Correctional work on the development of attention of children with disabilities. Work program on the topic: Work program "Development of memory, attention, logical thinking" of the children's development studio "Preparatory class

State educational institution

higher professional education

Oryol State University

Faculty of Pedagogy and Psychology

Department of Psychological and Pedagogical Technology

Psychocorrectional program

on the development of attention

for senior preschool age.

"Young travelers"

Prepared

4th year student of 43 groups

Boryuk Y. Yu.

Explanatory note

Lesson number 1 "Visiting the mouse"

Lesson number 2 "Visiting a squirrel"

Lesson number 3 "Visiting the bird"

Lesson number 4 "Visiting the dog"

Lesson number 5 "Visiting ants"

Lesson number 6 "Visiting the bee"

Lesson number 7 "Visiting the bear"

Lesson number 8 "Visiting the chicken"

Lesson number 9 "Visiting the cat"

Lesson number 10 "We meet the bear"

Bibliography

Explanatory note

The purpose of the correctional program: development of attention of a child of older preschool age.

The tasks of the correctional program:

Develop volume, stability, switchability and distribution of attention.

Form concentration of attention.

Organization form: group (no more than 10 people), mixed. The group and mixed forms of conducting classes are used, since it is in a group of children that you can fruitfully conduct a game, which is the leading activity of this age stage.

Duration: holding time - 25 minutes, 2 times a week. This is due to the fact that for older preschool children, this duration of classes is optimal, does not cause fatigue.

Stages of corrective work:

Indicative stage- makes it possible to get to know children, establish contact with the group and with each child in it.

Correctional stage- directly corrective work, in this case - the development and correction of the basic properties of attention. Specially selected games and exercises are used.

Final stage- consolidation, summing up the results of the work done .

This psychocorrectional program is based on the following principles:

The principle of consistency of correctional, developmental and preventive tasks. This program is compiled taking into account the system of tasks of three levels:

• Correctional tasks are aimed at eliminating difficulties in the development of attention, its main properties. In this case, the work is aimed at the formation of the child's concentration of attention, which, according to the results of diagnostics, is poorly developed in the child.

  Developmental tasks are aimed at developing the properties of attention and the skills of its effective use in the main activities of the child. This program is aimed at developing the volume, stability, switchability and distribution of attention, as well as their successful application in play lessons and in other activities of a preschooler.

  Preventive tasks are aimed at preventing deviations in the formation of various properties of attention: volume, stability, concentration, switchability and distribution of attention; as well as on the prevention and prevention of possible difficulties in the child's activities (play, subject, educational, etc.) For this purpose, self-control should be brought up in the child, so that after the correction program the child, controlling his attention, could avoid difficulties.

The principle of the unity of correction and diagnosis. Before drawing up a correctional program, a psychological diagnosis of the child was carried out. On the basis of diagnostics, insufficient development of attention was revealed in the preschooler, which was taken into account when drawing up the program. Also included in the work are games with a diagnostic nature to determine the dynamics of the development of attention in a child. At the end of the work, psychological diagnostics are again carried out in order to determine the effectiveness of the work done with the child and to draw up further recommendations.

The principle of priority correction of the causal type. In accordance with this principle, the priority goal of the correction is to eliminate the causes of difficulties and deviations in the development of the child. In this case, the reasons for impaired attention are the child's increased physical activity, distraction, the inability to sit in one place for a long time. This correction program is designed in such a way as to eliminate these reasons: the use of interesting visual material, the alternation of didactic and outdoor games, physical education and relaxation exercises.

The activity principle of correction. This program takes into account the preschooler's leading activity - the game. Thus, the program includes games and play exercises to develop the child's attention.

The principle of taking into account the age, psychological and individual characteristics of the client. This program takes into account the age characteristics of senior preschool age. At this age, there is a significant increase in concentration and stability of attention, the scope of attention expands. The development of voluntary attention is one of the most important further acquisitions, closely related to the formation of volitional qualities in a child. Also, the work takes into account the individual characteristics of the child, identified during the diagnosis of his cognitive and personal spheres.

