Methodical materials on the development of intellectual abilities of children. "Touch and intellectual training" Academy of intelligent guys
Exercises for the development of intellectual abilities
The development of thinking, logic, memory, attention, observation, perception, verbal and non-verbal intelligence. Burim, Limericks, riddles as a means of intellectual development. Logic tasks are given, questions on the development of logic. Exercise-workout in the group training procedure. The procedure of group psychological training. Participants play the game: if they are "Multi-Fools" and want to cure from it. The procedure of group psychological training. Participants are shown for a short time a table with 25 letters, then the words from these letters should be made. The procedure of group psychological training. Participants find analogies in unrelated things. Exercise is aimed at developing wit and generally intelligence. The exercise will help to disclose intellectual abilities, to actualize the hidden potential and develop wit. Development of skills and habits to compare various objects with each other, phenomena. The exercise will allow several developing intelligence due to an increase in the subject of thought. Exercise is intended for individual use. It will help to learn how to make a verbal portrait, quickly memorize the appearance of other people, their characteristic features. Developing visual memory. Not just to think without Mata. But it is necessary if there is a desire to increase your intelligence. The procedure of group psychological training. Directed on the disclosure of intellectual abilities. The procedure of group psychological training. Participants remember various postures. The procedure of group psychological training. Participants come up with hieroglyphs, write their thoughts. The procedure of group psychological training. Participants are looking for an excess four-digit number. The procedure of group psychological training. Directed on the development of observation and visual memory. The exercise will help increase its intellectual level due to the development of combinatorial abilities. It never hurts to look at the world through the eyes of a fool: on the one hand it will increase your respect for your own intellect, to its achievements on the intellectual field, and on the other hand, it can contribute to the expansion of your worldview, finding new, useful truths in a wide variety of areas of knowledge! The procedure of group psychological training. Participants are trained in abstraction-concretization. Exercise on the development of observation, the ability to quickly evaluate the personal qualities of other people. The exercise is intended for the development of conceptual thinking and in general intelligence. The procedure of group psychological training. Participants are trying to remember the algorithm for performing actions with numbers. The procedure of group psychological training. Participants offer many interpretations of the same story. A small exercise will help extremely effectively develop thinking flexibility. The exercise will help develop intellectual abilities through the disclosure of analytical abilities. Exercise develops observation, intellectual abilities. The procedure of group psychological training. It can be used both in the trainings of intelligence and as an intellectual warm-up of other trainings. Participants pick up rhymes. Exercise will help develop observation, the ability to understand people, understand their problems. The procedure of group psychological training. Each participant receives secret instructions on how to behave; Others should guess. Exercise is aimed at the development of observation. A known exercise aimed at the development of intellectual flexibility. The procedure of group psychological training. Participants solve anagrammas: not only letters, but also words are confused. The procedure of group psychological training. The exercise is aimed at disclosing intellectual abilities, the development of the ability to understand people. The procedure of group psychological training aimed at the development of intellectual abilities. Develops the ability to think logical, judicially. The procedure of group psychological training. Participants come up with supersyl. Exercise is aimed at developing thinking fluency. Group intellectual training procedure. Participants derive different fun conclusions from a given axiom, that "all relative". The procedure of group or individual intelligent training. Participants suggest order in the words of proverbs. The procedure of group psychological training. Participants compete with each other - who will come up with the longest hiatus (a series of vowels in a meaningful sentence). The procedure of group psychological training. Participants represent themselves with chess pieces. The procedure of group psychological training aimed at the development of intellectual abilities. Well suited to break the group, dating participants among themselves (to start training). It is necessary to leave only those words that indicate something similar objects, and one word is "superfluous", which does not have this sign, to exclude. The procedure of group psychological training. Participants are divided into 2-3 teams, collectively consider in the mind. Intellectual liberation. Exercises aimed at developing memory through the expansion of the amount of memory, mastering special memorization and recall. Several exercise on the development of memory among the goods. The development of arbitrariness, as well as certain characteristics of attention. Development of imagination, fantasy. Development of analytical combinatorial abilities. No one will be superfluous to develop your imagination. Good imagination allows our memory to work better and efficiently, and is also a reliable support of our thinking, allowing you to operate with complex images. One of the ways to develop imagination - with the help of poetry. Changes in familiar temporal connections. Changes in the usual spatial links. Changes in the usual community bonds. Several games for the development of visual memory. The main thing in the development of visual-shaped thinking is to teach creating new images, to liberate fantasy. This exercise, or rather the cycle of exercises, is intended for the development of speeding skills. Several games for the development of tactile memory. Several verbal games. Development of verbal intelligence. Development of verbal intelligence. This technique will help in developing original ideas, unexpected solutions to the problem. Designed for uncertain situations in which all possible ways to solve the problem are not clear. Exercises aimed at the development of high-quality perception. Development of verbal intelligence. Mastering mnemotechnical reception. Development of attention and memory in the process of group training. Exercise is intended for the development of memory, verbal intelligence. Development of intelligence in group training. Development of verbal fluency. The formation of the ability to operate with words, to accurately express thoughts. Verbal fluency. Development of verbal intelligence. Development of verbal intelligence. Development of conceptual thinking. Development of associative thinking. Development of intuitive perception of the probability of events, tactical abilities. Development of verbal intelligence: restoration of word order in proverbs. Development of attention concentration. Development of attention concentration. Development of conceptual thinking. Development of logical thinking. The procedure of group psychological training. Participants come up with a verbal description of the monster. Development of the concentration of attention, imagination. Development of verbal intelligence, imagination. Development of verbal fluency. It is necessary to generate and limit concepts. Development of conceptual thinking. Development of verbal fluency. Development of criticality of thinking, attention, sense of language. Development of conceptual thinking. Development of attention, sense of language. Development. Development of imagination. The task is directed to the breadth of thinking, comprehensive analysis. Development of verbal intelligence. Development of verbal fluency. Development of verbal intelligence. Development of verbal fluency. Development of verbal intelligence. Development of verbal intelligence. Development of verbal intelligence. Intellectual liberation. Development of logical thinking. Formation of installation on a comprehensive analysis of the situation. The task disciplines and deepens the thinking. Development of verbal fluency.Send your good work in the knowledge base is simple. Use the form below
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Exercises for the development of logic:
1. Will it approval logical?
Time: 10 min
1. All metals conduct electricity. Mercury - metal. Consequently, mercury carries out electricity.
2. All Arabs are dark. Ahmed Muckl. Consequently, Ahmed - Arab.
3. Some capitalist countries - NATO member. Japan is a capitalist country. Consequently, Japan is a member of NATO.
4. All graduates of the Medical Institute receive a diploma. Ivanov received a diploma. Consequently, Ivanov is a graduate of the Medical Institute.
6. Fraudes are involved in criminal liability. L. Fraud was not engaged. Consequently, L. is not prosecuted.
7. All high school students study logic. Smirnov studies logic. Consequently, Smirnov is a high school listener.
8. Some CPI students are former military personnel. Petrov - Student KPI. Consequently, Petrov is a former soldier.
9. All collective farms of the Kiev region fulfilled a plan for bunching. The collective farm "Sunrise" is not a collective farm of the Kiev region. Consequently, the collective farm "Sunrise" did not fulfill the plan of bunching.
10. Some employees of the 2nd management are lawyers. Fomin is a lawyer. Consequently, he is an employee of the 2nd control.
11. All citizens of Ukraine have the right to work. Ivanov - a citizen of Ukraine. Consequently, Ivanov has the right to work.
12. All metals are flowing. Gold - metal. Consequently, gold - goes.
13. All the indigenous people of Congo are blacks. Mohammed - Negro. Consequently, Mohammed is a resident of the Congo.
14. All students of Kiev University are studying the history of Ukraine. N. studies the history of Ukraine. Consequently, N.- Student of Kiev University.
15. When it rains, roofs are wet houses. Roofs houses are wet. Consequently, it rains.16. Some capitalists seek to unleash the war. N. Russell - Capitalist. Consequently, N. Russell seeks to unleash the war.
17. All students of the 3rd course fulfilled the course work. B. Performed course work. Consequently, V. - Student of the 3rd Course.
18. All Democrats oppose the war. B. Jones opposes war. Consequently, B. Jones - Democrat.
19. Some capitalist countries are part of the common market. Austria is a capitalist country. Consequently, Austria is part of the common market.
20. All students are 3- "b" class - excellent students. Petya Smirnov is an excellent student. Consequently, Petya Smirnov is a student of the third "b" class.
2. Unnecessary words
Time: 3 min
Take words:
1) Sparrow, Drozd, Oriole, Eagle;
2) turner, loader, excavator, artist, carpenter;
3) Sunflower, dandelion, butter, humus, sun.
4) bag, sacrum, case, stretcher, portfolio;
5) Airplane, cart, bus, steam locomotive, taxi.
6) Hand, nose, finger, apple, head.
What words are superfluous in these rows?
4.Phoysk analogy
Time: 10 min
It is called any object or phenomenon, for example "helicopter". It is necessary to write as many analogs as possible, i.e. Other items similar to it for various essential features. These analogues should also be systematized, depending on which the property of the specified item is chosen. For example, "Bird", "Butterfly" (fly and sit), "Bus", "Train" (vehicles), "Corkscrew" and "Helicopter" (important details are rotating) may be called. The one who called the greatest number of groups of analogues is defeated.
The job is directed to the selection of properties, the ability to classify on features.
5. More than link
Time: 10 min
Insert a word that would mean the same as the word standing on the left and to the right of the points.
Battle ... Rugan.
