teacher can be effective if parents are his active assistants and like-minded people. To make parents like this, you often have to work with them no less than with their children. We consider the upbringing of parents as the formation of pedagogical reflection in them, that is, the ability to self-critically evaluate themselves as an educator, to look at the situation through the eyes of a child. The main task of an educational psychologist in working with parents of children with mental development disorders is to interest parents in the prospects for a new direction in the development of children. Parents need to be constantly kept informed of all matters, and therefore the most successful forms of interaction with them must be chosen in advance. Then we will be able to ensure one of the most important conditions for the development of a child’s personality - coordinated joint work of the adults around him. This gives the child the opportunity to move to the next, higher stage of development. Unfortunately, today there are no practically healthy children, and the opening of correctional groups in preschool educational institutions is becoming a necessity, and not an exception to the rule. Therefore, when we opened a group of children with mental retardation (3 years ago), we were sure that with any type of deviation from the age norm of development and with any severity of this deviation, conditions could be created for the child to ensure positive progressive dynamics of his development. We consider our tasks not only to develop the mental abilities of children, but also their emotional well-being and social adaptation. We also set a goal: to activate the strength of the child himself, to set him up to overcome life’s difficulties. Children in specialized correctional (especially speech therapy) groups have large internal reserves and often have very good natural abilities. However, it is difficult for these children to express them due to limitations in speech development, hyperexcitability or inhibition. This means that our goal is to help them realize their inclinations by selecting the most adequate tactics of correctional work, choosing special techniques and methods of influencing all areas of the child’s personality. Corrective work is carried out on the basis of the principle of formative and gentle teaching. We teach children elements of psycho-gymnastics, relaxation, and switching from one type of activity to another. The work of the educational psychologist begins with an examination, during which information about the child is collected (see Map of providing psychological and pedagogical assistance to the child). The information obtained helps the psychologist outline directions for correctional and educational work. Based on this information, as well as observations of the child in different situations, the educational psychologist draws up a pedagogical description indicating areas of work for other specialists. Approximately 50% of children attending the mental retardation group have only isolated, mildly expressed motor disorders in combination with increased excitability, motor restlessness, deterioration of sleep and appetite. These are children with minimal brain dysfunction (MMD): pugnacious, impulsive, incapable of playful activities, unable to limit their desires, react violently to all prohibitions, and stubborn. They are characterized by motor clumsiness and poor development of fine differentiated movements of the fingers. Therefore, they have difficulty mastering self-care skills. It takes a long time for them to learn how to button buttons and tie shoes. A feature of mental retardation is the unevenness of disturbances of various mental functions: logical thinking may be even more intact in comparison with memory, attention, and mental performance. Children with mental retardation are also characterized by low cognitive activity, insufficient processes of perception, memory, and attention. It is difficult for them to combine individual details into a single image, but all deviations from the norm are variable. Children in this category do not have inertia of mental processes; they are able not only to accept and use help, but also to transfer learned mental skills to other situations. With the help of adults, these children can carry out the instructions and intellectual tasks offered to them at a level close to normal. Children with mental retardation, as a rule, have very weak motivation for learning activities. Therefore, we focus on the “second way of teaching” (S.L. Rubinstein). According to Rubinstein’s definition, “there are two types of learning, or, more precisely, two ways of learning and two types of activity, as a result of which a person acquires new knowledge and skills. One of them is specifically aimed at mastering this knowledge and skills as its direct goal. The other leads to the mastery of this knowledge and skills, achieving other goals. Teaching in this case is not an independent activity, but a process carried out as a component and result of other activities in which it is included.” For "other activities" we use constructive activity with a variety of models. Its result is visually very attractive to a child (a funny drawing, appliqué or design). This is how the child develops motivation for activity - what in didactics is usually called cognitive interest. This is not a direct, but an indirect formation of motivation. The younger the child, the more difficult it is for us to count on his awareness of the internal motivation for learning.

Map of providing psychological and pedagogical assistance to a child

Last name, first name: Ivanov Grisha (second year of visiting the ZPR group). Date of Birth: 12/17/94 Address: Kubanskaya, 70, apt. 12. Father: No Mother: Ivanova Anna Sergeevna. Directed by: GDP No. 4. Cause: visiting a preschool educational institution. Anamnesis: MMD. Family: incomplete. Conditions: Mother drinks alcohol. Biological factors: left-handedness. Features of early development: (according to the pediatrician’s opinion). Education before preschool educational institution: homemade.

Observation of specialists: cognitive interest is manifested, but is not yet sufficiently developed (in most cases it manifests itself in conditions where tasks are presented in a playful form). Performance decreases noticeably towards the end of the day, and individual signs of fatigue are noted (attention is impaired, malaise appears, mood deteriorates). Mood is directly dependent on the situation and directly affects the nature and productivity of activity. He has learned to play with children, but often displays forms of active protest (hot temper, pugnacity).Conclusion : the early inclusion of the child in the process of correctional work significantly improved his mental development: cognitive interest and a desire to achieve results in his activities appeared. However, coordination of movements and the development of fine motor skills of the hand are insufficient; spatial orientation defects and motor clumsiness are preserved. Speech develops poorly and articulation is impaired.Recommendations : Extend attendance at the ZPR group for another 1 year. Expand the possibilities of using various types of activities (drawing, appliqué, modeling, manual labor, design). Strengthen ideas about the environment, develop attention, memory, speech, thinking. Improve the motor sphere, develop emotional communication with children. Develop skills of moral behavior. Classes with a psychologist, speech pathologist, and physical education instructor are recommended.

Methodology

The “Other We” program is focused on holistic personality correction and development of the cognitive and emotional spheres of children with developmental problems. This program is characterized by taking into account the individual characteristics of students and their personal qualities. Realizing his “I”, the child asserts himself (“I am myself!”), strives to influence the situation, and enters into relationships with other people. In the preschool period, a child’s connection is established with the leading spheres of existence: the world of people, the objective world, nature, and he is introduced to culture and universal human values. The foundations of self-awareness and social motivation of behavior are formed. The child tries to base his behavior on the assessment of others. But children with developmental problems poorly generalize social experience, are poorly oriented in the conditions of a practical task, and are often unable to solve problematic problems on their own. Thanks to the psychological and correctional methods of influencing children with mental retardation, which are the basis of the “Other Us” program, it is possible to organize the child’s activities in such a way that it will contribute to the development of his ability to solve not only accessible practical, but also simple problem problems. The experience gained in this way will give the child the opportunity to understand and solve familiar problems in visual, figurative and even verbal terms. The material offered in the program (game and didactic) gradually becomes more complex, taking into account the child’s experience. First of all, the following didactic principles are observed here: accessibility, repetition, gradual completion of the task. For problem children, the emotional side of organizing the correctional and developmental process is an important condition. A teacher-psychologist, through his behavior and emotional mood, should evoke a positive attitude towards classes in students. The goodwill of an adult is necessary, thanks to which children have a desire to act together and achieve positive results. When selecting didactic material, games, and manuals, preference is given to bright and entertaining illustrations and toys that allow you to remember the names of objects, living beings of the surrounding world and life phenomena, recognize and name them in the future, regardless of their color, shape, size. It is also necessary to take into account the features of different levels of development, since the group of children with mental retardation is formed in preschool educational institutions as mixed (age from 4 to 7 years). The teacher-psychologist differentiates the group into subgroups (4-5 people), uniting children by age and severity of the structural defect. The psychological and pedagogical impact is constructed by creating tasks and educational situations that are dosed in content, volume, complexity, physical, emotional and mental stress. By organizing communication with children, the educational psychologist integrates correctional, developmental and play activities. When playing with children, a teacher-psychologist creates a problematic situation that encourages the child to take the position of a subject of cognition. Problem situations are created around objects, their purpose, and use. A problematic situation, success in activity, replacement of didactic material and its sensory examination lead to awareness of the properties of objects. Further construction of the correctional and developmental process is associated with the inclusion of the methods of behavior mastered by the child in his daily life. Effective methods of corrective influence on the emotional and cognitive sphere of children with developmental disabilities are: game situations that require assistance to any character (task: explain, teach, convince); didactic games that are associated with the search for specific and generic characteristics of objects; game trainings that promote the development of the ability to communicate with each other, to take the place of another; body-oriented techniques; psycho-gymnastics and relaxation to relieve muscle spasms and tension, especially in the face and hands. The main form of influence of a teacher-psychologist on children of the mental retardation group is organized play sessions and trainings, in which the leading role belongs to an adult. Children's assimilation of program material depends on the correct choice of teaching methods. It is necessary to use methodological techniques that attract the attention of each child. Therefore, the methodological basis of this program is the ideas of L.S. Vygotsky on the role of play in the education of preschool children. Persistent affective barriers that arise in a child’s life are overcome much more easily through play. Therefore, play and play forms of work are the most adequate means of correcting the mental development of a child’s personality. Problematic children are passive and do not show a desire to actively interact with objects and toys. Therefore, a teacher-psychologist must constantly create in children a positive emotional attitude towards the proposed activity, so that the child has the opportunity to act independently in a certain situation. A child with problematic development requires multiple repetitions to master ways of orienting himself in the world around him, to identify and record the properties and relationships of objects, and to understand a particular action. The educational psychologist also needs to constantly remember: The pedagogical creativity of a psychologist should not contain danger that jeopardizes the freedom, psyche and personality of the child, his physical and mental health. A child’s emotionally positive attitude towards classes is the key to the successful work of a teacher-psychologist.

Conditions

The program is designed for children 4-7 years old and includes educational activities, mini-game trainings and exercises in body-oriented techniques. Duration of classes is 30-40 minutes. A teacher-psychologist conducts 1 lesson per week, a physical education instructor conducts 1 lesson per week on body-oriented techniques.

Class structure

All classes have a flexible structure, developed taking into account the age characteristics of children and the severity of the defect. Classes are based on the principles of integration (inclusion of elements of music, art, dance and movement therapy), consistency and continuity. The choice of subject matter is determined by the nature of the developmental disorder and the selection of the most appropriate tactics for correctional and developmental work. The forms of work are determined by the goals of the classes, which are characterized by a combination of both traditional techniques and methods (frontal and individual classes) and innovative ones (drawing tests, drawing to music, playing with sand, etc.). The structure of the classes is flexible, it includes educational material and elements of psychotherapy. In the process of classes, children develop communicative qualities, enrich their emotional experience, activate their thinking, realize and experience successes and failures, the results of their activities, design social interactions and motor acts, and form personal orientation. The mood of children, their psychological state at specific moments can cause variations in methods, techniques and structure of classes. Traditional methods used in classes are enriched with game situations. The teacher-psychologist uses hand-made manuals, toys, and includes drawing, dancing and music in the classroom process. The lesson is structured approximately as follows: I. Warm-up in a circle: psychological mood for the lesson, greeting (duration 3 minutes). II. Exercise for our fingers: work with nuts, pencils, buttons, grains + finger games (duration 5 minutes). III. Correction and development block: any educational material related to one game plot. Includes tasks for the development of perception, memory, and thinking (duration 15 minutes). IV. Motor warm-up: “Transformation” technique or game mini-training “Bring the picture to life” (duration 5 minutes). V. Relaxation, psycho-gymnastics (duration 3 minutes). VI. Parting (duration 2 minutes).

Interaction with the family and specialists In the interaction of the educational psychologist with the child’s family, we distinguish three stages: 1. Creating a mindset among parents to jointly solve problems of correction and development of the child with teachers; 2. Development of a general cooperation strategy; 3. Implementation of a unified, coordinated individual approach to the child with the goal of maximum correction of developmental delays for the transition to the next stage of development. An important condition for the implementation of the “Other We” program is the cooperation of a wide range of specialists: a speech pathologist, a speech therapist, a music and art teacher, and a physical education instructor.

Goals

Introduce children with mental retardation into the complex world of human relationships. Create a zone of proximal development to overcome deficiencies in intellectual and emotional development. To prepare children with mental retardation for school, and in the future for independent life.