The principle of the complexity of methods of psychological influence. In this psychocorrectional program, various methods of psychological influence are used: didactic games, outdoor games, drawing therapy, physical education, relaxation exercises

The principle of active involvement of the closest social environment to participate in the correctional program. For the effectiveness of psychocorrectional influence, it is necessary to involve in the work of the child's relatives, teachers, etc. To this end, the program presents homework for the development of attention, which the child does at home with relatives. (After classes №4, №8, №9).

The principle of reliance on different levels of organization of mental processes. Taking into account this principle, when drawing up a program, one should rely on the most developed mental processes. In this case, the child has a well-developed spatial orientation and memory. The work focuses on their optimization and the development of the main properties of attention through them.

The principle of programmed learning. The presented program consists of sequential and interrelated stages of work: Indicative stage - makes it possible to get acquainted with the children, establish contact with the group and with each child in it (Lessons # 1 and # 2). The corrective stage is directly corrective work, in this case - the development and correction of the basic properties of attention. Specially selected games and exercises are used (Lessons # 3 - # 9). The final stage - consolidation, summing up the results of the work done (Lesson number 10) .

Complication principle... In this work, the proposed games and exercises gradually become more complicated with each lesson. For example, in the first lesson, children perform a simple drawing exercise "Blots", and in the second lesson, a more complex drawing exercise - "Color in the second half."

Accounting for the volume and degree of variety of the material. At the beginning of the program, classes are more focused on concentration. And then, when the child has mastered this, it is proposed to master the rest of the properties of attention. The material of the classes is varied, which creates a favorable background for working with children.

Taking into account the emotional complexity of the material. To create a positive emotional background for classes and stimulate positive emotions in children, the program uses fairy-tale elements - travel. Also, at the end of each lesson, relaxation is carried out, which helps to relieve possible stress after the lesson.

The program consists of 10 specially prepared lessons, each of which consists of 3 parts:

Introductory part- acquaintance with children, greeting. Creation of a favorable mood for further work.

Main part- conducting games and exercises for the development, formation and correction of the main properties of attention in older preschool children.

The final part- summing up the results of the lesson, parting with the group.

LESSON # 1.

"Visiting the mouse"

Target: development of concentration of attention, orientation in space, establishing contact with the group.

Tasks:

Develop concentration of attention.

Optimize spatial orientation.

Create a positive emotional background for the lesson.

To cultivate respect for the world around us, patience.

Foster self-control in a child.

I . Introductory part.

Hello guys! Today we have an unusual activity. Our fabulous journey begins today. So, tell me, who are we going to visit today? (Shows a picture with a mouse). Well done! Where should we go? Look, the dove brought us a message, what is there? (He pulls out a note from under the paws of a painted dove and reads):

Gray mouse in a mink

Sweeping the floor with a broom

Finishes cleaning

And waiting for friends to visit.

So where does the mouse live? OK! Now we know where to go - to the mink to the mouse! Let's line up with a little train and hit the road.

(They pass by a train and sit on chairs in a circle)

II ... Main part.

Here we are. Let's take a close look at the dwelling of the mouse and play the game "I see ..."

1. I see ...

Target: Develop the child's attention, optimize orientation in space.

Game progress:

The participants, sitting in a circle, take turns calling the objects in the room, beginning each statement with the words: "I see ...". You cannot repeat the same subject twice.

Well done boys! Well, here we have examined the mouse house with you. Now let's show the mouse how much we know about it.

2. Freeze!

Target: development of attention, learning to respond quickly to sound signals.

Game progress:

Children "walk like mice" to the music. Suddenly the music is cut off - the players must have time to freeze in the pose, which was the stop of the music. Those who do not have time are eliminated from the game. Music sounds again, children continue to play. They play until one person remains - he becomes the winner.