Animal ... tenderness.
Bench ... Shop.
Card game ... Rod with carvings.
Chemical element ... Forest.
Rotating rod ... mound.
Mature ... flaw.
Metal ... leather.
Fish ... weapon.
Large sieve ... noise.
Spring ... Lock.
Fish ... tool.
Bay ... part of the Earth.
Young branch ... self-consuming care.
Finger bone ... spider-shaped.
Fish ... inclined surface.
Preposition ... belt zlovy.
Dog ... price list.
Prank ... disease.
Position ... Abstinence from food.
Answers:branj, caressing, shop, screw, boron, tree, marriage, chrome, sword, rumble, key, saw, lip, escape, phalanx, skate, occasion, dachshund, leprosy, post.
Part of the weapon ... Commerce.
Means of communication ... part of the oral cavity.
Whipped sticking vikhor ... cook.
Part of speech ... Local talk.
Writing table with retractable lid and drawers ... Institution, office.
The sleeve with capsule, the charge of gunpowder and bullet or fraction ... the owner in relation to the subordinate.
Place of open development of minerals ... Run horse.
A pointed stick ... an old measure of arable land.
A tube with a shutter for the release of liquid or gas ... Lifting mechanism.
Conditional sign of musical sound ... official, written appeal
governments.
The appearance ... icon.
Wide street ... program, plan.
Substance ... Mystery.
Award ... Organization with a specific charter.
Ancient river ship ... Tool.
Chemical element ... Big boiler.
Feel ... outdated adverb.
Running horses ... Animal.
Group of people ... Tazik.
Product ... Secret Agent.
Dance ... Running horses.
House ... Bird.
Answers:shop, Language, Kok, Confront, Bureau, Cartridge, Quarry, Count, Crane, Mail, Image, Avenue, Secret, Order, String, Titan, Passion, Lynx, Shaka, Spike, Gallop, Shchur.
6.Poisk connecting links
Time: 10 min
Two subjects are set, for example, "shovel" and "car". It is necessary to name items that are "transitional bridge" from the first to the second. Called items must have a clear logical connection with both specified objects. For example, in this case, it can be an "excavator" (similar to a shovel by function, and with a car enters one group - vehicles), "worker" (it is digging the shovel and at the same time is the owner of the car). It is allowed to use two or three connecting links ("shovel" - "car" - "trailer" - "car"). Special attention is paid to a clear justification and disclosure of the content of each connection between the adjacent elements of the chain. The winner is the one who gave more argued solutions.
Exercises for the development of convergent thinking:
1. Celebrated letters
Time: 5 min
There are words in which the order of letters intentionally confused. Which one is more superfluous: Rosip, Jewel, Nanba, Solam, Club?
2. Alphabet
Time: 5 min
Make words from all alphabet letters so that no letter does not happen. For instance:
1) Congress, cake, Heron, howl, yuft, chic, puned, erg, chub;
2) endgame, mattress, borsch, workshop, hoad, owl, ah.
3.Number and difference
Time: 15 min
Students are invited to compare various items and concepts. For younger schoolchildren, this is a comparison of well-known items: milk and water, a cow and a horse, a plane and a train, and their image can be used. For older children, concepts may be more difficult: painting and photography, morning and evening, stubbornness and perseverance. Note the total number of correct answers, the number of errors (comparison on different bases), the ratio of marked signs of similarities and differences, prevailing signs (external, functional, class - generic relationships, etc.). Wins the one who offered more grounds for comparison or one who called the sign last.
4. Charger
Time: 5 min
Make the chains of words that allow (by changing every time one letter) to move from the initial word to the specified end. For example, as a word fiveto do seven:
five - Path - Essence - Network - Seven.
Or shield to remake in the sword: Shield - Kit - Cat - Pot - Mall - Mel - Sword.
From the toad - Fish: Toad - Slave - Fish. From Crows - Cow: Crow - Crown - Cow. From the day - Night: Day - Sen - Sel - Sol - Zero - Night.
And now, try to build such rows of words: Cancer - Kit, Bridge - River, Mushroom - Dwarf, Spider - Fly, Wolf - Tiger. Remember, the shorter the chain of words, the more interesting. You can turn it into a game where the participants are two or more.
5. Required sea residents
Time: 5 min
Call 3 representatives of marine animals with one common, characteristic of only them, to a tool for protection against enemies. What are they called and what is this weapon, which makes them dangerous even for a person?
Answer: Skat, electric catfish and electric eel, which has the ability to produce electricity in their body.
6. How old is?
Time: 10 min
Ivan, Peter, Semyon and their wives Olga, Irina and Anna to all together 151 years old. And every husband is older than his wife for 5 years.
Ivan for 1 year older Irina; Olga and Ivan together for 48 years, and Semyon and Olga together for 52 years.
It is proposed to find out with whom each of them is married and how many years.
Answer: Seven 30 and Irina 25; Ivan 26 and Anna 21; Peter 27 and Olga 22.
Exercises for the development of divergent thinking:
1. Snight com
Time: 5 min
Carefully look at the next series of words: Hell - Lad - Casket - Boat - a deck - chocolate.
Six nouns of nominal, taken in its original form. Each subsequent consists of the same letters as the previous one, plus another letter. And the order inside the word does not matter. Here are some more such chains of words:
1) PA - Pat - Drapp - Tapir - Party - Therapy - a trapezium.
2) Ar - Couples - Rope - Nerpe - Perina - Warring - Perelin.
3) AC - Sat - Skat - Taxi - Natisk - ASTENIK - Skiding - Synthetic - Antiseptic
Come up with several of your chains.
2. Value Squares.
Time: 5 min
There is an old game with words. It is necessary to enter different words in the square cells (3x3 or 4x4) so \u200b\u200bthat they can be read and horizontally and horizontally. Make up your verbal squares.
3. Search for opposing items
Time: 5 min
It is called any subject, for example, "House". It is necessary to name as many other items opposite to this. At the same time, it is necessary to focus on various signs of the subject and systematize its opposites (antipodes) by groups. For example, in this case, it may be called "Sarai" (the opposite of the size and degree of comfort): "field" (open or closed space), "station" (someone else's or its premises), etc. The one who pointed out the largest number of groups of opposite items is clearly arguing answers.
The task is directed to compare items, search for the properties of the subject.
4. Suiting proposals
Time: 10 min
At raid three words are taken, not related by meaning, for example, "Lake", "Pencil" and "Bear". It is necessary to make as many sentences as possible, which would necessarily include these three words (you can change their case and use other words). The answers may be banal ("Bear missed a pencil lake"), difficult, with exit outside the situation, marked with three words, and the introduction of new facilities ("The boy took a pencil and drew a bear bathing in the lake"), and creative, including these Items in non-standard connections ("The boy, thin as a pencil, stood near the lake, which was roaring like a bear").
In this game, as in others, it is important to establish, and players find the "golden" middle between the number and quality of answers. It is necessary, on the one hand, to stimulate a large number of any diverse answers, and on the other - to encourage original, creative answers.
The prerequisite for the effectiveness of these games is a comparison and discussion by players of all the suggested answers and the deployed justification, why did they like it or another answer or did not like it.
This task is aimed at establishing links, generalization, creating holistic images.
5.Poysk connecting links
Time: 10 min
Two subjects are set, for example, "shovel" and "car". It is necessary to name items that are "transitional bridge" from the first to the second. Called items must have a clear logical connection with both specified objects. For example, in this case, it can be an "excavator" (similar to a shovel by function, and with a car enters one group - vehicles), "worker" (it is digging the shovel and at the same time is the owner of the car). It is allowed to use two or three connecting links ("shovel" - "car" - "trailer" - "car"). Special attention is paid to a clear justification and disclosure of the content of each connection between the adjacent elements of the chain. The winner is the one who gave more argued solutions.
The task makes it easy to install links between objects and phenomena.
6. Possible causes
Time: 10 min
Any unusual situation is described, for example: "Returning from the store, you found that the door of your apartment is open." It is necessary to call as soon as possible more reasons for this fact, its explanations possible. The reasons may be banal ("I forgot to close the door", "the thieves climbed"), but you should not discard and unlikely ("Martian's arrival"). Wins the one who called more diverse reasons.
The task is directed to the breadth of thinking, comprehensive analysis.
Exercises for the development of thinking flexibility:
Time: 15 min
I. Changing familiar temporal connections
1. Receive the submission of one phenomenon from the other in a temporary series familiar to the person (for example, to present Thunder without lightning, etc. and describe what it means - "Shot").
2. Receive the replacement of the usual temporary order to the exact opposite (reverse, for example, thunder - lightning).
3. Reception of rare reduction of time intervals between some events (for example, cut the period from birth to death to one day and compose the plot of this day, describe the Dialogue of Aristotle and Newton, the person of the present and the person of the future).
4. Acceptance of moving along the entire time axis of the existence of a certain object (for example, TV is its role in the present, a change in the future, prototypes in the past).
II. Changing the usual spatial links
1. Receive the replacement of familiar spatial links to unusual (for example, a car - on / under the road).
2. Reception of the combination of various objects, usually disconnected in space (bladeing - fountain pen, berry - picture, etc.).
3. Reception of separation of usually related facts (fish without water, store without money).
III. Changing the usual community relationships
1. Receiving a logical subtraction from the objects of the core (from objects "Earth" and "Ball" is logically deducted by the sign "Roundion" - a flat land and what happens on it).
2. Acceptance of increasing communication links (or action) between initially heterogeneous objects. It takes to bring them to mutual, find the ways of rapprochement: "Rain" and "Rocket" - fall on the ground; Dispatch water on oxygen and hydrogen -\u003e Fuel for rocket.