Tasks

Teach your child to understand his own emotional state, express his feelings and recognize the feelings of other people through facial expressions, gestures, and intonation. Activate the strength of the child himself, set him up to overcome life’s difficulties. Develop mental abilities. Instill social behavior skills.

Limits of application and effectiveness

The “Other We” correctional and developmental program is intended for combined-type preschool institutions that have groups of children with mental retardation (including speech). The program has been used in preschool educational institution No. 122 for three years, so we can already judge the results: of the 16 graduates of the 2000/2001 ZPR group, 70% are studying in correctional classes, the rest are successfully mastering the primary education program in secondary school No. 19 and in secondary school No. 14. Of the 5 pupils of the ZPR group who will become students in 2002, 3 are fully prepared for learning according to the school curriculum: they have mastered letters, know how to add syllables, understand the composition of numbers, have mastered ordinal counting from 1 to 20 and are able to perform simple counting operations in their heads (these children were in the mental retardation group from 4 to 7 years old). 2 children diagnosed with MMD (minimal cerebral dysfunction) are still characterized by increased pugnacity, aggressiveness, and delays in the development of perception. An educational psychologist constantly talks with the parents of these children about the need for medication on them in order to alleviate their condition.

Program sections

The correctional and developmental program “Other We” contains the following sections: I. Formation of cooperation between the child and adults and peers and mastering ways of assimilating social experience. II. Emotional development. III. Intellectual development. IV. Development and improvement of the motor sphere.

I. FORMATION OF COOPERATION OF A CHILD WITH ADULTS AND PEERS AND MASTERING WAYS OF LEARNING SOCIAL EXPERIENCE

Children with developmental disabilities upon entering preschool educational institutions have difficulty communicating with adults, do not know how to communicate with peers, and do not know how to assimilate social experience. If a normally developing preschooler works perfectly according to a model or basic verbal instructions, then problem children must learn to do this. The child develops in the process of communication with adults. This process is based on emotional contact between an adult and a child, which gradually develops into cooperation, which becomes a necessary condition for the child’s development. Cooperation consists in the fact that an adult strives to convey his experience to a child, and he wants and can learn it. The ways of assimilation of social experience are very diverse, these include: joint actions of an adult and a child; the use of expressive gestures, especially pointing (gesture instructions); imitation of the actions of an adult; actions according to the model. Children with mental retardation are characterized by inertia and lack of interest in others, and therefore emotional contact with an adult, the need to communicate with him at an early age, often does not arise at all. The main objectives of correctional work with problem children are: firstly, the formation of emotional contact with adults, and secondly, teaching the child how to assimilate social experience. Emotional communication between an adult and a child arises on the basis of joint actions, which should be accompanied by a friendly smile and a gentle voice. A normally developing child very early performs actions according to verbal instructions, but the first instructions are given in a situation familiar to the child and are most often accompanied by corresponding actions or gestures of an adult (that is, situational understanding of speech develops). In children with mental retardation, without special correctional work, very often situational understanding of speech is preserved until the end of preschool age. Therefore, the next task is to teach the child isolate elementary instructions from the situation(that is, to teach the child to understand speech or verbal instructions). This happens through teaching the child didactic games (for example, “Ladushki”, “Catch-up”). To create emotional communication with adults, the “Other We” program includes a set of game activities from the “Child Among Adults and Peers” cycle, the goal of which is to the emergence of natural opportunities for the formation of the process of discovery of the world. The initial work must be done individually. At this stage, you can teach the child not only to listen, but also to hear - to understand the adult’s instructions: to speak them out loud, to formulate the rules of conduct during classes and the rules for performing a specific task. It is also advisable at this stage to develop, together with the child, a system of rewards and deprivation of privileges, which will help him subsequently adapt to the children's team. The next stage - involving the child in group activities (in interaction with peers) - should also occur gradually. First, it is advisable to create small subgroups (2-4 people), and only after that children can be combined into group games or activities. If this sequence is not followed, the child may either become overexcited or, conversely, become withdrawn, and this will lead, in turn, to loss of behavioral control, fatigue, and lack of active attention. Once again I would like to note that all classes are held in a form that is entertaining for the child. The technique of behavior modification is very simple: for good behavior the child receives encouragement (verbal), for bad behavior he is deprived of privileges or pleasure. Further in this section, children will practice self-control skills in unfamiliar and traumatic situations. Children with mental retardation, finding themselves in an unfamiliar or unforeseen life situation, are unlikely to behave adequately. At any moment, such a child may become confused and forget everything he has been taught. That is why we consider practicing behavior skills in specific situations to be a necessary part of working with children with mental retardation. Role-playing games have the widest potential for working in this direction. By playing the role of weak, cowardly characters, the child realizes and concretizes his fear. And using the technique of bringing a game situation to the point of absurdity, the educational psychologist helps the child see his fear from the other side (sometimes comical), and treat it as something not very significant. By playing the roles of strong heroes, the child gains a sense of confidence that he (like his hero) can cope with difficulties. At the same time, it is very important not only to develop the game situation, but also to discuss with the child how he can use the experience gained in the game to solve life situations. It is advisable to choose difficult cases from the life of each child as subjects for role-playing games: for example, if a child is afraid to answer the teacher’s questions, then this particular situation should be played out with him. In this case, you need to draw the child’s attention to what is happening to him at each specific moment and how you can avoid unpleasant experiences and sensations (using breathing exercises, self-hypnosis methods “I can handle it,” self-regulation techniques: alternately clenching your hands into fists and relaxing them) . When working with children of middle and older preschool age, the most effective is the use of games with soft toys and dolls. The choice of dolls and toys is made based on the child’s individual preferences. He himself must choose a brave or cowardly, good or evil doll. The roles should be distributed as follows: first, the adult speaks for the evil and cowardly toy, and the child speaks for the brave and kind toy. Then you need to switch roles. This will allow the child to look at the situation from different points of view, and having experienced the “unpleasant” plot again, get rid of the negative feelings that haunt him. Moreover, if a child experiences anxiety when communicating with an adult, you can compose a dialogue in which the adult’s doll will play the role of the child, and the child’s doll will be responsible for the adult.

II. EMOTIONAL DEVELOPMENT

According to observations, about 50% of children with mental retardation are children with aggressive behavior, or rather, prone to aggressiveness. Negative features of the upbringing environment (families of alcoholics, drug addicts, single-parent families) also increase the likelihood of aggressive actions in children. For example, in most of these families, in the presence of children, they constantly smoke, drink alcohol, and sort things out while drunk. This increases the level of aggression in children. Currently, more and more scientific studies are emerging confirming the fact that scenes of violence shown on TV contribute to an increase in the level of aggressiveness of television viewers. It is no secret that TV is the only entertainment and means of development available to this category of children. If a child is severely punished for showing aggressiveness (which is what parents most often do), then he learns to hide his anger in their presence, but in any other situation he cannot suppress aggression. The dismissive, conniving attitude of adults towards a child’s aggressive outbursts also leads to the formation of aggressive personality traits in him. Children often use aggression and disobedience to attract the attention of an adult. Children whose parents are characterized by excessive compliance, uncertainty, and sometimes helplessness in the educational process do not feel completely safe and also become aggressive. Parents' uncertainty and hesitation when making any decisions provoke the child into whims and outbursts of anger, with the help of which children influence the further course of events and achieve their goals. I, as a psychologist, advise parents to pay more attention to their children, strive to establish warm relationships with them, and at certain stages of the development of their son or daughter, show firmness and determination. These recommendations are addressed not only to parents, but also to teachers working with children from the mental retardation group. It is advisable to carry out correctional work with aggressive children in the following areas: 1) Teaching aggressive children how to express anger in an acceptable form. 2) Teaching aggressive children methods of self-regulation and self-control. 3) Practicing communication skills. 4) Formation of empathy and trust in people.

Teaching aggressive children ways to express anger in an acceptable way

The behavior of aggressive children is often destructive, so the problem of teaching a child acceptable ways of expressing anger is one of the most acute and important problems facing an educational psychologist. Anger is a feeling of intense indignation that is accompanied by a loss of self-control. There are four ways to deal with an angry situation: 1) Direct(verbal - non-verbal) statement of one’s feelings, while giving vent to negative emotions. 2) Indirect expression: anger is taken out on a person or object that appears harmless to the angry child. Without reacting immediately, the child sooner or later feels the need to throw out his anger. 3) Containing anger. In this case, gradually accumulating negative feelings will contribute to the occurrence of stress. If a person constantly suppresses his anger, he is at risk of psychosomatic disorders. According to scientists, unexpressed anger can become one of the causes of diseases such as rheumatoid arthritis, urticaria, psoriasis, stomach ulcers, migraines, and hypertension. 4) Preventing negative emotions. A person tries to find out the cause of anger and eliminate it as soon as possible. But this way of expressing anger is not typical for children with mental retardation, since they are not yet able to independently analyze the situation. In our practice, when teaching aggressive children constructive ways to express anger, we teach children: directly state your feelings, express anger indirectly using gaming techniques. Young and middle-aged children (4-5 years old), who cannot always verbalize their thoughts and feelings, can be taught to transfer anger to non-threatening objects. To work with such children, the teacher-psychologist's arsenal should include rubber toys and rubber balls (they can be thrown into a bowl of water), pillows, foam balls, a dartboard, a screaming glass, a piece of soft log, a toy hammer, etc. All These objects are needed so that the child does not direct his anger at people, but transfers it to inanimate objects. This technique of working with anger is especially useful for children who are insecure, but at the same time it is unacceptable when correcting the behavior of an overly open child.

Teaching aggressive children methods of self-regulation and self-control

Aggressive children are often characterized by muscle tension, especially in the face and hands. Therefore, any relaxation exercises will be useful for this category of children (some of them are described below). In the process of correctional work, you can talk with the child about what anger is, what its destructive actions are, and also about how angry and ugly a person becomes in a fit of anger. In order to teach a child in an unpleasant situation not to clench his jaw (which is typical for aggressive children), but to relax his facial muscles, you can use the relaxation exercises proposed by K. Faupel in the book “How to Teach Children to Cooperate.” For example, in the game “Warm like the sun, light like a breeze,” children with their eyes closed imagine a warm, wonderful day. A gray cloud floats above their heads, on which they placed all their grievances. The bright blue sky, light breeze, and soft rays of the sun help to relax the muscles not only of the child’s face, but also of the whole body. The “Smile” game helps to relax the facial muscles. Inhaling the air and smiling at the ray of sun, children become a little kinder. In unpleasant life situations, they can remember their feelings, worked out in these and other similar games, and return to them, replacing negative emotions with neutral or positive ones.

Practicing communication skills

Children sometimes show aggression only because they do not know other ways to express feelings. The task of a teacher-psychologist is to teach children to get out of conflict situations in acceptable ways. To this end, you can discuss the most common conflict situations with children in class. For example, what should a child do if he needs a toy that someone is already playing with? Such conversations will help the child expand his behavioral repertoire - a set of ways to respond to certain events. One of the techniques for working with aggressive children could be role-playing game. For example, with children in a circle you can play out the following situation: two toy bears came to kindergarten. In front of the children, they quarreled because one of them wanted to play with a new big machine that his friend was already playing with. While the cubs were quarreling, the teacher called everyone for a walk. So none of the fighters had time to play with the machine. Because of this, they quarreled even more. The teacher-psychologist asks the children to reconcile the cubs. Each willing child (or in a circle) offers his own solution. Then several of the proposed options are played out by pairs of children who act as stubborn bear cubs. At the end of the game, the children discuss how successful this or that method of reconciliation and conflict resolution was. Quite often, children offer aggressive ways to get out of the current situation, for example: yell at a friend, hit, take away a toy, intimidate. In this case, the educational psychologist should not criticize or evaluate the child’s proposals. On the contrary, it should offer children this option for role-play. In the process of discussing it, they, as a rule, become convinced of the ineffectiveness of this approach to resolving the conflict. You can also invite literary heroes known to them to visit your children. These could be, for example, Malvina and Buratino. Pinocchio put a blot in the notebook and did not want to wash his hands. In this case, the children advise Malvina how to help Pinocchio become obedient.