Well done boys! And now, before leaving, let's draw beautiful blots to the mouse as a keepsake. and involvement in ...

The peculiarity of the correctional program for the development of attention in younger schoolchildren was that they had special exercises aimed at developing attention in the lessons of the general education cycle. Here are these lesson exercises.

Math lessons

Spreading out from sticks

Purpose: the development of voluntary attention, fine motor skills of the fingers.

Equipment: counting sticks (pieces of thick insulating wire, cocktail tubes, etc.), pattern sample.

Description. The child is offered to lay out a pattern or silhouette from sticks according to the pattern.

a) 1st level of difficulty - patterns in one line;

b) 2nd level of difficulty - simple silhouettes consisting of 6 to 12 sticks;

c) 3rd level of difficulty - more complex silhouettes, consisting of 6 to 13 sticks;

d) 4th level of difficulty - complex silhouettes with a lot of details, consisting of 10 to 14 sticks.

Instruction: “Look what is shown in this picture (pattern, house, etc.)? Take sticks and make the exact same pattern out of them (house ...). Be careful when uploading. Get to work. "

Cell drawing

Purpose: the development of concentration and attention span, the formation of the ability to follow the pattern, the development of fine motor skills of the hand.

Equipment: a blank sheet of paper in a large cage (1 1 cm); sample for drawing; sharpened pencils.

Description. The child is asked to draw a figure according to the sample on a blank sheet of paper in a cage with a simple pencil. The task has two levels of difficulty:

1st level of difficulty - the sample consists of open figures;

2nd level of difficulty - the sample consists of closed figures.

Instruction: “Look carefully at the drawing. It depicts a figure consisting of lines. Draw the exact same shape cell by cell on a blank sheet of paper. Pay attention!"

Note. It is not recommended to use a pen or felt-tip pen for drawing. If desired, the child can shade a closed figure with a colored pencil.

Purpose: consolidation of ideas about geometric shapes, ways of modifying them by compiling new geometric shapes from two or three available according to the sample.

Equipment: cut out geometric figures for laying out the whole figure; samples of silhouette figures.

Description. The child is offered to independently lay out a silhouette figure from geometric shapes.

Instruction: “Look carefully at the drawing. Out of all the geometric shapes, compose exactly the same figure next to the sample. "

Note. Despite the instructions, some students try to lay out the pieces on the sample. It is necessary to stop the child and ask to lay out the figure next to the sample. Samples of silhouette figures are obtained by cutting a 7 × 7 cm square in a certain way. When drawing up silhouette figures, use all the parts, attaching one to the other, without superimposing one on top of the other.

What is where?

Equipment: a blank with standards of figures and objects corresponding to these standards, as well as a rack and cut-out figures for manipulation.

Description. The child needs to distribute objects in relation to the proposed standards of figures. The technique can be used in two versions.

1. Simplified version: a separate form shows a rack with standards of figures, and flat objects are cut out and laid out by a child on the shelves of the rack relative to the proposed standards of figures (the standards are compared with objects).

2. A rack with shelves and reference figures, as well as items are shown on one form. The child must complete the task without manipulating objects. Show and explain your actions.

Instruction: “Look, on this form, there is a drawing of a rack with shelves on which geometric shapes are indicated: a rectangle, a triangle, another rectangle, a square, a circle, an oval. You need to put the cut-out objects that I have on the shelves so that they are next to the geometric figure that they look like. Explain your choice. "

Reproducing geometric shapes

Purpose: the development of voluntary attention, memory, thinking.

Equipment: pencil, blank sheet of paper corresponding to the size of the sample (13 x 10 cm).

Description. The child is asked to consider different geometric shapes, remember their location in order to reproduce them on a blank sheet of paper in 10 seconds from memory.

Instruction: “Look carefully at these geometric shapes and try to remember their location. After a while, I will remove the card, and you will have to draw the same geometric shapes from memory on a sheet of paper, placing and coloring them as it was on the sample. "

Build a track

Purpose: development of stability of attention: the ability to generalize objects on the basis of shape, size; consolidation of ideas about geometric shapes.