3. Receive the replacement of the usual relationship to directly opposite (for example: smoke is more useful than clean air).
IV. Changing the usual bonds of conversion of action
1. Receive an object of action: imprisonment of the object of the ability to produce familiar actions, transformations (a car that does not transport anything, a cargo that does not weigh anything, the food that is not saturated).
2. Receiving a certain result without the usual source of action (the house is built without builders, a concert without artists).
3. Receive the blocking of the "expected result in the usual structure of action" (the machine is transporting a person, but it remains in the same place).
4. Reception of changes to the usual direction of action (smoke is poisonous for a person, a person is poisonous for smoke or a cold hiding from a person).
5. Strengthening some properties of an object in an unlimited number of times to unusual scale (a bus that transports not 50, and 100,000 people).
6. Reception of changes in the main property of an object in the direction of strengthening or weakening (a house - tent - shala - awning).
7. Acceptance of plots based on pre-selected objects: A group of related subjects is taken, the roles are distributed to the participants who should play the plot to express their capabilities as much as possible (aircraft, passenger, stewardess).
8. Receiving the formation of new objects from those already existing (build a new synthetic object).
Exercises for the development of perception:
1. Telegram
Time: 3 min
In telegrams there are often such letters: ZPT, PCH, EHF. So abbreviated comma, dot, quotes. Reception that is used here - skipping vowels.
In the phrases given below, letters are also missed. Enter them into the text so that it becomes clear:
CCC PGNs s mskey. Zila Dn t Brdl p LS. Chesty flowers zpch. TBK NSTPL n KLCHK. Sklk Zdz ChlvK. In KSMS PLTT CML. Khrshnk PRGLDCH to nm. PHM TK PLLLS? In VGN bl MNG LDY.
2. Cipher
Time: 3 min
If you take any suggestion, let's say, "Victor asked to return the book", and otherwise put the gaps in it, it will turn out a curious cipher: "In the ITER apochkind of orver books."
Encrypt this way a few sentences and ask the comrade to solve what is written.
3. "Read on the contrary"
Time: 3 min
Read the following suggestions: "Etya Dulbos is evicted"; Schal ivlales Ove? "" Amiz Langens and Yatyul Alshirp in Ishhan Yarc ";" Tsupy ADGESV Tedub Etnlos! ".
4. Missed letters
Time: 10 min
If some letter, let's say "L", would disappear from the Russian language of the alphabet, there could be a mass of unusual words, for example: Koba (flask), a step (cloak), a bar (cylinder), owl (word).
Determine which letter is missing in the following words, and read them correctly: the cat, way, sweats, Koido, Ing, Futow, Path, Kid.
Thus make a small story and ask you to "translate it into Russian."
Remove now not alone, but two letters from our alphabet. Determine what letters are removed in the following words, and read them correctly: OU, OU, OIDO, EZA, ADKY, ATA, ILECH, IT, PAED, PENSHIK, KOMOBY.
Write another story from words with. Offer to translate His comrades with the condition who are faster.
5. What words are these?
Time: 5 min
Letters are missing:. Sam. Al, Ts.eto., L.St.a,. Block.,.,., Ig.a, k.ut,. Hosch, t .. .
6. Next letter
Time: 3 min
Each letter of the alphabet can be identified by the following letter for it, for example: a-b, b-in, in-g ...., ya. Word brotherit will look like this: in with b y. Relying on this principle, make up new cipher.
7. Find a ray.
Time: 5 min
But the cipher is more comprehensive: "You are Basud Yamo, Yasiros." "And Didogo, and Gasne, and Eroz Yomethi Nii, Nischi and SVTRs, the Command for Ryasmo ..."
8. Cities and rivers
Time: 5 min
Which of the cities and rivers encrypted here are in Asia.
Cities: Garap, Dirmad, eyelids.
Rivers: Esan, Mura, Nahuhe, OP, Fight, Brit, Zizemba.
9.Deschinter
Time: 5 min
Decipher the mysterious text: "LDAK in Tas Hacha's, then the vyi, the strength of TIDY AN GU. Paco An 1 Term."
10.Hos.
Time: 5 min
In the words that are given below, the letters are chaotic, as he wants. You need to read offers - confusion:
1. Ayon LBA, ACC Wetskot, Typiryb Demisod and Mrotov to Lemze.
2. But Ly Zebar Lyubua Hell Joinzor.
11.Sifters and letters
Time: 3 min
Before you one of the most difficult and at the same time one of the most simple ciphers, for example: the number 275 can be written as follows: chipboard.
Read the encrypted row: DATCHPSWDD.
Answer: The numbers are encrypted by the first letters of their names - now the letter row turns into numbers: 1,2,3,4,5,6,7,8,9,10.
Exercises for the development of attention:
1. "Minding" and "attentive"
Time: 15 min
Participants are divided into two groups: "interfering" and "attentive". "Attentive" is set up by leading around the perimeter of the hall to the center and receive distinctive signs (broken dressings, ties, etc.). They are given instructions:
"Your task is to portray, play, like an actor, enter the role of a person fully focused on some inner work and does not notice the surrounding (presenter shows the expression of a person's face with an empty, missing view). You must be born into this role and, standing with open eyes and without closing the ears, not to notice what others do. To make it easier for you to cope with the task, try brightly imagine that you are watching a fascinating movie or participate in a dangerous journey. Be consistent in your role: when the exercise is over (on the "Stop" command) and you will ask you, say and convince others that you really were absorbed by our thoughts and have not seen anything and did not hear anything. Clear? "Minding" will receive a task during the exercise. Ready? Started! "
Exercise lasts 5--15 minutes. During this time, leading together with the "interference" organize a series of provocative actions. They chant the slogans, appeals, play scenes, tell a jokes, insignize the end of classes and departure from the hall, depict animals, asking for "attentive" alms and so on. At the same time, the presenter ensures that the actions of the "interfering" are not too effective. He prohibits "attentive" to concern and in critical moments helps them to resist in their role. Then the "Stop" command follows and the discussion begins. Exercise should be used in the already established groups, where the atmosphere of creative enthusiasm reigns.
2. Using "My Favorite Fruit"
Time: 8 min
The exercise allows the leading to create a working attitude in the group, the development of the ability to long-term concentration is also developed.
Group members are presented in a circle. Calling himself by name, each participant calls his favorite fruit; The second is the name of the previous and his favorite fruit, its name and your favorite fruit; The third is the names of the two previous and names of their favorite fruits, and then their name and your favorite fruit, etc. The latter, therefore, should call the names and names of the favorite fruits of all members of the group.
3. My birthday book
Time: 10 min
Exercise develop memory, ability to long-term concentration.
The participants of the group, as in the previous version, are in turn call their names, but by their name each participant adds another date of his birthday. The second is the name of the previous one and the date of his birthday, your name and date of your birthday, the third - the names and birthdays of the two previous and your name and date of your birthday, etc. The latter, therefore, should call the names and dates of the birthdays of all members of the group.
4. Not touching "
Time: 5 min
Exercise on the development of concentration, allocation of attention
Tasks: Read out loud from 1 to 31, but the subject should not call numbers that include three or multiple three. Instead of these numbers, he must say: "I do not touch." For example: "One, two, do not touch, four, five, do not touch ..."
Sample correct account: 1, 2, -, 4, 5, -, 7, 8, -, 10, 11, -, -, 14, -, 16, 17, -, 19, 20, -, 22, -, -, 25, 26, -, 28, 29, -, - _ It is noted by numbers that cannot be pronounced).
5. Exercise "Observation"
Time: 10 min
Exercise on the development of visual attention. This game detects the bonds of attention and visual memory.
it is proposed to describe the courtyard in detail in detail, the path from one office in another is what they saw hundreds of times. Such descriptions are performed orally, and their one-lineups complement the missed parts.
Exercises for the development of imagination:
Time: 5 min
Poet V. Mayakovsky, like no other, loved the neologisms, which he himself adored to create:
"I love our plans gulp.Let's go, poet, we ridewhether Party - hand millional.But strange out of the sun rods. Dark sve trinity. Podugal"giant".
It is not difficult to see that the dedicated words happened from all the famous words: Humanwood - Gulp, Zarya - Slight, Million fingers - Millionnophala, Clear - Rush, Lead Night - Leader.
Take the roots from already known words, come up with a dozen new words one sample and make up proposals with them.
2. "Burim"
Time: 5 min
"Burim"(Translated from French) means poem usually comic about predetermined rhymes that cannot be rearranged or changed and which should be connected with meaningful text. This literary game emerged in France in HUU in. How do they play it?
Suppose the poem set the rhyme "Silence - Spring". Thinking a little, right now gives the two-deck:
Namig disappeared silence:
Spring went on the ground!
Or this:
All silent. Silence.
Where are you, tell me, spring?
Come up with your own Byrime on rhymes: "Rosa - Heaven"; "Dog - brought"; "Paints-fairy tales"; "Wind Motillas"; "At the river - deep"; "In the forest - I will bring", "sorcerers are not terrible", "cold - at the window."
3. Limerick
Time: 5 min
- Limerick- This is an English version of organized and legalized nonsense. Famous Limericks E.Lira. Here is one of them:
He lived yes there was an old male,
Visitory grandfather and hard,
On the deck he sat,
Frog Song Sel.
Empty old marsh.
According to this scheme (the first line is the choice of the hero, the second is an indication of its character line, manifested in action, the third and fourth is the action itself, the fifth is the choice of the final epithet that paroding the content of the image). Come up with your lyrics.