Building empathy and trust in people

As you know, empathy is a person’s irrational knowledge of the inner world of other people. Empathizing with another, a person experiences feelings identical to those observed. You can develop empathy in children while reading together. You need to discuss what you read with your child and encourage him to express his feelings. In addition, it is very useful to compose fairy tales and stories with your child. The following games can be recommended for developing empathy: “Emotional Dictionary”, “My Good Parrot”, “Centipede” (see appendix).

Working with parents of aggressive children

It is advisable to work with parents of aggressive children with mental retardation in two directions: 1. Information(what is aggression, what are the reasons for its occurrence, how is it dangerous for the child and others). 2. Teaching effective ways to communicate with a child. Parents can obtain the information they need at lectures, consultations and in the “Psychologist’s Corner”. When the mother or father realizes the need for corrective work with the child, the psychologist can begin teaching them effective ways to interact with the child (see diagram).

SCHEME FOR WORKING WITH PARENTS OF AGGRESSIVE CHILDREN

III. INTELLECTUAL DEVELOPMENT

All cognitive activity of a preschool child is related to his practical activities and orientation in the surrounding objective world. In turn, the development of thinking at this age is associated with the child’s practical actions and with his perception of the properties and relationships of objects in the surrounding world. Accordingly, the development of thinking goes in two ways: from visually effective to visually figurative and logical; from perception to visual-figurative thinking, on the one hand, and to logical thinking, on the other. At a certain stage, these development paths merge together, but each of them has its own specifics and plays its own special role in human cognitive activity. Insufficient development of thinking processes in preschoolers, coming both from visual-effective thinking and from perception, may turn out to be irreparable at a later age. By forming in children a holistic perception of objects, their properties and relationships, it is necessary to simultaneously develop ideas that can be recalled in the child’s memory (actualized) even in the absence of the objects themselves. Moreover, the child learns to operate with these images in his imagination, act on the basis of these images, and rely on them in his activities. Thus, the child’s sensory perception is directly related to the formation of his thinking and forms the basis of visual-figurative thinking. The development of perception, in particular the choice of an object according to a model, turns out to be the initial stage of the first forms of generalization, leading children to classification based on the identification of an essential feature. In addition, in the process of perception, ordering and systematization of the properties and relationships of objects occurs, which form the basis of the so-called seriation. All these processes, even in normally developing children, do not form spontaneously. They require the teaching influence of an adult (teacher and parents). To form primary generalizations in middle preschool children, we offer the following game situations:

“...A squirrel, a bunny, a fox and a bear cub came to visit us. Everyone has their own path: the squirrel -, the bunny -, the fox -, the bear -. Build everyone their own path, choosing from a box with geometric shapes: all the balls, all the cubes, all the corners and all the ovals.

For children 4 years old, you can offer another game - “Mushroom picking” (see appendix). To form ideas about the subject as a whole, the educational psychologist offers children the well-known “Cut Pictures” exercise. Problematic children often lack active search. They are indifferent to both the result and the process of solving practical problems, even in situations where the problem is a game one. In order to develop in children the skill of analyzing the conditions of a practical problem and finding ways to solve it, we offer the games “Get the car” and “How to get it?” (see Attachment). A person cannot develop a comprehensive understanding of the world around him without visual, tactile-motor, auditory, olfactory and taste perception. The development of perception is especially important for problem children, since they sometimes do not even make any attempts to examine objects. Their general inertia leads to the fact that even at preschool age they cannot determine the shape and size of an object by touch, or guess a particular aroma by smell. An educational psychologist conducts various games to develop visual, olfactory, gustatory and tactile-motor perception, for example the game “Magic Basin” (see appendix). V.A. Sukhomlinsky said: “The child’s mind is at his fingertips.” Research by physiological scientists has confirmed the connection between intellectual development and finger motor skills. The level of speech development is also directly dependent on the degree of formation of fine hand movements. To determine the level of speech development in children in the first years of life, the following method has been developed: the child is asked to show 1 finger, 2 fingers, 3 fingers. Children who are able to make isolated finger movements are talking children. Children whose finger movements are tense, whose fingers bend and unbend only together and cannot move in isolation, are non-verbal children. Until the movements of the fingers become free, the development of speech and, consequently, thinking cannot be achieved. Training fine movements of the fingers is stimulating for the overall development of the child, especially for the development of speech. Systematic exercises for training finger movements, along with a stimulating effect on speech development, are, according to V.V. Koltsova, “a powerful means of increasing brain performance.” The formation of a child’s verbal speech begins when the movements of the fingers reach sufficient accuracy. The development of finger motor skills prepares the ground for the subsequent formation of speech. Since there is a close relationship between speech and motor activity, if a child has a speech defect, special attention must be paid to training his fingers. Finger games are an important part of a teacher-psychologist’s lesson with children with developmental problems. A description of some finger games is given in the appendix. Among children with mental retardation, many are hyperactive. Their hands are often in constant, sometimes aimless movement. It is useful to teach these children special exercises and games that would direct excess activity in the right direction. In children with mental retardation who are preparing to enter 1st grade, the muscles of the hand, coordination of movements of the fingers, forearms and the shoulder part of the writing hand are not yet sufficiently developed. They are still poorly oriented in space and on a plane, and are confused in distinguishing between the left and right sides of the body, especially in relation to other people. The greatest difficulties in developing this skill occur in left-handed children. The ability to distinguish between left and right sides is an important prerequisite for many types of learning (including preparing the hand for writing). Therefore, in the second half of the school year, children of senior preschool age (6-7 years old) practice this skill (the ability to distinguish between left and right sides) together with a teacher-psychologist. Classes are conducted in the form of various games or trainings (additional 1 lesson per week). To practice differentiating the right and left parts of the body, the following exercises can be recommended.

1. Show your right hand, then your left hand. If the child cannot name the left hand, the educational psychologist names it himself, and the child repeats. 2. Show either your right or your left hand, take a toy (object) in your right or left hand. 3. After clarifying the speech designations of the right and left hands, you can begin to distinguish other parts of the body: right and left legs, eyes, ears.

You can offer more complex tasks: show your right ear with your left hand, show your left leg with your right hand. Having formed the child’s ideas about the right and left sides of the body, you can move on to forming orientation in the surrounding space. The following exercises can be used.

1. “Show me what object is on your right,” or “Show me the book on your left,” or “Put the book on your left.” If it is difficult for a child to complete this task, it should be clarified that the right is closer to the right hand, the left is closer to the left hand. 2. The child is asked to take a book with his right hand and place it near his right hand, take a notebook with his left hand and place it near his left hand. Next ask: “Where is the book - to the right or to the left of the notebook?” 3. The child is asked to put a pencil to the left of the notebook, put a pen to the left of the book, say where the pen is in relation to the book - on the right or left, where the pencil is in relation to the notebook - on the right or left. 4. 3 items are taken. The child is asked to put a book in front of him, a pencil to the left of it, and a pen to the right.

A simple and effective way to prepare your hand for writing is through coloring books. By coloring favorite pictures, the child learns to hold a pencil in his hand and use pressure. This activity trains the small muscles of the hand, making its movements strong and coordinated. It is recommended to use colored pencils rather than felt-tip pens. You can invite your child to copy the drawings they like onto transparent paper. It is very useful to copy ornaments and patterns, since they contain a large number of curved lines, which is a good preparation for the child’s hand to write capital letters. We must not forget about regular exercises with plasticine, clay, and dough. By kneading and sculpting figures with his fingers, the child strengthens and develops the small muscles of the fingers. Another interesting way to develop fingers is pinching. Children pinch off pieces from a sheet of paper with their fingertips and create a kind of applique. Self-massage of the hands is one of the types of passive gymnastics. It has a general strengthening effect on the muscular system, increases tone, elasticity and contractility of muscles. Under the influence of massage, impulses arise in the receptors of the skin and muscles, which, reaching the cerebral cortex, have a tonic effect on the central nervous system. As a result of this, its regulatory role in relation to all systems and organs increases. There are the following self-massage techniques: stroking; trituration; kneading; squeezing; active and passage movements. The appendix provides a set of exercises for the hands, palms and fingers.

IV. DEVELOPMENT AND IMPROVEMENT OF THE MOTOR SPHERE

The child develops in movement. His psychophysical development largely depends on satisfying the child’s natural need for movement. Optimal motor and emotional stress creates favorable conditions for the normal functioning of all systems and functions of the body. Lack or excess of physical activity negatively affects the child’s health (especially if the child’s body already has some kind of pathology). The correctional tasks that a physical education instructor sets for himself in the context of joint correctional work with other specialists should be focused not only on the motor development of children, but also on their general and speech development, the formation of the psyche, and intelligence. In physical education classes, correction of the psychomotor sphere is carried out using the following exercises: 1) kinesiological; 2) imitation; 3) dance and movement; 4) relaxation and breathing. Thus, kinesiological exercises stimulate the development of intellectual and thinking processes. Research by scientists has proven the influence of hand movements on the development of functions of higher nervous activity and speech. Therefore, developmental work should be directed from movement to thinking, and not vice versa. Kinesiological exercises, improving fine motor skills of the hands, develop interhemispheric interaction, which is the basis for the development of intelligence. Imitative movements contribute to the formation in children of ideas about the means of motor expression, help to enter an imaginary situation, see and understand the image of another (a new image of “I”), and conduct motor dialogue through the language of gestures, facial expressions, and poses. Initially, the child receives almost all information about the world around him through bodily sensations, therefore, in different parts of the body there are zones that “remember” for life the positive and negative imprints of the child’s communication with the world. The fewer negative marks and muscle tension on the child’s body, the better he feels. That is why dance and movement exercises that develop plasticity, flexibility, lightness of the body, relieve muscle tension, promote play initiative, stimulate motor and emotional self-expression, effectively solve the problem of relieving psycho-emotional tension. Relaxation exercises, being part of the general correctional work, also relieve the excessive muscular and emotional tension characteristic of children and have a calming effect, and this, in turn, is the main condition for the formation of natural speech and correct body movements. In physical education classes, we teach muscle relaxation in contrast to tension, since children need to be made to feel that muscle tension can be voluntarily replaced by pleasant relaxation. In this case, the tension should be short-term, and the relaxation should be long-lasting. Through breathing exercises we form correct speech breathing in children. It is necessary to teach children to breathe through their nose naturally and without delay, while paying special attention to the moment of exhalation (it should be smooth and long), to teach them to restore the rhythm of breathing after a motor exercise. In order to teach a child with developmental problems to perform these special exercises correctly and to his benefit, it is necessary to repeatedly show the child how to perform the exercises. Children's attention span is limited, so you need to set only one task for the child. If the task is too much for him, then any desire to study can be discouraged. In the structure of a physical education lesson, special exercises can be included in one of its parts or constitute its main content. In the introductory part of the lesson, game exercises are used to develop motor memory, coordination of movements, attention related to words and music. At the beginning of the lesson, it is necessary to form in children an emotionally positive attitude towards physical activity. The main part of the lesson uses general developmental exercises of an imitative nature, exercises for the development of fine motor skills of the hands using objects for manipulation (small balls, cubes, cords, gymnastic sticks, etc.), outdoor games of varying intensity using speech material, where predominant verbal vocabulary. The final part of the lesson includes dance-movement, rhythmic, relaxation, and breathing exercises. A group of children with mental retardation is given a lesson once a week consisting only of kinesiological exercises. Children study in subgroups (4-5 people), which are formed according to age. The duration of the lesson is 15-20 minutes. The purpose of developing kinesiological exercises is: 1) development of interhemispheric interaction; 2) synchronization of the hemispheres; 3) development of fine motor skills; 4) development of abilities; 5) development of memory, attention, speech; 6) development of thinking. In the structure of physical education classes based on kinesiological exercises, three parts can be distinguished: introductory, main, and final. The introductory part is aimed at activating children's attention and gradually preparing the body to perform more complex exercises (duration 2-3 minutes). This part consists of various types of walking, including corrective (for posture, strengthening the foot), imitation, with recitative; of simple game exercises for attention and coordination of movements. The main part solves program problems for the development of basic movements (duration 12-15 minutes). The final part provides a gradual transition from increased physical activity to its decrease (1-2 minutes). Musical accompaniment is required during the lesson, which creates a favorable emotional mood and additionally concentrates the children’s attention. A teacher in a physical education lesson must adhere to certain rules of interaction with children (“not to notice” if the child does something incorrectly at first, paying attention to what he does; rejoice with him in every success; tell others about his achievements in front of the child) . The teacher thus creates an atmosphere of trust and cooperation in the classroom, which is the basis for achieving a positive result in correctional and developmental activities. Below we present, as an example, outline plans for three lessons.