Equipment: a table with a different arrangement of geometric shapes by lines, chips.

Description. The child is offered to help the hero of the fairy tale get to a certain place by building a path. To build a path, it is necessary to cover certain geometric shapes named by adults with chips.

Instruction: “Look carefully at this table. Help the hero of the fairy tale to get along the path to the place he needs. And for this, close the chips from left to right:

a) all triangles (circles, squares);

b) only shaded triangles (circles, squares).

Note. If the student does not cope with the task on his own, then consider the table with him. Highlight those signs of geometric shapes that he should be guided by when completing the assignment. Analyze mistakes with your child. When the task is mastered, you can offer a more complicated option: in the classroom to play the game "Who is faster".

Draw a circle and a triangle

Purpose: training the distribution of attention.

Equipment: two simple sharpened pencils (2M) and 1/2 album sheet (A4 size, 20-14.5 cm) for each student.

Description. The student must draw simultaneously with two hands on one piece of paper: a circle - with one hand, a triangle - with the other hand (and start and finish drawing both figures at the same time).

Instruction: “Now you will draw with both hands at once. Take two pencils. On a separate sheet of paper, try to draw a circle with one hand and a triangle with the other. It doesn't matter which hand you draw which shape. Do as you like! But just remember that you have to start and finish drawing both figures at the same time. "

Note. The exercise can be used both for individual work and for group work.

Purpose: the development of auditory attention, consolidation of the skill of ordinal counting within 10, the development of thinking.

Equipment: ball.

Description. As instructed by the teacher, the student to whom the ball is thrown counts in order to 10.

For example, I'll say five and throw the ball to Lena. How should you count?

Lena: "Six, seven, eight, nine, ten."

Right. Let's start playing. "

Note. A sophisticated option can be as follows. The teacher warns: “Children, be careful! I can pick up the ball before you count to 10 and throw it to the next student with the words, "Count on."

You must remember which number your friend stopped at and continue counting. For example, I say: "Four" - and I throw the ball to Vova. He counts to 8, I take the ball from him and throw it to Vita with the words: “Count on”. Vitya continues: "Nine, ten."

Alternatively, there may be a game "Before" and "After". The teacher, throwing the ball to the student, says: "Until five." The child should name numbers that go up to five. If the teacher says, "After five," the students should name: six, seven, eight, nine, ten.

The game takes place at a fast pace.

Writing lessons

Laying out a mosaic pattern

Purpose: development of concentration and attention span, fine motor skills of the hand, formation of the ability to work according to the model.

Equipment: mosaic, sample.

Description: the student is asked to lay out a letter from the mosaic.

Instructions: “Look, this picture shows a letter. From the mosaic you need to lay out exactly the same letter as in the picture. Pay attention. Get to work. "

Natural history lesson

Mixed forest

Purpose: the development of observation, the formation of the ability to distribute attention.

Equipment: a drawing depicting camouflaged trees.

Description. The student is given a drawing depicting camouflaged trees, among which he needs to find a birch (pine, the smallest Christmas tree).

Instructions: “Look, this picture shows the trees in disguise. Among them, you need to find a birch (pine, the smallest Christmas tree) as soon as possible. Start looking. "

Whom was the hunter afraid of?

Purpose: development of the volume and stability of attention.

Equipment: drawing depicting a forest, animals and a hunter.

Description. The student is offered a drawing depicting a hunter in the forest. It is necessary to find the one whom the hunter was afraid of.

Instruction: “Look carefully at the drawing. It depicts a hunter running through the forest. He was scared of someone. Whom could a hunter in this forest be afraid of? Show and explain: - why? "

Cow Manya and her mistress

Goal: development of sustainability of attention.

Equipment: a drawing depicting a labyrinth, a simple pencil.

Description. In the proposed maze, the student must go through a winding line, tracing it with a finger or the back of a pencil, to find a short path along which the hostess could move to her cow Manet.