4. What is it?
Time: 10 min
Show your creative abilities. Come up with 3-5 different options for describing what is shown in the figure.
5. Cheudes Technicia
Time: 10 min
The presenter offers participants to imagine, as if the group is located at the exhibition of recent innovations of technology. Here are demonstrated by remarkable household items - tangible, but almost invisible. The presenter demonstratively turns in his pockets and "finds" boxes of matches. Then he makes several expressive movements, shifting the invisible boxes of one hand to another, opening and closing it. The lead ignites the non-existent match, transfers it to someone from the group. Then asks someone so that he will lit a super-modern match itself. All participants are involved in the game: someone sews a non-existent button to a transparent shirt, someone sharpens an invisible pencil, etc. Participants are guessing who does what.
Memory development exercises:
1. Exercise "The most attentive"
Time: 10 min
Exercise on the development of visual attention, memory.
Participants must get a semicircle and determine the leading. During a few seconds, it tries to remember the order of players. Then he turns away and calls the order in which comrades are standing. All players take turns should be visited on the site. It is worth awarding the applause of those who are not mistaken.
2. Exercise "Phone"
Time: 10 min
Exercise on the development of auditory attention, auditory memory.
The verbal message is transmitted in a whisper in a circle until it returns to the first player.
Fairy Tale "Bubble, Solominka and Lapo"
There were a bubble, straw and lap. They went to the forest firewood chop; They reached the river and do not know how to go through it. Laporn tells a bubble: "Bubble, let's throw on you?" "No," says the bubble, "let the straw thoughts from the shore ashore, and we will go through it!"
Solominka pulled out; Lapo went on her, she broke. The lap fell into the water, and the bubble began to laugh - laughed, laughed yes and burst!
3. Sign up a couple
Time: 10 min
Words are read. The subjects must try to remember them in pairs. Then only the first words of each pair are read, and the tests write the second.
MATERIAL:
1. hen- egg, scissors- cut horse- hay book- learn, butterfly- fly, brush- teeth, drum- Pioneer, snow- Winter, cock- shout, ink- notebook, cow- milk, locomotive- go, pear- compote, lamp- Evening.
2. bug- armchair, pen- water, glasses- error, bell- Memory, dove- Father, watering can- Tram, comb- Wind, boots- boiler, lock- Mother match- Sheep, grater- sea, sled- factory, a fish- fire, ax- Kisel.
4.Eeppercode
Time: 10 min
Close your eyes and imagine the appropriate pictures whose names will be pronounced.
1. Lion, attacker on antelope
2. Dog wagging tail
3. Fly in your soup
4. Almond cookies in the box
5. Lightning in the dark
6. Spot on your favorite clothes
7. Brilliant, sparkling in the sun
8. Cry of horror in the night
9. The joy of motherhood
10. Friend of money from your wallet
Now remember and write down the names of visualized pictures. If you remember more than 8 images, the exercise is successful.
5. Success for 40 seconds
Time: 3 min
For 40 seconds, try to remember the 20 words offered and their serial numbers. Close the text on a piece of paper write words with their sequence numbers.
1. Ukrainian 11. Oil
2. Economy 12. Paper
3. Porridge 13. Cake
4. Tattoo 14. Logic
5. Neutron 15. Standard
6. Love 16. verb
7. Scissors 17. Breakthrough
8. Conscience 18. Deserter
9. Clay 19. Candle
10. Dictionary 20. Cherry
Memorization productivity can be calculated by the formula:
The number of correctly reproduced words. 100 = %
Number of proposed words
6.Nerologist
Time: 3 min
The same can be done with numbers.
1. 43 6. 72 11. 37 16. 6
2. 57 7. 15 12. 18 17.78
3. 12 8. 44 13. 87 18. 61
4. 33 9. 96 14. 56 19. 83
5. 81 10. 7 15. 47 20. 73
7. Register in order
Time: 3 min
Consider 10 words. We need remembering words in the same order as they were presented.
The words:morning, silver, child, river, north, up, cabbage, glass, school, shoe.
8. Error
Time: 3 min
The ranks of numbers are read. You need to record the memorized numbers. After that, they again read the ranks of numbers and incorrectly reproduced in order and the size of the number are burned. The passage of the number in the row is not considered an error.
Numeric rows:
53 27 87 91 23 47
16 51 38 43 87 14 92
72 84 11 85 41 68 27 58
47 32 61 18 92 34 52 76 84
69 15 93 72 38 45 96 26 58 83
Exercises for the development of spatial thinking:
1.Anventime
Time: 10 min
Each of the participants is offered a topic for a small story. For example: "Theater", "Shop", "Traveling for the city". The resulting theme should reveal it, describing all the events relating to it "backwards" - as if the film was scrolled in the opposite direction.
2. Support in glass
Time: 3 min
Two glasses are filled with water. How to change the contents of glasses?
Answer: Use the third glass
3. Waterand kerosene
Time: 3 min
In the counteer there is water, in a saucepan - kerosene. How without using the third vessel, change the contents of the containers?
Answer: Turn around the decanter, dropping into a saucepan.
4. Department with matches
Time: 3 min
Build from 6 matches 4 triangles of the same value.
Answer: Figure is not flat, but volumetric.
5. Value figures
Time: 3 min
Change the figures in places, moving forward to one or after one place; It is impossible to return back. Start with triangles, only 8 moves.
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The goal of the course: Development and improvement of the Social Intelligence of the Head.
Course tasks:
- Training skills and contact skills.
Training in ethics of business interaction.
Training methods for predicting people's reaction in the specified circumstances.
Training methods for long-distance development in customer relations.
Help participants learn imperfeidant to assess the conflict situation.
Help participants to develop organizational abilities as much as possible.
Help participants in analyzing and choosing ways to solve social problems.
Location:the training hall is a great free space.
The training is designed for 1 working day, lasting 8 hours.
Acquaintance, providing general information on the topic of training, accepting the rules of training (20-25 minutes).
Social Intellect - The ability of a person to correctly understand their behavior and behavior of other people in society.
This ability is necessary for a person for effective interpersonal interaction and successful social adaptation. Social intelligence implements cognitive processes associated with the display of a person as a partner in communication and activities.
The problem of social intelligence and to increase its level of development acquires the managers of professionals to manage people and the team. The level of development of the social intelligence of the head largely determines the peculiarities of the interaction of a person in the group and the formation of the collective (teams). According to many researchers from the personality of the head, the adoption of successful management decisions, management efficiency, success of the organization depends.
The term "social intelligence" first used in the psychology E. Torndayk in 1920. He understood social Intellect As the ability to understand people, act or come wise about others. E. Torndayk considered social intelligence as a specific cognitive ability, which ensures successful interaction with people and considered the social intelligence as a type of general intelligence, without determining the relationship between him and other types of intelligence. The main function of social intelligence is in its prediction of behavior.
Ollport believed that social Intellect - This is the "social gift required for a thin equilibrium in behavior that provides smoothness in relations with people. In order to tactfully speak and act, it is necessary to predict the most likely reactions of another person. Therefore, social intelligence is associated with the ability to express fast, almost automatic, judgments About people. However, social intelligence is rather a ratio towards behavior than to operating concepts: its product is a social device, and not the depth of understanding. "
In this definition, social intelligence is considered as a property needed to successfully interact with people, which manifests itself in the ability to predict the behavior of another person.
J. Gilford in his concept Social Intellect - This is an integral intellectual ability that defines the success of communication and social adaptation. Social intelligence unites and regulates cognitive processes related to the reflection of social facilities (person as a partner in communication, groups of people). The processes, which form, include social sensitivity, social perception, social memory and social thinking.
Formed Social Intellect It acts as an indicative characteristic of a particular civilization, a particular type of culture and in this capacity can be characterized as a subjective factor in historical processes in relation to a collective subject of history.
Among the mains functions of social intelligence It is necessary to allocate:
- gnoseological (cognitive) - Here, social intelligence acts as a tool for the knowledge of reality, both natural and social;
accumulative - implemented in social memory mechanisms;
communicative- this is one of the most important functions of social intelligence, providing mutual understanding both inside collective intelligence and between "thinning groups";
management - In this hypostasis, social intelligence acts as the most important component of the social management mechanism;
regulatory-coordinating - through this function, regulation and coordination of social groups and team efforts are carried out in the process of achieving goals (including the coordination of integral thought processes): economic, political, social, etc.;
regulatory value - through this function, the presentation of social groups (and individuals) of socially significant norms and values \u200b\u200bwith which their activities relates;
prognostic - the purpose of this feature effective social forecasting and forecast;
heuristic - its implementation ensures the introduction of innovation into the life of society;
problem-constructive - in this case, social intelligence is represented as a means of analyzing and choosing ways to solve social problems;
socio-reflexive (identification)Through which the self-substitution of a specific social community is being implemented, its self-identification, rational understanding (intellectual development) of its interests;
the function of rationalizationwhose task is to identify (and separated from each other) rational and irrational in consciousness, activities, society, environment, etc. based on the type of rationality characteristic of this social community.
the function of social inheritanceproviding intellectual continuity in the spiritual life of generations.
Speak listen to each other - This means the need to look at the speaker and not to interrupt it. When someone finishes to speak, the next taking word can briefly repeat what has been said before, before proceeding to present his thoughts. To attract attention to the speaker, a subject (for example, a manual ball) can be used, which in the course of the discussion moves from hand to hand. When someone performs, everyone else keep silence.
