Outdoor games for the development of attention in children. "Guess who"
A well-developed attention and memory of a child is the key to successful schooling. If a child has well-developed attention, then he monitors the situation in the classroom, listens carefully to the teacher, which means he remembers educational information well. At the beginning of schooling, along with attention, memory plays a huge role. In elementary school, you can't go anywhere without a developed memory. Children in the first grade do not know how to write yet, so everything must be memorized, right down to homework. The leading activity of preschoolers is play, therefore the most effective way to develop a child's memory and attention is play. Memory and attention are strongly interconnected, therefore the games that have been developed are aimed at the development of both memory and attention.
Didactic game "Lost object"
The game is intended for children from 5 years old, at least two people can play.
Purpose of the game: develop the attention and short-term memory of children; teach purposefully memorize information, cultivate honesty.
Materials: several small toys.
Game progress: If several children play independently, at the beginning of the game you need to choose a driver, but if you are playing with one child, then it is advisable to take on the role of the leader. Several small toys are placed on the table. Children are encouraged to remember the objects on the table. Then the players turn away, and the presenter hides one object and invites the participants to guess which object has disappeared. For each correct answer, the leader gives a token. The one who collects the most chips wins.
Note: there are times when the child cannot cope with the game, because he needs the means of mastering voluntary attention and memorization, which are not yet available. As such a means, a “pointing gesture” with a finger (indicated by the child himself) and a detailed speech description of those objects and their spatial arrangement, which must be remembered and reproduced, were introduced. The child is invited to take each toy in his hands (of those that need to be remembered), examine it, feel it, describe its appearance aloud, then also aloud explain to himself where the toy is. “Explaining to yourself” is no accident: another person would hardly be able to understand this explanation, since the group members often do not know the concepts of “left”, “right”, “top”, “bottom”. At first, this whole procedure is performed aloud, after a while in a whisper, and then silently. Then just point your finger at the toy. If you follow this method of memorization, the result is usually not bad. As soon as the child tries to simply remember, mistakes begin again.
Didactic game "What has changed?"
The game is intended for children from five years old, at least two players can play.
Purpose of the game: develop voluntary attention and short-term memory; cultivate honesty.
Material: a few small toys or other objects familiar to children.
Game progress: several small toys or other objects familiar to children are placed on the table. A presenter is selected, who invites the players to remember what is on the table and in what order. Then the presenter invites the participants to turn away, while at this time he changes the places of several toys and invites the children to guess what has changed on the table. For each correct answer, the presenter presents a chip. The one who collects the most chips wins.
If this game turns out to be difficult for the child, it is advisable to use the same memorization method as in the previous game.
Didactic game "Buttons"
The game is intended for children over the age of five (subject to the simplest selection of buttons). Two people can play.
Purpose of the game: develop memory and attention of preschoolers; teach ways of memorizing objects.
Materials: two identical sets of buttons(one for each player), and not a single button inside the set is repeated. The number of buttons from the set depends on the level of difficulty of the game: the more difficult the game, the more they are used.First, you can take only three buttons, but at the same time, the players have the whole set from which they took these buttons. Each player should have playing field, which is a square divided into cells. The more difficult the game, the more cells should be contained in the square. To begin with, you can take a playing field, which contains four or six cells.
Game progress: A beginner puts three buttons on his field from the set of buttons he has. The second participant of the game must look at the location of the buttons, remember where which button is, after which the first player covers his field with a handkerchief or a sheet of paper, and the second player must choose the necessary buttons from his set and arrange them accordingly on his playing field. Then the first player opens his playing field, and both check the correctness of the task. As long as the game is played at a primitive level, the time of memorization and playback is not taken into account; as the game becomes more complicated, the time limit should become one of the conditions of the game. The player who has not made a single mistake wins.
For the child for whom this game will be difficult, it is advisable to use the same method of memorization as in the previous two games.
Didactic game "Chameleon"
The game is intended for children from 5 years old, as many people as they like, at least two, can play. The game is played in the form of a competition.
Purpose of the game: develop the memory and attention of preschoolers, teach them to listen carefully and respond quickly; fix color names.
Material: chips for players.
Game progress: At the beginning of the game, you need to tell the children who a chameleon is. Explain that this is a lizard that changes its color depending on where it is so that it is not noticeable. For example, if a chameleon climbed onto a gray stone, it will turn gray, and if it sits on yellow sand, it will turn yellow. Then the presenter begins to ask the players what color the chameleon will become if he is sitting: in green grass, on a brown log, on a black stone, on gray asphalt, on a chessboard, etc. Children must respond quickly, after which the correct and incorrect answers are analyzed. At the beginning of the game, the response time is not taken into account, it is only important to answer correctly, but then an additional condition is introduced that the winner will be the one who gives the correct answer the fastest. For each quick and correct answer, the player receives a chip. The one with the most chips wins.