LESSON PLANS

CORRECTION OF THE EMOTIONAL SPHERE OF CHILDREN OF SENIOR PRESCHOOL AGE

Goals Teaching children with developmental problems techniques of self-regulation, the ability to control their body and control their emotions. Removing muscle tension.

Equipment A hoop, three benches, a rope with a toy monkey, pencils, paints, paper, scarves, a blanket.

PROGRESS OF THE CLASS

Children sit on the carpet in a circle. Educational psychologist.Guys, do you like to travel? I knew it. Now we will go to a mysterious island. The rug you are sitting on is not simple, but magical. Sit with your legs extended in front, hold your hands and close your eyes. (Music plays.) Imagine that we are rising up into the clouds, even higher, higher than the clouds, flying, the carpet swaying. Hold your hands tighter. We all breathe easily, evenly, deeply. Deep breath, long exhale. It's good for us to fly holding hands. But now the carpet goes lower, lower. Open your eyes, we are on a mysterious island. How did you feel when you were flying?(Children's answers.) Educational psychologist. Did you feel good holding each other's hands? Let's go around the island and look around it. This place is unfamiliar, so you have to go and listen to every sound. (What sounds did you hear?) Everything seems calm and safe. We can play. We jump from bump to bump. We climb through the hoop. We reach the ears of an imaginary giraffe. Well done! Look how many flowers there are! They sleep at night and bloom during the day. Let's imagine that we are flowers. Sitting down on the floor, we clasp our knees with our hands - the flowers are sleeping. They wake up - we shake our hands. The sun disappeared - the flowers fell asleep again. We woke up happy, fell asleep sad. We woke up again. A cobra lives on the island. She is kind. Let's imagine that we, like her, are basking in the sun (lie on the floor on our stomachs, hands under our chin). The cobra woke up - we rise to our hands, then to our knees, looking forward. And there is also a boa constrictor. Do you know him? He curls up into a ball (lie on his back, hug his legs), and then rocks on his back and stands up. Bunnies also live here. One of them is afraid of everyone. Show him shaking with fear. The other is a brave hare. "I'm not afraid of anyone!" - stand up and say it boldly.(Children complete the task.) Educational psychologist.Now let's play. Let's blindfold ourselves and go towards each other. Let's say peek-a-boo. Having met, we hug. Now let's lie in the hammock(the teacher-psychologist is helped by the teacher; together with him, the teacher-psychologist rocks the child on a blanket). There's a storm(the hammock sways a lot). You have to lie down and say loudly: “I am brave”. (The rest of the children stomp their feet - create a storm.)

Children, remember when you once said that you were afraid of the dark, scary animals, and riding on swings? Here, on the island, you have become so brave and strong! Now I will turn off the music, and you will remember what you were afraid of before. Draw it all out. When I clap my hands, everything will become different: fear will disappear, you will feel strength, kindness.

(Music plays - children draw; there is a clap - they tear up their drawing.)

Educational psychologist. You know, there is a waterfall on the island. He's also magical. The water in it is warm. If you put your hands in it, swim in it, the water will wash away all the bad things, all the grievances. You will become joyful, everything sad and bad will go away.(Music sounds.) Let's go to the waterfall and stand under its warm streams. Water washes away all sorrows, disappointments, resentments, quarrels. Everyone is in a cheerful, joyful mood. Let's smile and go to the group with this mood.

CORRECTION OF THE INTELLECTUAL SPHERE OF CHILDREN OF MIDDLE PRESCHOOL AGE

Goals Forming in children the ability to make primary generalizations and present the subject as a whole. Formation of positive personality traits (empathy, kindness).

Equipment Soft toys: parrot, squirrel, hare, fox and mouse; box with geometric figures; cut-out pictures (depicting these toys); fishing line; mushroom buttons; bags with buckwheat, millet, rice.

PROGRESS OF THE CLASS

Children sit on chairs in a circle. Educational psychologist. Children, guests promised to come to us today. Here is the first guest - Kesha the parrot. He wants to meet you and play. What do you think we can do to make him like it with us, so that he wants to come to us again? The children answer. Then the educational psychologist carefully hands the toy to the child sitting next to him and asks him to press it to himself, stroke it, say something affectionate and pass it to another child. Educational psychologist. A squirrel, a hare, a fox and a bear also came to visit us. Let's treat them to something tasty. You, Tanya and Sasha, collect mushrooms on a string (we will dry them for the squirrel). You, Antosha and Misha, put 10 grains of millet and rice each for the parrot Kesha, and you, Seryozha, put 10 grains of buckwheat in a plate for the mouse.(Children complete the task.) Educational psychologist. Well, now our guests are full and want to play with us. There are boxes with geometric figures on your table. To prevent the animals from getting lost in the forest, each one has its own path. The squirrel has a circle, the hare has a square, the fox has a triangle, the mouse has an oval. Build your own path for each guest by choosing figures from the box(on the teacher-psychologist’s table there are toys, next to each there is a corresponding geometric figure). (Children complete the task.) Educational psychologist.Now put the figures in the box. Now sit on the edge of the chair, lean against the back, put your hands on your knees, and close your eyes. Imagine a warm wonderful day(music sounds). There is a bright blue sky above you. Soft rays of the sun and a warm gentle breeze kiss your eyes and cheeks. A gray cloud flies across the sky. We will place all our grievances, sorrows and disappointments on it. We will always be joyful, kind and strong. Now open your eyes and smile at each other. I love you very much!

CORRECTION OF THE MOTOR SPHERE OF MIDDLE PRESCHOOL CHILDREN

Goals Strengthening the ability to roll a ball in order to hit a moving object. Strengthening the muscles of the fingers and hands. Development of the eye and coordination of movements. Teaching proper breathing. Formation of the correct assessment.

Equipment Small balls according to the number of children; 5-6 large balls; hat-masks depicting sea creatures.

PROGRESS OF THE CLASS

Introductory part “Whistle all up!” Children enter the hall in a column one at a time. Forming in a line, alignment, checking posture. Instructor. All children are sailors on the patrol ship "Sea Hunter" and must take part in maritime exercises. You will train your strength, agility, endurance, and in moments of rest you will have fun and play interesting games. The exercise begins with a “test of organization and discipline.” Children perform different types of walking: normal, with side steps, hands on the belt (“compacting the sand”); cross step, backwards forward (“we’re confusing our tracks”). Next, they perform a run with overcoming obstacles - on narrow boards (15 cm wide), with jumping over “grooves” 40-50 cm wide (“crash on a ship”); normal walking with smooth arm movements (“big waves”); running like a snake (“passing through a labyrinth”); normal walking.

Game "Stop, clap, one" The game develops attention and coordination. The children follow each other. At the “Stop” signal everyone stops, at the “Clap” signal they jump, and at the “One” signal they turn around and go in the opposite direction. Repeated three times.

MAIN PART“Testing of special knowledge, abilities, skills”

A set of kinesiological exercises Children line up in one line. Divers Starting position: legs apart, arms down. Holding your breath. Take a deep breath and hold your breath for as long as possible, 3-4 times. Tree Starting position: sitting in a tucked position (squatting, hands clasped around knees, head lowered). Imagine that you are a seed that gradually germinates and turns into a tree. Slowly stand on your feet, straighten your torso, stretch your arms up. Tense your body, imitating a tree. Performed 3 times. Inside Outside Starting position: lying on your back. Close your eyes and listen to the sounds around you (the noise of traffic outside the window, the creaking of a door, the breathing of others, etc.), then turn your attention to your body and listen to it (your own breathing, heartbeat, sense of body posture). Performed 3 times. Our ears hear everything Children do self-massage of the ears. To be friends with balls, we need to develop our fingers Starting position: legs apart, small ball in hands in front of chest. Simultaneous and alternate squeezing and unclenching of the ball with the fingers; rolling the ball between the palms; squeezing the ball with your fingertips; rotation of the hands with the ball. Each movement is performed 4–5 times. Bike The exercise is performed in pairs. Starting position: stand opposite each other, touch your partner’s palms with your palms. Perform movements similar to those performed by the legs when riding a bicycle, with tension. 8 movements + pause. Performed 3 times. Kitty Starting position: standing on all fours. Imitate a cat stretching: as you inhale, arch your back, raising your head up; as you exhale, arch your back, lowering your head. Performed 6-8 times. Jumping on the command of the leader 4 jumps forward + 4 jumps back + 4 to the right + 4 to the left + pause (sea roll - roll from heel to toe). Performed 2 times. The waves hiss Starting position: standing on your heels, arms down. Standing on your toes, smoothly raise your arms forward and up (inhale); As you exhale through your mouth with the sound “sh-sh-sh”, smoothly lower your arms and return to the starting position. Performed 3–4 times. Game exercise “Sea battle” After training, the sailors will have to get into a “torpedo”; The adult quickly rolls large balls along the wall, and the children roll their balls across, trying to hit the “torpedoes.” Who is the most accurate? Performed 3–4 times.

FINAL PART

The sailors coped well with the tasks and are invited to visit the king of the sea for a water carnival. Everyone turns into fish, starfish, mermaids, crabs, seahorses... Smooth music sounds - sea creatures, dancing, begin their carnival. The sea king (leader) praises the dancers he likes. At the end of the lesson, depending on the condition of the children, you can do a relaxation exercise. Starting position: lying on your back, legs apart, arms to the sides, jellyfish pose. Children relax their arms and shake their legs. The presenter says at this time:

I'm lying on my back, like a jellyfish on the water. I relax my hands and lower them into the water. I’ll shake my legs and relieve the fatigue.

The children leave the hall to calm music.

APPLICATION

GAMES AND EXERCISES USED IN THE PROGRAM

Game "Homeless Hare" Promotes the development of reactions and non-verbal interaction skills with children. The game is played by 3 to 6 people. Each player, a hare, draws a circle with a diameter of approximately 50 cm around himself in chalk. The distance between the circles is 1–2 meters. One of the hares is homeless. He drives. The hares must, unnoticed by him (with glances, gestures), agree on a “housing exchange” and run from house to house. The driver’s task is to occupy the house, which is left for a moment without an owner, during this exchange. Anyone who is left homeless becomes a driver.

Game "In the Far Far Away Kingdom" Promotes the formation of a sense of empathy and the establishment of mutual understanding between an adult and a child. An adult and a child (mother and child, teacher (teacher) and child, etc.), after reading a fairy tale, draw it on a large sheet of paper, depicting heroes and memorable events. Then the adult asks the child to mark in the drawing where he (the child) would like to be. The child accompanies the drawing with a description of his adventures “in a fairy tale.” An adult, while drawing, asks him questions: “What would you answer to the hero of a fairy tale if he asked you about this?..”, “What would you do in the hero’s place?”, “What would you feel?” , if the hero of a fairy tale appeared here?