Instruction: “Look closely at this picture. It depicts a maze through which you need to find a shortcut. Once the cow Manya got lost - wandered into a deep forest and did not know how to return home. She got hungry and started looking for juicy and tasty weed. What path should the hostess follow in order to meet her as soon as possible. "

Purpose: consolidation of the ability to assemble a whole from parts, the formation of attention.

Equipment: 13 postcards (the size of each postcard is 10 14 cm) with different subjects (and two of them should not be the same), each of which is cut into four equal parts. Several tables combined into one common table; a chair for each student.

Description: Obeying the rules of the game, all children must assemble whole postcards - "quartets" from the parts of those who "walk" in a circle among those who are playing. The winner is the one who collects the most "quartets".

Instruction: "Now we are going to play the game" Quartet ". In this game we will use postcards cut into 4 equal parts. All parts of the cards are mixed and distributed in a circle (5 parts for each player) so that the players do not see the picture. The rest of the pieces are stacked face down on the "round" for their further play. All players should carefully consider the received parts.

Priority is established among the players with the help of a counting rhyme. The first player shows everyone one part of the card. The rest of the players give the player who showed, if they have among their cards, all the cards - parts of the postcard to the 1st one, which was shown by the 1st player. If none of the players have any parts of the postcard to the one shown at the moment, then the next one takes one card from the pile of "knights". And if the taken card turned out to be the 4th to the three available parts of one postcard, the next one forms a "quartet" - a whole postcard.

In case of receiving a "quartet", the player has the right to an additional move. Otherwise, the next player shows his part of the postcard to all the players. The game continues until there is nothing left at stake, and all the cards are not formed from the parts of the cards. The winner is the one who collects the most "quartets". Before starting the game, consider all the whole "quartets". Let's start playing. "

Note. The game takes place in the order of the established sequence. All parts of the postcard are given to the player who showed one of the parts, even if there are 3 of them, without hiding. The player who has collected a "quartet" - a whole postcard, has the right to an additional move. The teacher plays with the children and supervises the implementation of the rules.

Find a shadow

Equipment: drawing depicting the figure and the shadow cast by it.

Description. The student is offered a drawing depicting a snowman and its four shadows; knight and his three shadows.

Instruction: “Look at this drawing carefully. It depicts a knight and his shadows. It is necessary to find his real one among these shadows ”.

Compare, name, count

Purpose: development of observation.

Equipment: drawing - fish in the aquarium.

Description. The student is offered a drawing that depicts an aquarium with fish. You need to find two identical fish.

Instruction: “Look at this picture carefully. It depicts an aquarium with fish, two of which are the same. Find them, show them and give an explanation. "

Find two identical animals

Purpose: the development of voluntary attention.

Equipment: drawing depicting animals (mice, roosters, giraffes, elephants).

Description. The student is asked to find two identical animals in the picture.

Instruction: “Look carefully at the drawing. It depicts mice (roosters, giraffes, elephants). It is necessary to find the same among all mice. "

Purpose: the development of voluntary attention.

Equipment: 48 tokens with the image of objects (animals, birds) and 6 cards with the image of the same objects.

Description. The cards are handed out to all participants. The presenter, taking out one chip from the bag, names the object (animal, bird) depicted on the chip. The player, who has this object on the card, takes a token and covers the corresponding cell of the card with it. The winner is the one who is the first to cover all the cells of his card.

Instruction: "Now we are going to play Lotto." Sit at a large common table, wherever you want. I will give each of you one card, which depicts familiar objects (animals, birds). I will be leading. Be careful. From the bag I will take out one token, on which one of the objects is depicted, and name it. Which of you will have on the card exactly the same object as shown on the counter, I must say: "I have." In this case, I will give him this chip, which will need to close the cell on my card with the same image. This is how we will play until one of you closes all the squares-pictures of your card first. He will be the winner. "

Note. At the first stage of the game, the teacher is the leader; in the future, the student can take the role of the leader.