Speak essentially - Sometimes participants are rejected from the topic under discussion. Instead of scolding the participant, the head of the discussion in this case can say: "I do not quite understand how this is due to our topic. Could you explain what is meant? "
Show respect - Openness in statements appears only when the participants digeant that we can disagree with someone's opinion, but it is unacceptable to express assessments regarding other people only on the basis of the thoughts expressed by them. Security compliance contributes to the following rules: do not criticize, do not condemn, do not interrupt; Feedback should be given only in a friendly manner.
Law "Zero Zero" (On punctuality) - all participants must be collected until the set time.
Confidentiality - What happens in the classroom remains between the participants.
Rule "Stop" -if a discussion Some personal experience of the participants becomes unpleasant or unsafe, he whose experience is discussed, can close the topic, saying "Stop".
Everyone speaks from himself, on his own behalf - The statements should be expressed in a personalized form. It is worth saying not "everyone thinks that ...", and "I think that ...", etc.
- Exercises aimed at meeting participants, group cohesion and tension
"Snowball": 10 min, arr. Communication 10 min.
Each participant in a circle calls consistently the names of everyone who has already introduced himself to him, the latter calls her name.
- "Three questions": 20-25 min, arr. Communication 15 min.
Stage 1. Participants are sitting in a common circle. Instructions: "Choose the most interesting person from the circle. Think what you would like to know about it. Write three questions for him. Try to be bright and interesting. "
Stage 2. Instruction: "There is an assumption that these questions will be interested to answer and their authors. Imagine, focusing on them as a story plan. "
Feedback is built around the question: "Was the atmosphere in a group after exercise?"
- "Star": 10-15 min, arr. Communication 15 min.
Stage 2. After time, all participants are going to the common circle and represent their partners as "stars", focusing on the most vivid positive qualities.
Feedback is built around the questions: "What did you feel when they were?", "What difficulties have experienced in the process of doing exercise?".
- "Greeting today": 15 min, arr. Communication 20 min.
Participants sitting in a common circle, express their wishes to date today. It should be short, preferably in one word. You throw the ball to those who address the wish and at the same time say it. The one who threw the ball, in turn, throws him to the following, expressing his wishes today. It is necessary to carefully ensure that the ball visits all.
Feedback is built around the question: "Was the atmosphere in a group after exercise?"
- "Our qualities": 15-20 min, arr. Communication 15 min.
Participants are sitting in a common circle and throw each other ball. Through calls the quality (positive or negative) of whom the ball flies. Catching throws him next if he agrees that this quality is inherent in him, or returns it back, if he does not know this quality.
Feedback is based on the discussion of the questions: "Who most often threw the ball and why?", "What qualities called more often: positive or negative?", "What are the cases of returning the ball?", "Learned about yourself and other something new ? ".
- "General Story": 10-15 minutes, Obr.Svyaz 15 minutes.
The game can continue not one circle, but it ends at the thoughts or logical completion of history.
Feedback is based on the discussion of the issues: "Did you like the resulting story?", "Is it possible that he is about our group?", "Which participants determined the main turns of the plot?", "How to evaluate your contribution to the creation of history (and in Group development?).
- "Let those ...": 10 minutes, arr. Communication 10 minutes.
Feedback is built around the question: "Was the atmosphere in a group after exercise?"
2. Exercise aimed at the formation of adequate reactions in various situations:playing the situation of cashless statements. 20-25 minutes, arr. Communication 15 minutes.
Each member of the group is proposed to demonstrate in a given situation with an uncertain, confident and aggressive type of responses. For each participant, only one situation is used. Situations can be proposed as follows:
- A friend is talking to you, and you want to leave.
Your friend gave you a meeting with an unfamiliar man without warning you.
People sitting from behind you in the cinema, prevent you with a loud conversation.
Your neighbor distracts you from an interesting performance, asking stupid in your opinion, questions.
The teacher says that your hairstyle does not correspond to the appearance of the student.
A friend asks to lend you to him some expensive thing, and you consider it a man not careful, not quite responsible.
3. Exercise aimed at the ability to organize a business discussion, the development of skills and skills of an active hearing, the development of the ability to express the essence of its argument - "Change roles": 20-25 minutes, arrival 20 minutes.
Stage 1. The topic is selected for the discussion, meaningful in this group. Participants are divided into two microbroups that occupy opposite positions on the chosen issue. The discussion begins.
Stage 2. At the highest point of the heat, the presenter requests the participants to change their positions on the opposite. The discussion continues.
Possible topics for discussion:
- Manipulation by others - for and against.
Lies to salvation.
All that happens to us does not happen to us, but for us.
Money is the key to a happy life.
Altruism - power or weakness.
Love for yourself and egoism.
4. Exercise for the development of rapid response skills to the conflict situation - "If ..., I would ...": 20 minutes, feedback 15 minutes.
Exercise occurs in a circle: one participant puts the condition in which some conflict situation stipulated. For example: "If I had been checked in the store ...". The next, next to sitting, continues (finishes) offer. For example: "... I would demand a plaintive book."
It is advisable to carry out this exercise in several stages, in each of which all those present, after which the discussion follows.
The presenter notes that both conflict situations and exits of them can be repeated.
Feedback, built on the discussion of the following questions: "How often do such situations are found in your real life?", "What ways do you come out of them?", "What do you feel?", "Whether you learned more efficient ways to exit from Conflict Situation? "," Will you use them in real life? ".
5. Exercise on the development of associate behavior (under assuranceit is understood as naturalness and independence from external influences and assessments, the ability to independently regulate their own behavior and respond to it) - "Technique of polite refusal": 15 minutes, feedback 15 minutes.
Participants are divided into pairs. One pair is an advertising agent, whose purpose is to impose any product. Another is his potential client, whose task is not allowed to manipulate and not go beyond polite intelligence.
Feedback is based on the discussion of the features of associate behavior.
Break 20 minutes.
6. Exercise on the development of observation - "Detectives": 5 minutes, feedback 15 minutes.
All group members are involved in any activity that is organized so that everyone would be busy. Everyone has a card with an individual task, within which the participant can improvise. At the same time, everyone must choose an object for invisible observation. In the process of performing activities, each participant performs three tasks: 1) carefully, but imperceptibly monitors what makes the object chosen by them, 2) trying to understand who follows him, 3) determines who is watching his object.
Feedback is based on discussion on issues: "Does each participant satisfied with how fulfilling the task?", "What was easier to be more difficult, what helped and what prevented in work?".
- Exercise on the development of skills Interpret expressive emotions- "Read emotion": 5 minutes, feedback 15 minutes.
With feedback, methods for reading expressive movements and the effect of stereotypes on the ability of reflexive arguments for others are discussed.
- Exercise for the purchase of skills reading a non-verbal language - "Guess the meaning of dialogue": 7-10 minutes, feedback 15 minutes.
Feedback: Analysis of the situation is discussed.
- Exercise for the purchase of skills reading a non-verbal language -"Relay": 5-7 minutes, feedback 10 minutes.
Feedback: Analysis of the situation and the sense of participants is discussed.
- Exercise on strengthening the feeling of communication between emotions and their non-verbal manifestation - "What does not happen in the world": 10 minutes, feedback 15 minutes.
Feedback: discussion of the senses of participants.
- Exercise on the development of skills more accurately express its emotional state- "Image emotion": 10 minutes, feedback 10 minutes.
When discussing feedback, questions are dealt with: "What helped at work on the exercise?", "What prevented its implementation?".
- - "Past, present and future": 10 minutes, feedback 15 minutes.
Feedback: issues of achieving the goal are discussed.
- Exercise on improving the ability to intuition "Who will behave": 10 minutes, feedback 15 minutes.
Feedback is based on the discussion on issues: "What facilitated the task?", "What has complicated it?".
- Exercise for the development of intuition - "My Portrait": 10 minutes, Feedback 15 minutes.
Feedback: The methods that helped to fulfill the task, and aspects that prevented the achievement of the goal are discussed.
- Exercise for improving sensitivity, development of intuition - "Space": 10 minutes, Feedback 15 minutes.
Feedback: Discussion of the feelings and thoughts of participants.
Break 15 minutes.
List of references:
- Gorbatova E.A. Theory and practice of psychological training. Tutorial. SPb.: Speech, 2008.
Zakharov V.P., Khryashcheva N.Yu. Socio-psychological training. L., 1990.
Workshop on socio-psychological training. Ed. B.D. Parygin. St. Petersburg., 1994.
etc.................
Tatyana Gukk
Cultural practices, by definition of N. B. Krylov, are various, based on the current and promising interests of the child, the types of independent activities, behavior, spiritual well-being and emerging from the first days of life of a unique individual life experience.
Intellectual training- The system of tasks, predominantly gaming nature and methods of intellectual activity (ability to compare, classify, draw up seriation series, systematize by any sign, etc.) include educational games, logical exercises, entertaining tasks.
Cognitive development suggests Development of the interests of children, curiosity and cognitive motivation; the formation of cognitive actions, compiling consciousness; Development of imagination and creative activity. (GEF to)
Effective development of intellectual abilities of children of preschool age- One of the current problems of modernity. The teaching and development of the child should be relaxed, to be carried out through the activity peculiar to this age - the game. The need for the game and the desire to play children must be used to send to solve certain training, educational and developing tasks. Training, in an entertaining form digested by children faster, stronger. The game helps to motivate children for enrichment, consolidation of mathematical knowledge, the development of logical thinking, (creating various problematic situations, organization of search activities, setting the simplest experiments, forms the ability to ask, observe.)