Game “My triangular cap” Helps to learn to concentrate, promotes the child’s awareness of his body, teaches him to control his movements and control his behavior. The players sit in a circle. Everyone takes turns, starting with the leader, and says one word from the phrase: “My cap is triangular, my cap is triangular. And if it’s not triangular, then it’s not my cap.” The phrase is repeated for the second round, but the children who get to say the word “cap” replace it with a gesture (for example, two light claps on their head with their palm). In the next circle, two words are replaced: “cap” and “mine” (point to yourself). In each subsequent circle, the players say one less word and show one more. At the end of the game, children depict the entire phrase with gestures. If this is difficult, the phrase can be shortened.

Game "Little Bird" Develops muscle control. A fluffy, soft, fragile toy bird (or other animal) is placed in the child's palms. An adult says: “A bird has flown to you, it is so small, tender, defenseless. She is so afraid of the kite! Hold her, talk to her, calm her down.” The child takes the bird in his hands, holds it, strokes it, says kind words, calming it down. Together with the bird he calms down himself. In the future, you can not put the bird in the child’s palms, but simply remind him: “Do you remember how to calm the bird? Calm her down again." Then the child sits down on the chair, folds his hands and calms down.

Game "Emotional Dictionary" Develops the emotional sphere of the child. A set of cards are laid out in front of the children, which depict the faces of people experiencing various emotions (5-6 cards). The child is asked to answer the question: “What emotions do these people experience?” After this, the child is asked to remember whether he himself was in such states. How did he feel while in this or that state? Would he like to return to this state again? Could a given facial expression reflect a different state of a person? The presenter invites the child to draw some emotions. The adult writes down all the examples from life given by the children on a piece of paper. After 2-3 weeks, the game can be repeated, and you can compare those conditions of the child that he had a long time ago and those that arose recently. You can ask him to answer the questions: “Which conditions have you had more over the past 2-3 weeks - negative or positive? What can you do to experience as many positive emotions as possible?”

Game "My Good Parrot" Promotes the development of a sense of empathy and the ability to work in a group. Children stand in a circle. Then the adult says: “Guys! A parrot came to visit us. He wants to meet us and play. What do you think we can do to make him like it with us, so that he wants to fly to us again?” Children suggest: “Talk to him kindly,” “Teach him to play,” etc. An adult carefully hands a plush parrot (bear, bunny) to one of the children. Having received the toy, the child must press it to himself, stroke it, say something pleasant, call it by an affectionate name and pass the parrot to another child. The game is best played at a slow pace.

Game "Centipede" Teaches children to interact with peers, promotes unity of the children's team. Children (5-10 people) stand one after another, holding the waist of the person in front. At the command of the leader, the “centipede” first begins to simply move forward, then crouches, jumps on one leg, crawls between obstacles (these can be chairs, building blocks, etc.) and performs other tasks. The main task of the players is not to break the single chain and to keep the “centipede” intact.

Game "Wonderful bag" Develops kinesthetic sensations, teaches the perception of color, shape, and the ability to cooperate with an adult. A “magic bag” is placed on the child’s left hand, in which there are geometric figures made of thick colored cardboard (plastic, wood). The bag should be slightly larger than your palm (an elastic band is sewn along the edge of the hole; it is better to sew the bag itself from bright multi-colored scraps). By touch, the child selects a certain geometric figure with his left hand, according to the instructions of the adult, and with his right hand he draws its contours on paper. Then the figurine is removed from the bag. The child compares it with the drawing and paints it with the same color as the original. It is advisable that the child, while working, pronounce out loud the name of the figure, color and name the actions that he performs. It is better to play the game in the following sequence: first, the bag should contain objects of only one shape (for example, only triangles), then two shapes, three shapes, four shapes, etc. Every time (except for the first option), the child is given the following instruction: “Choose an object as I will show you.” Or a more complex option: “Draw an object that you hold in your left hand in a bag.” In the latter case, there is no model; the child acts only according to verbal instructions.

Game "Conversation with the body" Teaches the child to control his body. The child lies down on the floor - on a large sheet of paper or a piece of wallpaper. An adult traces the contours of the child's figure with a pencil. Then, together with the child, he examines the silhouette and says: “This is your silhouette. Do you want us to color it? What color would you like to paint your arms, legs, torso? Do you think your body helps you in certain situations, such as when you are fleeing danger? What parts of your body help you the most? Are there situations when your body lets you down and doesn’t listen? What do you do in this case? How can you teach your body to be more obedient? Let’s agree that you and your body will try to understand each other better.”

Game "Athletes" Develops coordination of movements, teaches the child the skills of working with operational cards. The adult explains to the child that now they will play sportsmen together. Athletes must perform various exercises, for example: raising their arms up and down, jumping on one or two legs, clapping their hands above their heads.

In order not to forget which exercise should be performed and how, before starting the game you need to prepare diagrams (operational cards). An adult and a child together draw a diagram for one of the exercises, for example: After 2-3 diagrams have been prepared (or 4-5, depending on the child’s capabilities), the adult places one of them in front of the child and asks him to do what is shown on it. . After the child learns to “read” the diagram (and this may take several lessons), the adult invites him to master the second diagram. Then the child is asked to complete the sequence of the first and second exercises, etc.

Game "Ride the doll" Helps relieve muscle tension in the arms and increase the child's confidence. The child is given a small doll or other toy and told that the doll is afraid to ride on the swing. Our task is to teach her to be brave. First, the child, imitating the movement of a swing, slightly shakes his hand, gradually increasing the amplitude of movements (movements can be in different directions). Then the adult asks the child if the doll has become brave. If not, then you need to tell her what she must do to overcome her fear. The game can be repeated several times.

Puzzle game Develops the child's communication abilities. First, the child is asked to assemble one or more puzzles (“Tangram”, “Pythagorean Square”, “Fold the Square”, etc.) Then one piece is quietly removed from the box. A child puts together a familiar puzzle and suddenly discovers that one piece is missing. He turns to an adult for help. If the child is not yet ready for this kind of communication, an adult can help him: “I have this part. If you need it, you can ask and I will give it to you.” The acquired skill is consolidated gradually, with each repetition of this game, and then transferred to other types of activities.

Game "Mushroom Picking" Teaches how to select objects according to a pattern. For this game you need mushrooms with multi-colored caps (red, yellow, white, brown), and baskets for collecting mushrooms. Children sit in a circle, the teacher-psychologist lays mushrooms of two colors (for example, yellow and red) on the floor, takes two baskets and puts a mushroom with a red cap in one of them, and a yellow one in the other. Then he gives the baskets to two children (one basket each) and asks them to collect the same mushrooms in them. Children collect, and others watch their actions. Then the players show what they have collected in the basket, and the result is summarized in the words: “All red”, “All yellow”.

Game "Get the car" Teaches you to understand the conditions of a practical problem and look for solutions in the environment. For this game you need a winding machine and a stick. The teacher-psychologist starts the car, and it seems to accidentally slide under the cabinet so that the child cannot reach it with his hand. The teacher-psychologist asks the child to take out the car and play with it. The child must solve a practical problem: use for this purpose a stick that is not in his field of vision (the stick lies on the windowsill). If a child tries to do this with his hand, there is no need to stop him. Let him be convinced that this is impossible. Then the educational psychologist says: “Let’s look for something that will help you.” If necessary, you need to point to the stick. At the end of the game, you can remind the child: “You must always look for some object that will help you get the toy.”

Game "How to get it?" Teaches how to solve problems in a figurative way. For this game you need a picture depicting a glass jar containing carrots, pictures depicting implements (forks, nets, sticks, spoons). The teacher-psychologist lays out all the pictures in front of the child, asks them to look at them carefully and tell him how to get a carrot for the bunny. The child must choose a picture depicting a suitable tool. In case of difficulty, you can create a real situation and check the properties of the selected weapon.

Game "Magic Basin" Develops olfactory and gustatory perception. Children sit in a circle. The educational psychologist says: “Imagine that in front of each of you there is a small basin on the floor. It is not simple, but magical: whatever we want will appear in the basin. Let's assume that there is honey in the basin. Remember how golden, transparent, tasty, sweet it is. Slightly tilt the basin towards you: is the honey liquid or thick? Look. See how it slowly drains? Imagine the smell of flowers, blooming trees. Do you remember the smell of honey? Dip your finger into your magic basin and take a little honey. Do you see how it flows slowly, in a heavy stream down your finger? Do you want to try it? Try it." At the request of children, “magic basins” can be filled with any objects: living and inanimate, real and fabulous.

Game "Mystery bags" Develops olfactory perception. Children sit in a circle. The teacher-psychologist offers children 4 bags containing: a bar of soap, a head of garlic, mint leaves and dried strawberries. The task for the children is to guess whose scent is hidden in the bag.

Game "Flower Shop" Develops olfactory and visual-figurative perception. The teacher-psychologist asks the children to imagine that their room has turned into a flower shop, asks them to walk around it, mentally arranging various flowers (roses, lilacs, chrysanthemums) and remembering their location. The task is to collect a bouquet for mom and describe it. When talking about each flower, remember its color and smell. To make this task more effective, children are advised to visit the flower shop in advance.

Game "Fingers of Recognition" Develops tactile and visual perception. 2-3 objects, different in shape and size, are placed on the table. The child explores objects by running his finger over them. At the same time, he either looks at these objects or turns away from them. At the moment when the child turns away, he should recognize this or that object by touch. You can complicate the task by asking the child to find out who approached him with his eyes closed (using his fingers).

Game "Goat" The inner side of the palm is down. The index finger and little finger are placed forward and move in different directions. The middle and ring fingers are pressed to the palm and clasped around the thumb (Fig. 1)

A horned goat is following the little guys.

Game "Wasps" Extend your middle finger, hold it between your index and ring fingers, and move them in different directions (Fig. 2).

Wasps love sweets and fly to sweets. And the wasps will bite if they want.

Game "Crab" Palms down, fingers crossed and down. Thumbs pointing towards you. Move your palms on your fingers in one direction, then in the other (Fig. 3).

The crab crawls along the bottom with its claw outstretched. Rice. 3

Game "My Family" Alternately bend your fingers to your palm, starting with the thumb, and with the words “Here comes the whole family,” grab the bent fingers with your second hand (Fig. 4).

Here is grandpa, here is grandma, here is daddy, here is mommy, here is my baby, and here is the whole family.

Game "Press your finger" There are two players in the game. The players interlock the bent fingers of their right hands, forming a small “platform”. At a certain signal, for example: “Start!”, one of the participants puts his thumb on the “platform”, and the second participant must catch it from above with his thumb. Then the participants change roles (Fig. 5).

Game "Propeller" The player places a pencil between straight fingers: index, middle and ring. At the signal “Start!” the pencil is passed from finger to finger, and you cannot help with your thumb (Fig. 6). The winner is the one whose propeller spins faster and “does not break,” that is, whose pencil does not fall.

Exercises for the hands, palms and fingers 1. Place the pads of the four fingers of your right hand at the bases of the fingers of your left hand on the back of the palm. Using dotted movements, move the skin 1 cm back and forth, gradually moving towards the wrist joint (dotted movement). Do the same for the other hand. 2. Place the hand and forearm of your left hand on the table. Using the edge of the palm of your right hand, imitate sawing in all directions on the back of your left palm (straight-line movement). Do the same for the other hand. 3. Place the hand and forearm of your left hand on the table. With your right hand, massage the back of your left hand. Do the same for your right hand. 4. Move the knuckles of your right hand clenched into a fist up and down the palm of your left hand (straight-line movement). Do the same for your right hand. 5. Using the phalanges of your fingers clenched into a fist, make movements according to the “gimlet” principle in the palm of the hand being massaged. Switch hands. 6. Self-massage of fingers. Place the hand and forearm of your left hand on the table. With the bent index and middle fingers of your right hand, make grasping movements on the fingers of your left hand (straight-line movement). Do the same for your right hand. 7. Make movements as when rubbing frozen hands. 8. Place the pad of the thumb of your right hand on the back of the massaged phalanx of the finger of your left hand. The remaining four fingers of the right hand enclose and support the finger below. Massage with spiral movements. Do the same for your right hand.