Name the subject

Purpose: the development of the integrity of perception, the formation of the ability to classify, to include parts into a whole, to concentrate attention.

Equipment: drawings with a disguised image of objects (toys, fruits, dishes, vegetables).

Description. The student is offered a drawing with a disguised image of objects. It is necessary to see and show each of the items separately.

Instruction: “Look closely at this unusual drawing. It depicts objects in disguise. It is necessary to see and show each item separately. Proceed with the assignment. "

Note. At the first stage of the work, it is advisable to invite the student to guide along the contour of each object with a pointer. In the future, when the child has mastered the task with the pointer, you can invite him to follow the contour of the object with his eyes.

Who is flying?

Purpose: the formation of attention, the development of the ability to highlight the main, essential features of objects.

Equipment: list of item names.

Description. The student must respond and perform movements in accordance with the teacher's words.

Instruction: “Attention! Now we will find out who (what) can fly and who (what) cannot. I will ask, and you answer right away. If I name something or someone who can fly, for example a dragonfly, answer: "It flies" - and show how it does it - spread your arms to the sides, like wings. If I ask you: "Does the piglet fly?", Be silent and do not raise your hands. "

Note. List: eagle, snake, sofa, butterfly, May beetle, chair, ram, swallow, plane, tree, seagull, house, sparrow, ant, mosquito, boat, iron, fly, table, dog, helicopter, carpet ...

The game can be played with one child or with a group of children.

Edible - inedible

Purpose: the formation of attention, familiarity with the properties of objects.

Equipment: ball, chalk.

Description. Depending on the named object (edible or not), the student must catch or hit the ball thrown to him by the teacher.

Instruction: “Now we will play. I will name objects (like apple, chair, etc.). If the named item is edible, then you must catch the thrown ball and move forward one square, drawn in chalk. If the named object is inedible, then you must hit the thrown ball, and then move forward one square. If an incorrect answer is given (the ball is not caught, although the object is edible, or is caught, although the object is inedible), then the player remains in the same class. The child who first comes to the last grade becomes the leader. "

Note. If you play with two or three children, then classes can be drawn up to 10, and if you play with four or five children, then you need to draw 5-6 grades.

Examples of the names of objects for the game: ball, orange, window, cheese, doll, onion, book, pie, cutlet, house, soap, cake, bun, tomato, cucumber, scissors, etc.

Work program for the development of memory and attention.

Compiled by the teacher - psychologist Sorina Natalia Alexandrovna.

The proposed program contributes to the correct implementation of the correction of intellectual development and allows children to develop thinking, attention, memory, perception, and imagination in the course of playing tasks.

Target:
the formation of cognitive processes (perception, attention, memory, thinking) in older preschool children, as an indicator of psychological readiness for schooling.
Memory is the basis for the development of all mental processes, and no one will argue with this. In order to come up with something, analyze, perceive and process information, the child has to use memory - remember images, names, remember the sequence or instructions of an adult. The less developed the memory, the more time and effort the child takes to perform any action, therefore, the interest quickly disappears.
Memory training is inextricably linked with the development of attention. In order to remember something, you need to look carefully. Therefore, many games for the development of memory, contribute to the development of attention and vice versa.

"Pictures" A game familiar to everyone, during which the child is asked to remember a series of pictures. After the child has memorized, the pictures are removed and asked to name what was drawn in the pictures (recall that we need object pictures). Children 4-5 years old are offered 5-6 pictures for memorization. By school, the child must reproduce from memory at least 9. This is how we train operational, short-term memory. In order to turn on the delayed memory mechanism, ask the child to remember the pictures after 15–20 minutes.

"In a whisper."
A game to develop auditory attention. Children choose a driver using a counting rhyme. The driver turns away, and the children agree on what word they will utter in a whisper all together. If the driver guesses this word, then he changes.
"Answer quickly."
Children stand in a circle. The host names a color and throws the ball to one of the players. The one who caught him must name the object of that color. The main thing is to call quickly. The person who catches the ball must now name the color and throw the ball to the next participant.