Important importance in the development of elementary mathematical representationsit has a well-equipped, rich subject-spatial environment. The group decorated: the center of entertaining mathematics, the center of speech development, the Experiment Center, which stimulates the independent cognitive activity of the child.
System of tasks, games and exerciseson the development of cognitive activities of children who can be used as part of the classes of NOD on drawing "Fly, our rocket", first children design a rocket from Dienesh blocks. Just like the node, the lesson "Labyrinth" where together with the children help the bunny to help friends, all tasks are performed using Dienesh blocks.
Card Same Taskallows you to work with children individually both with a low pace of development and more with high. Children are paid attention, memory, the ability to compare, classify, draw up seriation rows. (Allow you to identify individual tasks, by the ability of children, the "zone of the nearest development").
The basis of the educational games are made three principles of training - this is "from a simple to complex", "independently according to the abilities", "graduality and systematic". This allows you to allow several problems with the development of creative abilities in the game.
The developing games are diverse in its content, and in addition, like any games, do not tolerate coercion.
1. "Cubes Nikitina"- Beautiful didactic material for the development of logical thinking, perception, attention, educational games such as:
"Mouch pattern" - You can add patterns by pattern or invent combination of cubes yourself,
(The game develops figurative and spatial thinking, constructive and artistic abilities, attention and fantasy.)
"Unicub" First, you can fold the cubes in the box in color, who will be able to fold the cubes so that the bottom is blue, the middle is yellow, and the top is red? The fence is red, and the sides of the blue.
"Mass Square" All components of the squares need to mix so that the child can sort them in colors. After that, from each bunch of details of the same color, it is necessary to gradually fold small squares, which, in turn, can compile one large square. Thanks to this game, the child develops spatial thinking, color wechness and intelligence.
Play with these games is better individually or (4-5 children). Supports are given to a child in different shape: in the form of a model, a planar pattern and thus introduce it with different ways to transfer information.
2. Unique in its capabilities and affordable didactic material "Color sticks of a cueizer". Universal material for development in children of logic and mathematical abilities. "Cuisener sticks" is a set of counting sticks, which are also called "colored chopsticks", "color numbers". The sticks of the same length are made in one color and denote a certain number. The larger the length of the stick, the greater the numeric value it expresses. The set contributes to the development of creativity, fantasies and imagination, cognitive activity, thinking, attention, spatial orientation, perception, combinatorial and design abilities, shallow motility.
At the initial stage of clamping chopsticks, they are used as a gaming material. Children play with them, as with ordinary cubes, chopsticks, in the course of games and classes, getting acquainted with flowers, sizes and shapes. (In short - longer). Land on a sample in albums.
In the second stage, sticks are already acting as a mathematical manual. Correct color and number, the composition of the number.
3. A special place in working with children is occupied by the game of compilation of a whole of parts:"Tangram", "Columbovo Egg", "Vietnamese Game", "Mongol Game", "Lisk", "Magic Circle", "Pytagora puzzle". The essence of these games is not easy in collecting the original figure - from the cut pieces, you can collect a variety of silhouettes - animals, people, various items. An images of such silhouettes of such silhouettes are attached to each puzzle, as well as the silhouettes where the silhouettes, where they will have to guess which parts and in what position it is necessary to substitute. After all, the sequence of folding already ready-made forms from the child is hidden, he has to go over again the experience of the Creator. I use these games both in directly educational activities and for independent activities of children.
4. In my work on the development of the logical and mathematical abilities of children, I use the logical blocks of the Dieens. Why did I take blocks? Because they contribute to the development of such mental operations as a grouping of objects for properties, an exception of superfluous, analysis, synthesis, children learn to prove and guess, encoding and decoding.
Games with Dienesh blocks cause interest in children. So children in the game receive knowledge of elementary mathematical representations.
1. Development of skills to identify and abstruct properties.
2. Development of the ability to compare items by properties.
3. Development of ability to logical actions and operations.
First are offered the simplest games:
"Excavated the figures (blocks)" (in color, or form, or size, or thickness)
"Find a figure (blocks)" (in color, shape, size, thickness)
Working with the logical blocks of Dieens can be included in all types of activity:
1. Moving games (subject matter, designation of houses, tracks, labyrinths).
2. Table printing games (making cards to the games "Russeck of tenants", "What a figure is not enough", "Find the Figure Place", "Puzzle").
3. Scene-role-playing games: "Store" (money is designated by blocks, product prices - code cards).
The variability of games with Dielesh blocks provide the ability to use them in almost any mode, and also allows you to implement an individual approach by simplifying or complicating tasks. (Encode geometric shapes through denial)
5. Counting sticks were traditionally used as countable material. However, their diverse constructive capabilities allow you to form geometric representations in children, develop spatial imagination. Children love to play with counting chopsticks. Work according to the schemes, they themselves come up with images and lay out in different ways.
In this way, The use of cultural practices from preschoolers is formed and developing cognitive processes (memory, thinking, the ability to compare, classify, draw up seriation rows, systematize according to any sign).
Methodical materials on the development of intellectual abilities of the Cadet 7-9 classes used in working with cadets that have difficulty learning related to the weak development of intellectual and cognitive abilities. Exercises can be used when conducting classes with children both in group and individually.
Download:
Preview:
according to the correction and development of intellectual abilities
cadet 7-9 classes
Developed by: Teacher-psychologist KMKK
Afanasyeva N. V.
Relevance.
Modern educational programs make sufficiently high requirements for the level of student training. In this regard, the number of students experiencing problems of school deadaption has recently increased.
The new Federal State Educational Standard of General Education is aimed at ensuring the conditions for the effective implementation and development of students in the basic educational program of general secondary education, including providing conditions for the individual development of students. Students experiencing difficulties in adaptation to learning need psychological assistance to support specialists for the successful development of the main educational program and successful personal development.
The development of the personality in the education system is provided primarily by the formation of universal training actions (Wood), speaking as the basis of the educational and educational process. In the Federal State Educational Standard, the term "universal training actions" is defined as a set of ways of student (as well as related learning skills), providing its ability to independently assimilate new knowledge and skills, including the organization of this process. In addition, the holding of GIA and the EGE sets the task to form mental processes, personal characteristics and behavioral skills necessary for successful exams. Successful formation of UUD is a prerequisite for the successful delivery of GIA and EGE.
Four blocks are distinguished in the main types of Wood: 1) Personal, 2) Regulatory, 3) Cognitive, 4) Communicative. Successful adaptation to learning is possible only under the condition of the fullest formation of all these types of Wood. Most students have the process of forming a Wood successfully undergoing training in elementary school.
However, a number of students, by virtue of various reasons, has difficulty in the cognitive sphere, in interpersonal communication, not enough formed self-regulation of behavior, personal problems. Successful formation of UUD in these students is possible only if they have been providing timely psychological assistance. In order to provide psychological assistance in the formation of URU, these students have developed guidelines for the development of cognitive abilities for children with the peculiarities of mental development.
Using the exercise data involves the development of the following cognitive processes: attention, memory and thinking.
Exercises for the development of attention.
"Find numbers"
Equipment: Stopwatch, pointer, digital tables with numbers (the number of numbers changes as the amount of attention from occupation to the lesson).
Instruction: "Now I will show the tables with numbers. It is necessary to find numbers as soon as possible in order of increasing (descending), starting from the unit. You have to show them pointed and call out loud. " (Appendix1,2)
"Button"
Two people play. Before children there are two identical set of buttons, no button is repeated. Each player has a gaming field - a square separated on the cells. A beginner exposes 3 buttons on his field, the second player should look and remember where which button is lying. After that, the first player closes his playing field with a sheet of paper, and the second must be the buttons on its playing field.
The more cells and buttons are used in the game, the more difficult the game becomes.
Tasks on the formation of the amount of attention on the verbal material.
Equipment: cards with the following content:
Exercise 1
Sets of words containing from 3 to 9 consonant letters, for example:
DPV Shgs.
RCBC KTCM
LCRH Dzntk
KPTNSD SRVTBCH
Task 2.
Familiar words of native language containing from 4 to 16 letters, for example:
Table, Cup, Machine, Candy, Pencil, TV, Tape recorder, Designer, Cyclist.
Task 3.
Suggestions. Containing from 5 to 16 letters, for example:
I run that you
Give me i'm sailing
Smoke goes too lazy to me
The yard is clean one warrior
What does the bird sings
Hours - light case - time
The cards of each task are shown in ascending order of the number of letters. The child's task is to remember and reproduce the letters, word or phrase.
Tasks on the development of attention distribution.
- Reading a small offer. The child is offered reading a small offer. Reading is accompanied by a quiet tapping pencil on the table. The child must remember the text and count the number of shots.
- Digging letters. The child is offered to delete in the text 1 or 2 letters and at the same time put a children's plate with any fairy tale. Then they check how many letters the baby missed when driving, and ask to tell what he heard and understood from a fairy tale.
- Distribution of numbers in a certain order. In the left table there is 25 digits from 1 to 40. You need to rewrite them in ascending order into an empty table on the right, starting its filling from the top left square.
- "Find the word."
Equipment: Cards with letters, among which you need to find the hidful words.
Tasks for the development of switching attention.
- "Each hand is your business."
Left hand slowly overflow a book with illustrations (remembering them) for one minute, and the right draw geometric shapes or solve simple examples.
- "Red-black tables."
Equipment: Tables with black and red numbers in different locations.
The occupation includes three stages:
1 stage - consider the table and find in order all the numbers of black from 1 to 12;
Stage 2 - view the table and find all the numbers of red in the reverse order;
3 Stage - It is necessary to alternately look for the numbers of the black color in direct order, and the red - in the opposite.