Exercise “Swimming in the clouds” Promotes relaxation and development of imagination. The psychologist gives the children the following instructions: Children, lie down on the floor and find a comfortable position. Close your eyes. Breathe lightly and slowly. Imagine that you are in nature, in a beautiful place. Warm, quiet day. You are pleased and you feel good. You are absolutely calm. You lie down and look up at the clouds - big, white, fluffy clouds in a beautiful blue sky. Breathe freely. As you inhale, you begin to gently rise above the ground. With each breath you slowly and smoothly rise towards a large fluffy cloud. You rise even higher to the very top of the cloud and gently sink into it. You are now on top of a big fluffy cloud. You are sailing with him. Your arms and legs are spread freely to the sides, you are too lazy to move. You are resting. The cloud slowly begins to descend lower and lower with you until it reaches the ground. Finally, you stretched out safely on the ground, and your cloud returned to its home in the sky. It smiles at you, you smile at it. You are in a great mood. Save it for the whole day.

Sania ARYUKOVA, educational psychologist, Lilia PUSHKINSKAYA, physical education instructor, preschool educational institution No. 122, Astrakhan

(ZPR) is not considered a gross violation. Children with mental retardation develop more slowly than their peers, they are inattentive and do not perceive new material well, and have low cognitive activity. The pathology manifests itself in physical and mental slowness, poor memory, and low communication skills. Considering these features, one thing is clear - a child with mental retardation cannot meet standard general educational requirements. Moreover, almost all forms of delay are compensated as the child grows up, so the diagnosis allows him to study in regular general education schools (according to the program of correctional classes for children with mental retardation).

Mental retardation in children

ZPR manifests itself in several variants, each of which has its own characteristics, prognosis and dynamics. With a delay of constitutional origin, the delay is determined by heredity, that is, the child repeats the development of the father or mother. With this diagnosis, a seven-year-old child is usually at the level of 4-5 years. Such students are characterized by a favorable prognosis, subject to pedagogical influence. The delay is compensated by 10-12 years.

ZPR of somatogenic origin is caused by long-term chronic diseases, neuropsychic weakness of the brain, etc. Children are born into healthy families, and the delay appears as a result of diseases suffered in early childhood (chronic infections, allergies). Such students have severe symptoms in the form of decreased performance, headaches, increased fatigue, poor memory, and attention span for a very short time. With preserved intelligence, the emotional sphere is characterized by immaturity.

Psychogenic delay is typical for children with normal physical development and health. The lag in learning and development is associated with flaws in upbringing, unfavorable conditions that disrupt the normal development of the child’s personality. Often such students grow up in unfavorable families, suffer from parental cruelty or overprotection. This leads to mental instability, lack of initiative, and retardation in intellectual development.

Delay of cerebral-organic origin is caused by persistent local destruction of brain structures due to maternal diseases during pregnancy, oxygen starvation of the fetus, prematurity, intrauterine infection, and so on. In terms of productivity, mental operations in children of this group are close to those of children with mental retardation. Such students acquire knowledge in fragments, and there is immaturity in the emotional sphere. Children with mental retardation of cerebral-organic origin need comprehensive assistance from a psychologist, speech pathologist and physician.

Difficulties in teaching special children

Parents may notice mental retardation even before school age. Typically, such children begin to walk later, pronounce their first words later, are not very active in the cognitive process, and have poor contact with peers. Most adults attribute these features to the child’s individual developmental rates and character traits. All children do develop differently, so small deviations from age norms should not be a cause for concern. Training such children within the framework of the general educational process will fully reveal existing mental problems.

By the age of 6-7, children already show attentiveness and purposefulness, know how to manage mental operations and rely on previous experience in the learning process, and use abstract logical thinking. For schoolchildren with an immature psyche, the general education system will be too difficult. Typically, a child with mental retardation experiences the greatest difficulties in mastering his native and foreign languages and mathematics. It is impossible to master writing without sufficient development of oral speech, and to understand mathematics, a child must know such concepts as comparison, shape, quantity, and magnitude.

Education of children with developmental delays

In the process of training wards with mental retardation (the program of correctional work for children fully takes into account these features), it is necessary to develop cognitive activity, correct emotional and personal qualities, promote the child’s social adaptation, and increase the overall level of intellectual development. This should be taken into account by parents and other adults who introduce the child to the world around him, some fundamental concepts, teach at home and help with homework.

Many secondary schools have correctional classes, the program of which provides for the successful education of children with similar disabilities. Usually the number of students in such groups does not exceed ten to twelve people. This creates comfortable conditions for children with mental retardation, who have poor contact with peers and do not perform well in class. The small class size allows the teacher to pay attention to each student.

Special children in a regular school

Currently, the program of correctional work for children with mental retardation of varying degrees of severity is being implemented in eight types of special schools. To exclude the inclusion of diagnoses in the details of these schools, in regulatory documents they are mentioned by serial number: Type I - for deaf children, Type II - for hard of hearing and late-deafened children, Type III - for blind children, Type IV - for visually impaired children, Type V - for children with speech impairments, Type VI - for children with musculoskeletal disorders, Type VII - for children with difficulties (mild mental retardation), Type VIII - for children with mental retardation.

In such institutions, serious correctional work is carried out with children with mental retardation, the task of which is to develop such students, enrich them with knowledge about the world around them, instill in them observation and attentiveness, experience in practical generalization, develop the ability to independently obtain knowledge and use it to solve problems. various tasks. In correctional boarding schools, children can stay around the clock, they have their own doctors, and teachers are involved not only in teaching, but also in the physical development of children.

Modern doctors, psychologists and speech pathologists with extensive practical experience recognize that the most promising direction is the social adaptation of children with mental retardation. In special institutions, such students interact only with children with the same problem, but never learn to communicate with their regular peers. Children with mental retardation really need a special approach, but the attitude should be the same as for children with normal development.

Thus, it was decided to allow the upbringing and education of children with mental retardation in regular secondary schools. At the same time, the integration line should go through correction at the early stages (in preschool educational institutions and primary grades), and a correction block should function in parallel with general education. A correctional program for children with mental retardation should include filling gaps in previous learning, normalizing and improving cognitive activity, increasing students’ performance, and overcoming negative characteristics of the emotional sphere.

Stages of psychological and pedagogical support

The program of correctional and developmental classes for children with mental retardation is formed during the sequential passage of several stages of psychological and pedagogical support. At the stage of preparatory work, diagnostics and the formation of a data bank about children with disabilities, assistance from medical specialists in identifying children with mental retardation, a comprehensive diagnosis of the child, and so on are carried out. The features of the individual development of the future schoolchild, health status, educational conditions, family atmosphere, and so on are studied. Diagnostics is carried out by the teacher with the assistance of an educational psychologist who keeps a chart of observations. The developmental features of the future student are discussed at an intra-school meeting. The child may be referred to a primary care clinic, where he will be given an accurate diagnosis.

Next, parents are consulted about further teaching methods, prospects, and expected results. A speech pathologist or educational psychologist conducts a conversation on issues of further education and explains the need for correctional work with the child. Questionnaires, open days, and joint events are organized. The psychologist also provides assistance to teachers working with children with mental retardation (providing recommendations and preparing a package of documents necessary for working with special children). At this stage, an individual correction program is drawn up for a child with mental retardation.

At the stage of correctional and developmental work, both in lessons and in extracurricular activities, individual psychological and pedagogical support of the child is provided, taking into account individual characteristics. Groups are formed based on observations of children and diagnostic results. For children with mental retardation, a correction program (feedback from parents about teaching children with special needs in general education schools confirms that this gives better results than if the child studied in a special school) can be compiled either individually or in a group.

To overcome problems in the development of students, consultations and conversations are held for teachers of correctional classes, and a stand of useful information from a psychologist is regularly updated. Interim and final diagnostics of students' achievements are carried out to determine a further program of correctional and developmental classes for children with mental retardation. Diagnostics includes an analysis of the success of mastering the program in various subjects, as well as studying the condition of children in school (adaptation can last from 1.5-4 months to 1-1.5 years).

Corrective work system

Any correctional program for children with mental retardation consists of four main blocks: development and improvement of communication skills, development of mental and speech activity, development of mental activity, development of spatial concepts. Only an integrated approach to teaching special children will lead to success and equalization of development rates.

In the course of developing and improving communication skills, it is necessary to teach the child to master the means of communication, to form attitudes towards a friendly attitude towards peers and adults, successful interaction, to achieve positive relationships with others (the child must be able to correctly express his opinion and attitude towards the interlocutor, listen to comrades, not interrupt elders), to form a positive image of one’s own self. The development of speech and mental activity involves expanding the vocabulary, acquiring knowledge about the world around us, which can help improve social skills, the formation of developed monologue and dialogic speech (the ability to express one’s thoughts, observing the rules of communication), the formation of basic mental operations (comparison, analysis, generalization). ).

The child must learn to work according to models and instructions, to regulate his behavior in educational and life situations. The skills of monitoring one’s activities are instilled, mastery of control and evaluation actions is provided, and so on. The development of spatial concepts involves mastering spatial orientation (indoors and in a notebook), mastering basic educational concepts, developing the ability to distinguish geometric shapes, manipulate images, making mental transformations: dismembering into parts, rotating, connecting parts into a single whole, and so on.

Option 7.1 of the correctional work program for children with mental retardation provides that the work will be carried out with children who, in terms of their level of psychophysical development, are close to the age norm, but in the educational process they encounter difficulties in voluntary self-regulation. Such children require a special approach; they learn the material more slowly and take longer to achieve results, but by the time they reach the secondary level they are usually on par in development with their peers.

The high efficiency of the implementation of the correctional program of a defectologist for children with mental retardation is ensured by the gradual complication of tasks and the conduct of classes with material that is close to the main educational program. It must be taken into account that teaching children with mental retardation requires the use of game methods and work techniques that include an element of competition. A good technique is to introduce a system of rewards and penalties. This helps to develop organization.

It is necessary to alternate sedentary and mobile methods of work, conduct physical education sessions more often, and alternate oral and written work. This will give children the opportunity to distribute energy, and also help relieve fatigue, increase concentration and performance. It is important to use simple exercises to test attention (questions like: “Who heard the task, show your thumb”).

The lesson outline includes an introduction, the main content of the lesson and the final stage. At the introduction stage, a greeting is required, which sets children up for successful interaction with the teacher, discussion of news (children can discuss the difficulties that arose while doing homework, the results obtained, evaluate their mood verbally or in points, recall the content of the previous lesson, and so on), communicative game (carried out to increase energy resources and create a positive attitude).

The main stage is aimed at the formation and development of the main list of functions that are necessary when mastering educational material. Usually, tasks aimed at developing spatial concepts are first offered, then speech and thinking are developed, and homework is given. At the final stage, a relaxation exercise and a communicative game are carried out, which helps children relax and forms a positive attitude towards the lesson as a whole. The features of the correctional and developmental program for children with mental retardation consist precisely in a sequential transition and the allocation of additional time for the correction of mental skills and memorization of material.

Results of the program for children five to seven years old

As a result of the implementation of the program of correctional work for children with mental retardation (feedback from parents confirms that special children, with the help of a qualified teacher and psychologist, develop practically in accordance with target guidelines), it is envisaged that the student will achieve certain successes in the field of speech development, artistic, social-communicative, cognitive, physical.

Planned successes in program implementation

Planned achievements in speech development are as follows:

understanding the meaning of individual sentences and coherent speech;
understanding different forms of words;
learning new words;
understanding of phrases, constructions with prepositions, diminutive suffixes, differentiation of plural and singular numbers;
correct formation of nouns with diminutive suffixes;
correct pronunciation of sounds;
use of basic types of speech, rhythm and tempo, normal pauses.