"Repeat pattern" The game promotes the development of the ability to remember the location of objects on the sheet. You can invite the child to lay out the pattern according to the sample, and then ask him to remember and repeat the pattern from memory.

"Find differences".
Number of players: 2, 4 or 6 people.
The players are in pairs. Give each player a close look at their partner, then both players turn their backs to each other and make a few minor changes to their appearance: hair, facial expressions, clothing, anything that can be seen.
When everything is ready, they turn to face each other again and try to find the difference.
Repeat the game several times, changing partners and increasing the number of differences.

"Magic word".
Number of players: 1 - 6 people.
The presenter demonstrates various movements and addresses the players with the words: "Raise your hands, sit down, stand up, stand on your toes, walk in place," etc.
The players repeat the movements only if the presenter adds the word "please".
Whoever makes a mistake leaves the game, and then performs some task (sings, reads poetry).

"Three movements".
A game to develop attention. The facilitator shows the children three movements and asks them to remember them. First, the arms are bent at the elbows. Second, arms are extended forward at chest level. Third - hands are raised up. Children repeat these movements several times, while memorizing their serial numbers.
Now the presenter shows one movement, and the number calls another to confuse the children. If the movement does not match the number, children should not show it. The most attentive wins.

Snowball
Number of players: 6-10 people.
Players stand in a circle. The first player says his word.
The player to his right calls the first player's word and adds his own to it.
The game continues from player to player until the last participant has listed the words of the entire group.

"Pay attention".

Learn the conditioned signals before starting the game. With the word "bunnies" children should jump, with the word "herons" - stand on one leg, and with the word "horses" - stop and knock with one foot on the floor.
Now ask the children to walk in a circle. The presenter names command words at different intervals and in different order, and the children follow them.
You can expand the set of commands at the discretion of the adult.

"What is missing"
Number of players: 1-6 people.
Inventory: several toys.Place several toys in front of the child for one minute, preferably a little, 4-5.
Ask him to turn away and put away one toy.
When the child turns around, ask him which one is missing.

"Find a toy"
Ask your child to find a toy that matches your description. At the same time, when describing an object, do not name it. For example: “Bring me something round, rubber, blue, something that jumps if you hit it with your hand” (ball).

Psychodiagnostics of the attention properties of children with disabilities should be aimed at both a detailed study of the development of natural or involuntary cognitive processes, and at the timely detection and accurate description of voluntary cognitive actions and reactions.

For the development and correction of the attention of children with, a program was developed, based on the work of L.I. Malashinskaya, and A.A. Osipova. Due to the peculiarities of children, the program is designed for 12 lessons, which take place 5 times a week, the lesson lasts 20-30 minutes. Classes on the development of attention are conducted both in individual and subgroup form (a subgroup consists of 3 - 4 people)

Program for the development and correction of attention.

Purpose: development of the properties of attention (stability, switchability, distribution, concentration and volume).

Development of voluntary attention, its stability, concentration, switching, volume, distribution;

Development of sensory, auditory, motor - motor attention;

Correction of the basic properties of attention, stability, concentration, distribution, volume, concentration;

Increased cognitive interest;

Increasing the motivation for achieving success and reducing the motivation for avoiding failure, developing self-esteem

The structure of the lesson includes:

I... Introductory part (Warm up.)

The goal is to set the child up for positive work.

exercises for switching attention: "trickle"

Development of active attention: "Look at your hands", "Listen to the command"

Development of observation, attention "In the store of mirrors"

II... Main part:

Purpose: correction of the main types and properties of memory.