After a class, as an child, the search for the number of numbers proposed above will be satisfactory, their number can be increased to 16, then up to 24, then up to 40, etc.
- Correct tasks With alternating the rules for defining letters.
- "Looking for non-stop".
Task - for 10-15 seconds to see around itself as many objects of the same color (or one size, shape, material, etc.). According to the teacher's signal, one child begins a listing, others complement it.
Yaffescnotpchyabzrigmushushemeychliyargnmor
Zhrlrakgdzp soyamnprsturfrshubatwalkgyuyu
MamazchitchychychchabrptyaezburanSglkugbeyopalkaf.
Slotchosmtlauyaowyvtobusiokhpsdazzzhvvesta
Memory development
Exercise "Logically Unlightened Text"
For memorization of 20 - words is given 40 seconds, after which what they remember what was remembered. The answer is considered correct if the sequence number and the word itself is true. Multipling the number of correct answers to 5, we obtain the effectiveness of memorization in percentage
Exercise "Number".
For 40 seconds you need to remember the 20 numbers and their sequence numbers.
Memorization efficiency is calculated in the same way as in the previous exercise.
Exercise "Logically related text".
The task is given to remember the 10 main provisions allocated in the following text. You need to read the exercise and after a minute to reproduce the content of the main provisions in the specified order. Multiply the number of correct answers to 10 and get the percentage of memorization efficiency.
Text: We take to store other people's thoughts and titles (1), only and everything. It is necessary, however, make them their own (2). We like to man, who, who needed fire, went to his neighbor and, finding his beautiful, bright fire, began to warm the hearth (3), forgetting his intention to regret the focus at home. What a sense to fill yourself with beef, if we do not digest it, it (4), if it is not transformed into the fabric of our body, if the weight and strength does not add us? Or perhaps, we think that Lukull, who got acquainted with military affairs only on books and made, despite the lack of personal experience, such a prominent commander, studied it in our way? We rely on other people's hands with such a force that in the end, weiss (5). Do I want to overcome the fear of death? I'm doing this at the expense of Seneki (6). Do you strive to console the other? I draw from Cicero (7). Meanwhile, I could ask for this to myself (8) if I properly brought up. No, - I do not like this very relative wealth collected from the world on the thread. And if you can be a scientist someone else's scholarship (9), then we can only be wisdom (10).
(Michelle de Monten)
Development of verbal memory
To develop the verbal memory of adolescents, you can use the following exercise:
Given the fact that the memory of a person is arranged as a vessel, the number of incoming information is limited. The number of reproducible words is the most learned knowledge, and, consequently, the increase in their quantity will increase the level of learning.
The task of adults, teachers, and parents, increase the word stock of adolescents,
related to those or another areas of knowledge.
Exercise "Vocabulary"
instruction Teenager:it should be written as many words related to the topic:
1) School, 2) Mathematics, (M.B. Chemistry, Physics, Biology TD, 3) Music 4) Book, 5) Art. 6) Times Year, 7) Ethics, 8) Sport, 9) Composers, 10) Writers, 11) Scientists, etc.
For each of the topics is given 5 minutes
These topics can not be given all, and 2 - 3.
If, on the topic of the music, the students of 8-9 years are reproduced by an average of about 7 words, then 15 years of adolescents - already 37 words, on the subject of literature this indicator, respectively, 3 and 28 words, on the topic of painting --3.7 and 20.5 words.
Exercise "We remember the words"
Participants are divided into pairs.
Conditions: each of the partners takes a piece of paper and writes 20 of any words. While the teenagers write, they must remember them. The time limit is given - 1 minute.
After that, the participants exchange leaves and check how well each of them remembered the words recorded them.
The number of words that are reproduced is fixed. The presenter must determine who occupied the 1st, 2nd and 3rd place.
Exercise "Items"
Participants are divided into 2 teams. From each team is chosen by water. Members of each team lay out on the table one subject. The leading looks and remembers who put what item. After that, each leading should answer the question: who and in what sequence which item put.
The presenter estimates the results of the answers of leading. Every member of the team should speak as a leading role.
Exercise "remember, drawing"
Participants are sitting at the tables.
The presenter prepares 20 words in advance. Each of the participants in the game prepares a pen and a piece of paper in advance. The lead calls the word consistently. After each named word, he believes until 3, during this time the participants of the game should have time as an image to memorize this word. Let the drawing be incomprehensible to others, if only the participant of the game could then call words in order. Who will remember all the words, he won.
Exercise "Snowball"
Participants of the game are sitting in a circle
conditions: the first participant calls any word, for example, a pencil, the next must repeat this word and should call any one, for example, the forest. The third participant repeats the two previous words: a pencil and forest, calls His, etc.
Thus, the winner remains at the end of the game, which has the most outstanding memory.
The game can be started several times.
Exercise "Familiar Terms"
This exercise will help to recall as many words as possible - terms relating to one group.
Participants are sitting in a circle
conditions: the lead explains that the participants will have to select terms. Moreover, the first calls the term and leads the topic: geometry. The first calls "parallelepiped". The second repeats the "parallelepiped" and calls the "triangle". The third repeats the "parallelepiped" and "triangle" and calls "straight", etc.
He from adolescents who will forget the words named before him or will not call his own, leaves the game.
Wins the one that will remain the last.
Exercise "Poets and Writers"
This exercise is developing memory and thinking of adolescents, and also expands their horizons.
Participants are sitting in a circle.
conditions: the lead calls any poet or writer, for example, Pushkin. The first of the participants of the game should remember the surname of the writer on the letter "H". For example, he calls Nekrasov. The next must remember the surname of the writer on the letter "B", etc.
If someone from the players called the word ending the letter with which the surname of no writer / poet, or can not remember the necessary last name, he drops out of the game.
Wins the one who will remain the last.
Exercise "Items in action"
it
Participants are sitting in a circle.
conditions: the lead offers any noun, and each of the participants in the game in turn calls one verb suitable for this noun. That of the participants who will not be able to call the Suitary of the verb, dropping out of the game. It is impossible to repeat.
Wins the one who remains the last.
Exercise "Antonym"
Exercise develops memory and thinking of adolescents.
Participants are sitting in a circle.
conditions: the lead calls any adjective, for example, "cold". Players in a circle will have to call Antonyms for this word. It is impossible to repeat. He who can call Antonym, drops out of the game.
The one who remains the last, wins.
Exercise "Antonyms and Synonyms"
Exercise develops memory, thinking and attention of adolescents.
conditions: lead calls adjective - hot. The first participant calls synonym for this word, and the second - antonym, the third - synonym, the fourth - antonym, etc .. if anyone cannot choose antonym or synonym, then he drops out of the circle. And the game begins again. The one who remains the last, wins.
Exercise "Resets in Circle"
Exercise develops memory and thinking of adolescents.
Participants are sitting in a circle.
conditions: the presenter reads the text (logical excerpt from paragraph over history, biology, etc.). Participants listen carefully. Retelling starts with any of the players. Further clockwise. Everyone speaks one sentence. Next, all together once again listen to the text, complement the retelling and correct the mistakes made.
Exercise "We remember the text"
Exercise develops memory and thinking of adolescents.
Participants are divided into 2 teams.
conditions: the lead reads the text. Participants listen carefully, while on a sheet of paper each should fix as much information as possible.
Then the commands restore texts. After that, everyone is discussing texts played by both teams. Compare results.
The team wins the team that more accurately reproduced the text.
Exercise "Learn the text by heart"
Exercise develops memory.
Participants are divided into 2 teams.
Conditions: Each participant is a printed text. It is proposed to see all to see the text to reproduce it by heart. 2 minutes is given to work with text.
Then each team needs to highlight all those wishing to compete. First, the 1st participant comes from the command number 1. Resets the text by heart to the first mistake. "Stop". Then the 1st participant comes from the command number 2 and so on.
Determine the player with the best memory.
Exercise "Figures"
Exercise for training visual memory.
Participants are divided into pairs. At first, one pair lays the match on the table and covers them with a sheet of paper, then by lifting it for 1-2 seconds, shows his friend got the resulting figure. Looking, the second player closes his eyes and tries to calculate the number of matches used. Then opens his eyes and lays out of his matches a "photographed" figure. After that, the first player raises the sheet and checks the quantity and correctness of the arranged matches with the original. Then playing changing roles. As it is trained to quantity and location, the color is added to remember. You can proceed to the next exercise if the participant freely holds at least 10 matches in the imagination.
Exercises aimed at the ability to establish links between the elements of the material
Exercise "Double stimulation of memory"
Exercise develops memory and thinking of adolescents.
The teenager lay out 15-20 cards with the image of individual items (for example, apple, trolleybus, kettle, plane, handle, shirt, car, horse, check box, rooster, etc.). Child say: "I'll call you a few words now. Look at these pictures, choose from them thatit will help you to remember every word, and postponing her aside. "Then the first word is read. After the teenager will postpone the picture, read the second word, etc. Further, it must reproduce the words. To do this, he takes queues pending postponed in the direction of the picture And with their help recalls the words that he were named.
Sample set of words: "Fire", "Plant", "Cow", "Chair", "Water", "Father", "Kisel", "Sitting", "Error", "Kindness", etc.
Exercise "Analysis / Synthesis"
Exercise develops analytical and synthetic abilities of teenagers.
The presenter gives adolescents a few words, they must be regrouped, combining according to any sign to facilitate memorization; And then come up with a story that would bring them together.