Within the framework of social and communicative development, the following results of following a correctional program for children with mental retardation are expected:

manifestation of independence in play and communication;
selection of activities, participants in group activities, sustainable interaction with children;
participation in a group lesson;
the ability to accurately convey information to the interlocutor;
the ability to cooperate during the game, regulate one’s own behavior;
use of knowledge acquired during educational activities;
the desire for independence and the manifestation of a certain independence from an adult.

Expected results of cognitive development:

the ability to generalize objects and concepts into groups;
the presence of ideas about size, quantity, shape, the ability to express them in speech;
the ability to name objects and their parts from pictures;
the ability to show named actions in pictures;
use of verbal accompaniment, activity planning or reporting during the activity;
possession of a score within ten;
the ability to construct from different materials (with the help of an adult);
the ability to determine the seasons and parts of the day;
the ability to identify geometric shapes and bodies, the location of objects relative to oneself;
creation of subject and plot compositions from material according to a sample, conditions, scheme.

In the artistic and aesthetic segment of the correctional program for children with mental retardation, the following successes are expected to be achieved:

having basic understanding of different types of art;
emotional perception of music, literature, folklore;
mastery of cutting skills;
knowledge of primary colors and shades, the ability to mix them;
showing interest in art;
pronunciation of all words while singing;
composing melodies of various types;
the ability to convey the character of music through movements.

As part of successful physical development, the following results are achieved:

performing basic exercises and movements according to adult instructions;
performing various types of running;
knowledge of the rules of outdoor games, games with elements of sports;
knowledge of basic rules in the formation of healthy habits, physical activity, nutrition;
maintaining a given pace when walking, and so on.

Expected results are presented for students aged five to seven years. The correctional development program for children with mental retardation (on January 24, 2017, news appeared that children with such a diagnosis will no longer be sent to special institutions) of younger age sets other goals and is implemented not in secondary schools, but in correctional groups of pre-school educational institutions or at home .

What parents need to know

Parents of children with delays should understand that this is not a serious violation, it is just a little more difficult for the child to learn new material, he needs more time and attention. The requirements for the student must be reasonable; in no case should their capabilities be overestimated to please their desires. You need to accept the child’s abilities and level of development, agree with this, understanding that quick results are only possible at the expense of deteriorating health and disruption of emotional balance. In order for a child to catch up with his peers, you need to show patience, attentiveness, love, endurance and confidence. Perhaps a student with mental retardation is unusually talented in another area. What creates a situation of success for him (creativity, music, dancing, sports, drawing) is support and development.

Program of developmental correctional classes for children with mental retardation

1 hour per week, total 34 hours per year.

Explanatory note

Children with mental retardation have a number of features in psychophysical development and communication. These features do not allow for effective development, mastery of knowledge, and acquisition of vital skills and abilities. With mental retardation, not only the formation of speech and verbal thinking slows down significantly, but the development of cognitive activity in general suffers.

The exercises proposed in the program are designed for one year of work with primary schoolchildren. These exercises contribute to the development of the child’s cognitive mental processes. And this is very important, because the child gets the opportunity to develop normally and fully, enter the world of human relationships and not feel inferior. A properly constructed system of correctional measures can reduce the gap in the development of the cognitive sphere between children.

The goal of this program is to develop the cognitive sphere of children with mental retardation, such mental processes as memory, thinking, attention, perception.

Tasks:

1. increasing the level of memory development

2. increasing the level of attention development

3. increasing the level of development of thinking

4. increasing the level of development of perception

Methods and techniques used: conversation, observation, testing, individual correctional classes, individual consultations.

Target audience: the program is intended for primary schoolchildren.

Form of work: individual.

The results of this program are expected to increase the level of development of cognitive mental processes in children with mental retardation, such as memory, attention, thinking, and perception. A comparative analysis of the results of the first and final diagnostics, which will be carried out after all the classes provided for in the program, will help determine the effectiveness of the work done. The results of the comparative analysis will help to draw a conclusion about whether the goal we set was achieved and whether the tasks we set were solved, and will also allow us to make the necessary changes and additions to the program, if necessary.

Educational and thematic plan

	subject	Total hours
	Diagnostics of the cognitive sphere
	Development of thinking
	Development of attention
	Development of perception
	Memory development
	Retesting
Total

Calendar - thematic plan

	subject	Total hours	date
	Diagnostics cognition sphere		8.09 15.09	Goal: identifying the level of development of cognitive processes. Methods used: 1. “10 words” (memory study) 2. “Remember the pictures” (memory study) 3. “Cut pictures” (study of perception) 4. “Sequence of events” (perception study) 5. “4 extra” (study of thinking) 6. “Classification” (study of thinking) 7. “Simple analogies” (study of thinking) 8. “Schulte tables” (attention research) 9. “Pictogram” (a study of imagination). 10. “Wegner’s Labyrinths” (a study of thinking)
	Development of thinking		22.09 29.09 6.10 13.10 20.10 27.10 10.11 17.11	“Remember the shapes.” "Remember a couple." “Remember the right words.” “Finish the phrases.” "Comparison of Concepts". "New words." "From the particular to the general." "From general to specific". “Pick up a general concept.” “Put it into groups.”
	Development of attention		24.11 1.12 8.12 15.12 22.12 28.12 12.01	"Guessing game." "Guess the animal." “Finish the sentence.” “We make up definitions.” “Give me the reason.” "Riddles - descriptions" "Superfluous word". "Ranging".
	Development of perception		19.01 26.01 2.02 9.02 16.02 23.02 2.03	"Proverbs and sayings". “Pick up the following.” "Time and antitime." "Pictogram". “Finish the sentence.” “Find similarities and differences.”
	Memory development		9.03 16.03 23.03 6.04 13.04 20.04 27.04 4.05	“Listen, read and retell” - “Stories”. “What more?” "Unravel the knot." "Gardener". "Methods of Raven and Eysenck" "Match"
	Retesting		11.05 18.05	10 techniques
Total: 34 hours

Diagnostic techniques.

1. “10 words” technique

The technique is aimed at studying memorization. The subject is asked to remember a list of words and reproduce it. The procedure is repeated 10 times. Then, after 30 minutes, the subject is again asked to reproduce the words he remembers.

List of words: mountain, bread, forest, cat, water, window, table, chair, brother, house.

2. “Remember the pictures” technique.

The technique is aimed at studying memorization.

The subject is asked to remember the pictures and who is depicted in them.

3. “Cut pictures” technique.

The technique is aimed at studying perception. The subject is presented with a picture cut into several parts and asked to assemble it. In parallel, you can present the same whole picture.

4.Methodology “Sequence of events”.

The technique is aimed at studying perception and thinking. The subject is presented with a series of pictures and asked to put them in order according to the plot.

5. “4 extra” technique.

The technique is aimed at studying thinking. The subject is presented with a picture depicting 4 objects. It is necessary to name the extra item and explain why it is superfluous.

6. Methodology "Classification".

The technique is aimed at studying thinking. Pictures are laid out in front of the subject and asked to sort them into groups. The subject must voice his actions, each group must be named and explained why these particular items were included in it.

7. “Simple analogies” technique.

The technique is aimed at identifying the ability to establish logical connections and relationships between concepts, as well as the ability to consistently maintain a given way of reasoning. The subjects are presented with a list of tasks where they need to match words using a given analogy.

8. “Schulte table” technique.

The subject is presented with 5 tables, each of which contains numbers from 1 to 25 in a chaotic order. It is necessary to find and indicate the numbers as quickly as possible, in ascending order. The time spent working with each table is recorded.

9. “Pictoramma” technique.

The subject is presented with a list of words. The subject must sketch each word in a certain way. An hour after all the words have been depicted, he must reproduce each word from the sketches.

Corrective classes.

Goal: correction of cognitive mental processes.

Tasks:

1. development of thinking processes

2. memory correction

3. correction of attention

4. correction of perception.

List of exercises.

1) “Recover the missing word.”

The child is read 5-7 words that are not related to each other in meaning: cow, table, wall, letter, flower, bag, head. Then the row is read again with one of the words missing. The child must name the missing word. Task option: when reading again, you can replace one word with another (from the same semantic field, for example, cow - calf; similar in sound, for example table - groan); the child must find the mistake.

2) “Remember the shapes.”

Prepare a set of cards with different images.

Explain that in order to remember the material well, you can use a technique such as classification, i.e. grouping similar objects into groups.

Ask your child to look carefully at the pattern and remember it. Then invite him to draw these figures in the same order from memory. The estimated display time for the first sequence is 2 s, for the second - 3 - 4 s, for the fifth - 6-7 s.

For example, in order to remember a number of geometric shapes, they must be divided into groups. The form may depict triangles, circles, squares, crossed out in different ways. Thus, these shapes can be divided into groups depending on their shape and/or type of crossover. Now they are easy to remember and reproduce.

3) “Remember a couple.”

Prepare forms with figures for memorization and reproduction.

Explain to your child how he will have to remember the shapes. He looks at the 1st form and tries to remember the proposed pairs of images (figure and sign). Then the form is removed and he is offered a 2nd form - for reproduction, on which he must draw the corresponding pair in the empty cells opposite each figure.

4) “Remember the right words.”

From the proposed phrases (stories), the child remembers only those words that mean: weather conditions, transport, plants, etc.

5) “Pictogram”.

The text is read to the child. In order to remember it, he must somehow depict (draw) each semantic fragment. Then the child is asked to reproduce the story based on his sketches.

6) “Finish the phrases.”

Invite your child to choose appropriate words to complete the phrases:

cunning, red-haired...; desktop...; onion...; ripe sweet...; fragrant toilet...; chicken...; green...; yellowmouth...; prickly... etc.

7) "Comparison of Concepts".

Invite your child to choose suitable definitions with the opposite meaning.

Carrots are sweet, and radishes...

The milk is liquid, and the sour cream...

The grass is low and the tree...

Winter is cold and summer...

The soot is black, and the chalk...

Sugar is sweet and pepper...

8). "New words."

The child is asked to describe an unfamiliar (familiar) object (ball, apple, cat, locomotive, lemon, snow, etc.) according to the following scheme:

What color is it (what other colors are there)?

What does he look like? What is it very different from?

What material is it made of (what else could it be)?

What size, shape? What does it feel like? What smells? What does it taste like?

Where is it found?

What does a person need? What can you do with it?

Which group of items does it belong to (furniture, dishes, animals, fruits, etc.)?

At first, playing with new words can be carried out in the form of a dialogue, where the psychologist asks a question and the child answers. Then you can switch roles. “At the same time, the child makes sure that the answers are correct.

9) “Guessing game.”

The psychologist describes the object, and the child guesses the intended word. Then they change roles.

10) “Description riddles.”

Under the pines, under the fir trees, there is a bag of needles. (Hedgehog.)

Sometimes red, sometimes gray, and by name - white. (Squirrel.)

A new vessel, but it’s all full of holes. (Colander.)

The ball was white. The wind blew and the ball flew away. (Dandelion.)

Gray, but not a wolf, long-eared, but not a hare, with hooves, but not a horse. (Donkey.)

11) "Guess the animal."

Ask your child: “Which animals are characterized by these qualities: cunning, like...; cowardly as...; prickly, like...; faithful as...; vigilant as...; wise as...; strong as...; hungry, how...?" The same goes for any other natural phenomena, etc.

12) “Finish the sentence.”

The child is asked to insert the necessary words instead of dots.

An animal that meows is called...

A bird that croaks is called...

The tree on which apples grow is called...

The tree that is decorated for the New Year is called...

Then you can ask the child to independently make similar definitions of phenomena that are well known to him.

13) “We make up definitions.”

The task can be completed orally or (for schoolchildren) in writing:

a) saucer - ..., oil dish - ..., pear - ..., den - ..., doctor - ..., early - ..., twilight - ..., whisper - ... , cry - ..., lake - ..., chilly - ..., neat - ...

b) heals people..., vegetables grow..., flies the plane..., flies the highest..., runs the fastest..., goes out hunting at night...