1. Development of active attention: "Listen to sounds", "Look at your hands", "Listen to the command"

2. Development of auditory attention: "The four elements", "What is heard", "Spoiled phone", "Who was named and catch", "Recognize by voice"

3. Development of sensory attention: "Find two identical objects", "In the store of mirrors", "Eliminate unnecessary."

4. Development of motor-motor attention: "Who flies", "Owl - Owl", "To new places."

5. Development of arbitrariness of attention: "Find all the differences", "Find a path", "Laying out the proposed pattern of sticks"

6. Development of the speed of attention: "Who was named that and catch", "Find five differences."

7. Development of concentration of attention: "Who was the hunter scared of?"

8. Development of switching attention: "Find five differences"

9. Development of sustainability of attention: "The cow Manya and her mistress".

10. Development of attention span: "Find two identical objects", "Who was the hunter scared of?"

III... Final part:

Reflection of the lesson.

Lesson number 1

Tasks: set up for work; development of active attention; development of sensory attention, attention span; development of motor - motor attention.

Introductory part... (warm-up)

The game "Stream"

Main part.

1. The game "listen to the sounds",

goal: Development of active attention

Equipment: Recording with high and low sounds

2. Task "Find two identical objects"

Purpose: Development of sensory attention, attention span.

3. The game "Who flies?"

Goal: development of motor - motor attention

Equipment: List of item names

The final.(reflection)

Adik Levin
Doctor of Medical Sciences with over 50 years of experience. Head of the neonatal department of the Tallinn Children's Hospital (1979-2004). In recent years, he has been working on individual diet programs. Author of numerous books and scientific papers, honorary doctor and professor of many hospitals and universities.

Biologically active food supplements: benefits

Angelica Kuznetsova,
specialist and consultant in professional sports and dietary nutrition and nutritional supplements, certified in Switzerland. He studies sports and clinical nutrition and dietetics in depth.

Nutritional expert Angelica Kuznetsova, a professional sports specialist, reveals the behind-the-scenes of food supplements. “High-quality vitamins and minerals should be available not only to elite athletes, but also to anyone who cares about their own health,” she says.

Psychological assistance to preschool children with disabilities

1. Psychological support for preschoolers with hearing impairments

Hearing impairment is a special pathology that significantly complicates or makes impossible speech development. Lack of correction in preschool age is fraught with developmental delay or even mental retardation, which are formed as a result of the loss of the so-called higher component of the psyche. The longer the speechless period of the child's development was, the more intensive the corrective measures should be.
Recently, there has been a growing interest in cochlear implantation - a new method of hearing aids, which makes it possible for even a completely deaf child to perceive sounds. However, even if the implantation was made in the sensitive period of speech development or before it, the need for psychological support does not disappear. There is also a fairly large group of children for whom this method is contraindicated: children with somatic diseases, organic syndrome, etc.
The level of development of a child of this category and the peculiarities of his accompaniment in a preschool educational organization depend on the preserved speech resources.

How to understand and correct the causes of bad behavior in children. Force Analysis Matrix

Anastasia Dergunova,
teacher-psychologist MADOU kindergarten "Joy" of combined type, Nizhny Tagil, Sverdlovsk region

The article presents a method that will help to correct the undesirable behavior of the child and relationships in the children's team. It will help the educational psychologist develop a professional approach to the analysis of practice cases and their solution. To do this, you need to draw up a table - "Matrix of force analysis of the problem."

To solve a problem that has arisen in a group, you need to indicate the reasons for its occurrence, resources, the balance of power. The force analysis matrix will help to see the situation comprehensively, from different angles, to focus on the child's resource capabilities and to minimize the impact of negative factors.

Thematic plan of game trainings that will prepare children for reading and writing

Oksana Ignatieva, teacher-psychologist of the preschool structural unit of the State Budgetary Educational Institution "School No. 1987"

The article contains a thematic plan of play lessons for the preparatory group of a kindergarten in order to prepare children 6-7 years old for school.

To form phonetic and graphomotor skills in children, conduct a set of activities in the form of game training. The thematic lesson plan was drawn up according to the author's program "Travel to the country of Soundland". It will prepare preschoolers for reading and writing.