Air Vase Cat Hypotenuse Lynx Sun Water Triangle Bear Jug
Exercise "Specification of abstract"
Exercise develops associative thinking and teenage imagination.
The presenter gives specific visual images that can be associated with each of the words below, for example, love / heart, friendship / smile, quarrel / sea, etc. Further, he offers teenagers to try to find associations that would associate these words. Let them fix the first associations who come to mind. It is important to give the scope of their imagination, without limiting them with the framework of logical associations. As a result, a little story should get. Using this exercise often, you can develop a steady skill in children.
Exercise "Special Path Cull"
The exercise is aimed at the development of long-term memory.
1. Repetition of the word or phrase that needs to be remembered.
2. Wait 1 second and repeat again.
3. Wait 2 seconds and repeat again.
4. Wait 4 seconds and repeat again.
Waiting is an emotionally loaded state. Holding information in this state does not give her to jump out, it beats and beat ties with other concepts.
5. Repeat in 10 minutes (you need to capture).
6. For confident translation into long-term memory, repeat after 2-3 hours.
7. If necessary after 1-2 months; after 1 year.
Correctional exercises, exercises aimed at the development of abstract logical thinking
Exercise "Important Signs"
The purpose of the exercise: the formation of the ability to allocate significant features to preserve the logicality of judgments in solving a long series of similar tasks. This exercise allows you to send a solution to activate thinking, create a specific abstraction level.
Teenagers are given instructions: "Now I will read you a number of words. Of these words you will need to choose only two, denoting the main signs of the main word, i.e. then, without which this item cannot be. Other words are also related to the main word , But they are not the main. You need to find the most important words. For example, the garden ... Do you think that of these words are the main: plants, gardener, dog, fence, earth, i.e., without which the garden is not Maybe? Can there be a garden without plants? Why? .. without a gardener ... Dogs ... fence ... land? .. Why? "
Each of the alleged words is detailed. The main thing is that teenagers understand why this or that word is the main, essential sign of this concept.
Sample tasks:
a) boots (shoelaces, sole, heel, lightning, top)
b) river (coast, fish, fisherman, tina, water)
c) city (car, building, crowd, street, bike)
d) Shed (Senov, Horses, Roof, Cattle, Walls)
e) cube (angles, drawing, side, stone, tree)
e) division (class, divisible, pencil, divider, paper)
g) game (cards, players, penalties, punishment, rules)
h) reading (eyes, book, picture, print, word)
and) war (aircraft, guns, battles, guns, soldiers)
The work of a teacher for the formation of the ability to identify significant signs of concepts, to establish various relationships prepare favorable soil for the development of abilities to form judgments, as a higher level in the development of abstract-logical thinking. The focus of judgments, the degree of their depth depends on the skill.
Exercise "Understanding of Proverbs"
The purpose of the exercise: the formation of the ability to operate with meaning.
Instruction: "Now I will read the proverb to you, and you try to pick up a suitable phrase for it, reflecting the general meaning of the proverb, for example:
Seven times dead, and once a rejection
a) if it sliced \u200b\u200bwrong, then you should not blame scissors
b) before do, you need to think well
c) the seller measured seven meters of fabric and cut off
The right choice here is "Before you do, you need to think well," and the scissors or the seller are just particularly reflecting the principal sense. "
There is nothing to make a mirror
a) should not nod to circumstances if it's the thing in you
b) the good quality of the mirror depends not on the frame, but from the glass itself
c) mirror hanging crooked
You can not eat alive pieces, it is necessary to eat and rye bread
b) acts about the results
c) one delicious cake costs ten nonsense
a) if you work well, you can relax
b) the boy went for a walk
a) Peter Ivanovich never bakes
b) the master of his case loves and knows how to work
a) if you do not know things, do not try for him
b) in winter go to the sleigh, and in the summer on the cart
c) driving only on their sleigh
Approximate tasks
1. Better less, yes better
A) one good book Read more useful than seven bad
B) one tasty pie costs ten tasteless
a) clown mix people
b) to make a job better, you need to think well about it
c) hurry can lead to ridiculous results
a) Kuznets aged hot iron.
b) if there are favorable opportunities for business, you need to immediately use them
c) blacksmith that works does not hurry, often heard more than one that rushes
5. NOT KRASN HAVE ANGLES, AND KRASN PIRS
2. Hurry - Make People
6. Made a business - Goulai boldly
3. Kui iron while hot
7. Skillful hands do not know boredom
8. Not in their sleigh
9. Not all gold, which shines
a) Copper bracelet glitter as golden
b) not always the external shine is combined with good quality
c) not always what seems good to us, really good.
Exercise "Allocation of essential signs"
The purpose of the exercise: The development of mental symptoms (the ability to find general) and abstraction (the ability to distract from insignificant signs and mentally allocate only significant).
Teenagers are proposed to highlight a common essential feature between concepts:
a) 1 rain - snow b) 1. Cucumber - cabbage - apple tree
2. Eye - Ear 2. Hope - Vera - Love
3. Camera - glasses 3. Dress - table - dishes
4. Stomach - Intestine 4. Dog - Ant - Worm
5. Sugar - Diamond 5. Oak - Rowan - Spruce
6. Flag - Cross 6. Gold - Copper - mercury
7. Pistol - Ruzhier 7. Youth - Youth - Old age
8. Violet - Elephant 8. Wine - Water - Juice
9. Land - Mars 9. Bread - Meat - Tomato
10. Gas storage facility 10. Lamp - Candle - Sun
Development of thinking flexibility.
Exercise "Proposals"
The purpose of the exercise: Developmenttie the flexibility of teenage thinking.
The presenter asks to answer adolescents to questions: "How many simple sentences will be in a complex sentence, in which three commas? (2) How many commas will be in a complex sentence, in which six simple proposals? (5) "
Exercise "Crow and Fox"
The purpose of the exercise: the development of the flexibility of teenage thinking.
The presenter reports to adolescents that the indicator of thinking flexibility is the ability to quickly move from one way of reasoning to another. And if it offers a symbolic recording of two phrases with the following translation into Russian:
And I B, "A ate in."
C: (and B), "with specially made so that A eaten in."
Instructions: "Record the phrases below (nouns. Denote the first letters, digit 2 replace the word" see ", 3 -" to have ")."
1) Crow Cheese.
2) noticed fox cheese.
3) Lisa tried to get caught on the eyes of the Voronene.
4) The crow pucked cheese before the fox.
5) Cheese was in the fox.
Appendix 3.
Memo for teenagers.
How to develop thinking
The ability to think certainly needs to all people of all professions, although, of course, the requirements for the level of development of different thinking skills for various professions are not the same. Is it possible to develop your thinking? And if so - how to become smart and smart?
1. The most common principle is known: "You want to be smart, learn to be intelligent to ask, carefully listen, calmly answer and stop talking when there is nothing more to say."
2. The mind determines the unity of knowledge and actions. Knowledge cannot be purchased without effortless, without mental labor, but also the thinking is impossible without knowledge.
Develop thinking is that it means to saturate your mind knowledge. Sources of knowledge can be the most diverse: school, books, magazines, radio and television, etc. They are introduced to the phenomena of the surrounding world, different parties to human activity.
3. Thinking begins with the question. Questions "Why?" And How?" Humanity is obliged by most discoveries. Learn to set questions for each event, the phenomenon that meets. And be sure to look and find answers to them. Thinking is activated when finished, screen solutions do not allow to achieve the desired result. Therefore, it is important for the development of thinking to form such quality as the ability to see an item or phenomenon from different sides, the ability to notice new in the usual.
4. The property to notice in the subject or phenomenon is somewhat the most obvious signs - the general property of the mind. But someone notices some signs, someone else. The greater the number of signs, the objects of the object sees a person, especially flexibly and absolutely thinking. This ability to see can be trained in smart games, in solving a different kind of logical tasks, puzzles.
5. A comparison of loved ones by the meaning of concepts is one of the techniques for the development of thinking.
6. Thinking and language, thinking and speech are inseparable. Each of you knows that any thought has a verbal form. Therefore, for the development of thinking, you can use this technique: what is not fully understanding for yourself, try to present to the other.
7. Active use of written speech (writing, diary, letters) also contributes to the development of thinking.
8. An indispensable condition for the development of thinking is a free statement of read, participation in discussions, solving creative non-standard, paradoxical problems. Thinking is the most difficult job for a person. To fulfill it requires organization, well-developed attention and memory, observation, performance.
9. Thinking develops solving tasks, puzzles. Here are the exercises for its development:
a) Try to balance the candle on the scales in such a way that the equilibrium is impaired after some time.
b) Two people met - childhood friends and the following dialogue occurred between them:
"- How many years I have not seen you and I haven't heard anything about you!
And I already have a daughter!
What is her name?
Like her mother.
And how old is Lenochka? "
How did the interlocutor recognize the name of his daughter?
c) Two came to the river. The shore had a boat in which one person could fit. Both of them crossed the river on this boat and continued the way. How did they do it?
d) Compare the concepts: curiosity and curiosity, perseverance and stubbornness, pride and vanity, self-love and pride.
e) exclude extra words:
Dog, cow, sheep, elk, cat;
Dog, cow, sheep, elk, horse;
Football, hockey, handmade ball, basketball, water polo;
Yenisei, Ob, Pechora, Lena, Indigir.
Bibliography:
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- Zakharov A.I. Children's neurosis. St. Petersburg, 1990.
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- Garbuzov V. I. Practical psychotherapy, or how to return the child and adolescent confidence, true dignity and health. SPB: JSC "Sphere", 1994
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