14) “Give me the reason.”

Explain to your child that everything that happens, any phenomenon, has a reason, i.e. there is an answer to the question: “Why does this happen?” Give an example: ice - it appears when it is very cold and water freezes. Ask the child to name the reason for such phenomena as flooding, deuce, mother took an umbrella, leaves flying around, etc.

It is important to show the child the variety of consequences arising from the same real-life event. And vice versa - an unambiguous consequence of different causes.

15) “Composing a story from a series of pictures.”

A series of pictures (based on a fairy tale or everyday story) similar to the plots of N. Radlov or H. Bidstrup presented in the “Album” are laid out in front of the child. First, they are presented in the correct semantic sequence; The child must make up a story. If necessary, you can ask guiding questions.

The next important step is to deliberately “disturb the order” when laying out a series of pictures. The goal is to clearly demonstrate that changing the order of pictures (events) completely changes (even to the point of complete absurdity) the plot.

Finally, the child must independently build a sequence of events from the mixed cards and compose a story.

16) “Composing a story based on a plot picture.”

Work on understanding the meaning of the picture also begins with reproducing the plot based on questions. Then the child composes his own story.

17) “Listen, read and retell.”

Listening (reading) short stories (fables), followed by retelling and conversation about the meaning of the work, its morality.

18) "Proverbs and sayings".

Work on understanding proverbs and sayings that directly reflect the presence of cause-and-effect relationships. For example: “The forest is being cut down, the chips are flying”, “What goes around comes around”, “Prepare a sleigh in the summer, and a cart in the winter.”

Proverbs.

Strike while the iron is hot.

Do not count your chickens before they are hatched.

There is no point in blaming the mirror if your face is crooked.

The hut is not red in its corners, but red in its pies.

Less is more.

I picked up the tug, don’t say it’s not strong.

Don't sit in your own sleigh.

All that glitters is not gold.

Seven times measure cut once.

Metaphors.

Golden head.

Iron character.

Poisonous man.

Heart of stone.

Toothy guy.

Dead night.

19) “Pick up the following.”

Ask your child to choose a word that should denote the phenomenon that follows the one named:

first - ..., breakfast - ..., July - ..., summer - ..., January - ..., winter - .... seventh - ..., 1998 - ... etc. P.

20) “Put the events in order.”

I am going to sleep; I have dinner; I watch TV; I brush my teeth; I play football, etc. Leaves fall; flowers are blooming; snowing; strawberries are ripening; migratory birds fly away, etc.

In a year; day before yesterday; Today; Tomorrow; a month ago, etc.

21) "Time and antitime."

Each of the participants is asked to describe an event: an excursion, yesterday’s incident, a movie, etc. First - correctly, and then - backwards, from end to beginning.

22) “Read the hidden sentence.”

The sample below shows a task in which the words that make up the desired sentence are hidden among other letters.

Lgornkkerogsunwmeltzhkitsnoworvnjenbeginsluhmountaintobloomforshvanipochilmnuyahfsingsngvkzhybirdsshchsvrn.

It is clear that the task will become more difficult as the text increases.

23) “Finish the sentence.”

The child is asked: “Continue the sentence by choosing the most suitable word.”

A tree always has... (leaves, flowers, fruits, roots).

The boot always has... (laces, sole, zipper, buckle).

The dress always has... (hem, pockets, sleeves, buttons).

A painting always has... (artist, frame, signature).

24) “Find similarities and differences.”

The child is given pairs of words for analysis. He must note the common and different in the corresponding objects.

For example, nightingale - sparrow, summer - winter, chair - sofa, birch - spruce, airplane - car, hare - rabbit, glasses - binoculars, girl - boy, etc.

25) "From the particular to the general."

Explain to your child that there are words that denote many similar objects and phenomena. These words are general concepts. For example, the word fruit can mean apples, oranges, pears, etc.

But there are words that indicate a smaller number of similar objects, and they are private, concrete concepts. Any of these words, for example apples, means only apples, although they can be large, small, green, red, sweet, sour apples. Now ask your child to match the general concept to the specific ones.

Below are two rows of words. For words from the first row, the child selects a suitable concept from the second row:

a) cucumber, autumn, bee, north, rain, peacock, lake;

b) vegetable, season, insect, side of the horizon, precipitation, berry, pond, bird.

26) “What more?”

The child must answer the question: “Which is more: birches or trees, strawberries or berries, flies or insects, flowers or lilies of the valley, whales or mammals, words or nouns, squares or rectangles, cakes or sweets?” - and justify your answer.

27) "From general to specific".

The task is the opposite of the previous ones. The child must build a “tree”, the trunk of which is a general concept, for example nature, and the branches are more specific, for example living and non-living. Then from the word living - respectively branches: plants - animals-people, etc. The next branching comes, for example, from the word animals: domestic - wild or: birds - snakes - fish - insects, etc.

28) “Pick up a general concept.”

Invite your child to name the following concepts in one word and complete the series:

apple, pear - ...; chair, wardrobe - ...; cucumber, cabbage - ...; boot, boot - ...; doll, ball - ...; cup, plate - ...; cat, elephant - ...; leg, arm - ...; flower, tree - ...; perch, pike - ...; rose, dandelion - ...; March, September - ...; oak, birch - ...; lantern, lamp - ...: rain, snow - ...

The same exercise must be done with adverbs, adjectives, and verbs.

29) “Put it into groups.”

The child is offered a number of images, which he must sort into general groups, for example: mushrooms and berries, shoes and clothes, animals and flowers. He must give a name to each resulting group and list (name) all its components.

30) "Classification by generalizing word."

For a given general concept (for example, dishes, vegetables, furniture, objects made of iron, round, prickly, fly, sweet, etc.), the child must choose from a set of pictures those that will correspond to him.

31) “An extra word.”

The child is asked to highlight a word or feature that is superfluous among others, and to select a generalizing concept for all the others. The child must answer the questions: “Which word is extra? Why?".

A.) Plate, cup, table, teapot.

Dark, cloudy, light, chilly.

Birch, aspen, pine, oak.

Fast, running, skipping, crawling.

Sofa, table, chair, wood.

Much, pure, little, half.

Pen, chalk, pencil case, doll.

Yesterday, today, morning, day after tomorrow

Earthquake, typhoon, mountain, tornado.

Comma, period, dash, conjunction.

Neat, sloppy, sad, diligent.

B.) Winter, summer, autumn, June, spring.

Lie down, stand, cry, sit.

Old, tall, young, elderly, young.

Red, blue, beautiful, yellow, gray.

Be silent, whisper, laugh, shout.

Sweet, salty, bitter, sour, fried.

32) "Ranking".

Explain to your child what ranking is and ask him to rank the following concepts according to a certain (in each case his own) principle:

peas - apricot - watermelon - orange - cherry; bee - sparrow - butterfly - ostrich - magpie; tooth - arm - neck - finger - leg; snowflake - icicle - iceberg - ice floe - snowdrift; street -apartment -city -country -Earth; baby-youth - man - old man - boy; be silent - speak - shout - whisper.

33) "Unravel the knot."

The child mentally needs to “untie” the knots (Fig. 25) and tell him how he does it.

34) "Gardener".

You need to walk the way the gardener walked (see Fig. 26). He walked around all the apple trees in order (points in the figure) and returned to the starting point (*), never returning to the same apple tree and empty cells, without walking diagonally, without entering filled cells.

35) "Methods of Raven and Eysenck».

Excellent training in the ability to establish patterns are tasks such as the well-known Raven matrices and Eysenck tests (Fig. 28): “Which picture from the bottom row should fill the empty space?”

36) "Stories".

Bad watchman.

One housewife's mice ate lard in her cellar. Then she locked the cat in the cellar. And the cat ate lard, meat, and milk.

Issues for discussion:

1. What is the story about?

2. Why is the story called “The Bad Watchman”?

Jackdaw and pigeons.

The jackdaw heard that the pigeons were well fed, turned white and flew into the dovecote. The pigeons accepted her as one of their own and fed her, but the jackdaw could not resist and croaked like a jackdaw.

Ant and dove.

The ant wanted to drink and went down to the stream. The wave overwhelmed him and he began to drown. A dove flying by noticed this and threw a branch into the stream for him. The ant climbed onto a branch and escaped.

The next day the ant saw that the hunter wanted to catch the dove in a net. It crawled up to him and bit him on the leg. The hunter screamed in pain and dropped his net. The dove fluttered and flew away.

Fox.

The fox got caught in a trap, tore off its tail and ran away. And she began to think of ways to cover up her shame. She called the foxes and began to persuade them to cut off their tails.

The tail, he says, is completely inappropriate, but it’s in vain that we’re dragging around the extra weight.

One fox says:

Oh, you wouldn’t say that if you weren’t short!

The skinny fox remained silent and left.

Wolf and goat.

The wolf sees a goat grazing on a stone mountain, and he can’t get close to her, so he says to her:

You should go down, here the place is more level, and the grass is much sweeter for your bark.

And the goat says:

That’s not why you, wolf, are calling me down; you’re not worrying about mine, but about your own food.

Wolf and fox.

The wolf was running away from the dogs and wanted to hide in a ditch. And in the ditch sat a fox, she bared her teeth and said:

I won't let you in - this is my place. The wolf did not argue, but only said:

If the dogs weren’t so close, I would have shown you whose place this is, but now, apparently, it’s your truth.

Already and Hedgehog.

Once the hedgehog came to the snake and said:

Let me go into your nest for a while.

I already let him in. As soon as the hedgehog climbed into the nest, the hedgehog’s pain ceased to exist. I already told the hedgehog:

I only let you in for a while, but now go away, my teeth are pricking against your needles, and they are hurting.

Hedgehog said:

Leave whoever is in pain, but I’m fine here too.

Builders.

The animals decided to build a bridge. Each of them submitted their proposal. The hare said:

The bridge must be built from rods. Firstly, it is easier to build, and secondly, it will cost less.

No,” the bear objected, “if we are going to build it, then it must be made of hundred-year-old oak trees, so that the bridge will be strong and long-lasting.”

Allow me,” the donkey intervened in the conversation. “We will decide which bridge to build later.” First you need to solve the most fundamental question: how to build it, along or across the river?

37) " Match"

It is necessary to correlate phrases and construct a sentence.

Drum - sunrise

A bee sat on a flower

Mud is the best rest

Cowardice is a fire

Happened in a factory - hung on the wall

An ancient city in the mountains

The room is of disgusting quality

Sleep - very hot

Moscow - boy

Metals - iron and gold

Our country is the cause of the disease

Brought a book - an advanced state.

Answers:

The drum hung on the wall.

A bee sat on a flower.

Dirt is the cause of disease.

Cowardice is a disgusting quality.

Sunrise in the mountains.

There was a fire at the factory.

The room is very hot.

The best rest is sleep.

Moscow is an ancient city.

Iron and gold are metals.

3.References

1. Vlasova T.A., Pevzner M.S. About children with developmental disabilities / Vlasova T.A., Pevzner M.S. – M.: Education, 1973.

2. Correctional pedagogy / Ed. Puzanova B.P. – M.: Education, 1979.

3. Kashchenko V.G. Pedagogical correction / Kashchenko V.G. – M.: VLADOS., 1994.

4. Kozlov N.I. the best psychological games and exercises / Kozlov N.I. - Ekaterinburg, 1998.

5. Leongard E.I., Samsonova E.G., Ivanova E.A. I don’t want to be silent / Leongard E.I., Samsonova E.G., Ivanova E.A. – M.: VLADOS, 1996.

6. Practical psychodiagnostics. Methods and tests. Textbook / editor - compiled by Raigorodsky D.Ya - Samara: Publishing House "BAKHRAH - M", 2007.

7. Elizarov A.N. Concepts and methods of psychological assistance / Elizarov A.N. Axis – 89, 2007.