Didactic game "Mirror"
Up to two people can play. The game is suitable for children from four years old (depending on the complexity of the movements).
Purpose of the game: to develop the attention of preschoolers, physical activity, memory, imagination.
Game progress: The presenter is chosen, everyone else is a mirror. The presenter comes up with a movement, and the rest must repeat it exactly. The one who does not make mistakes wins.
Didactic game "Noisy pictures"
One person can play. The game is intended for children from 5 to 6 years old.
Purpose of the game: develop voluntary attention.
Materials: cards with the image of chaotically intertwining lines, behind which the image is hidden, or maybe more than one.
The course of the game: in front of the players there is a picture, which shows chaotically intertwining lines, behind which an image is hidden - you need to find it.
Didactic game "Fishermen"
Any number of people can play, at least two. The game is intended for children from four years old if they are familiar with the activities of fishermen.
Purpose of the game: develop voluntary attention, motor activity, memory and fantasy.
Game progress: the players stand in a circle. They are "fishermen". The driver is chosen, who stands in the center of the circle and shows the rest of the movements of the “fishermen”: “pulls the net”, “takes out the fish”, “row with oars”, “throws the fishing rod”, “repairs the net”, etc. The one of the players who repeats the movements incorrectly, he leaves the game. And the one who chanted the best becomes the driver.
In this article:
Before we talk about what peculiarities of the development of attention in preschool children today are singled out by specialists, it is worth saying a little about the attention itself and its varieties.
What is attention and what properties does it have?
Attention is usually understood as one of the main elements of human cognitive activity. It is attention that allows us to correctly direct cognitive processes, to concentrate on a particular event, object, pursuing the goal of reflecting reality as accurately as possible.
With the help of attention, you can filter information that enters the human brain through his senses. Naturally, assimilating all the information is too difficult and absolutely useless. We only need to take note of information that has any value. Human attention has several basic properties:
- volume - the amount of information that fits in the mind;
- concentration - the ability to focus on something specific;
- resilience - the ability to maintain concentration for a long time;
- switchability - deliberate switching of attention from object to object, if necessary;
- distributability - the distribution of attention between several objects or activities.
It is important that a person has developed all the properties of attention listed above. Violation of any of them will cause attention problems.
Involuntary attention
Involuntary (it is also unintentional, or passive) attention involves the ability to focus on something without special intention. This usually occurs as a result of the allocation of some vivid signs from an object, object or phenomenon that make an impression on a person, affect his feelings, and cause certain emotions and thoughts.
Call 
involuntary attention can:
- bright light;
- sharp sound;
- unexpected action;
- new interesting subject or movement;
- unusual combinations of attributes of objects.
When it comes to children of preschool age, it is this type of attention that dominates, which largely depends on the ability to assimilate and differentiate new information.
Children will learn about everything that is interesting in the world: about animals, plants, about different nationalities of people who differ from each other in skin color, culture, speech. Initially, kids receive this information from adults, but over time, they independently remember what made a special impression on them.
Features of voluntary memorization
Voluntary, or active, intentional, attention in preschool children is formed outside their personality. That is, it does not depend on the development of involuntary attention. The level of his activity will be influenced exclusively by communication with elders. If you deprive the child of this communication, then his voluntary attention will remain at the initial stage. 
The minimum development of voluntary attention can be expected as a result of the child's active pastime associated with hobbies, emotions and personal experiences.
It is possible to stimulate the development of voluntary attention by programming situations when the child will be required to show will, to make an effort to focus on the subject in order to perform some actions with him. In this process, the general mental state of the child will play a huge role. If he is in a bad mood, tired, sick, or, for example, oversaturated with emotions, he will hardly be able to concentrate, which means that he will not be able to voluntarily remember something either.
Post-voluntary memorization
This type of attention develops in preschool children in the process of their enthusiastic actions. At such moments, children do not experience volitional stress, do not try to force themselves to do what is necessary, but not interesting. 
Their occupation absorbs them, brings pleasure and does not cause any difficulties.
It is this type of attention that is considered the most effective and long-lasting. When the child is in a good mood, rested and engaged, he can easily focus on the activity of interest to him and achieve the goal.
At each age, attention has its own characteristics. Let's start from the earliest childhood - from birth to three years, after which we will consider the peculiarities of the attention of preschoolers.
What do newborns remember?
Many are sure that newborns do not have the ability to memorize, do not know how to concentrate due to practically 
complete lack of attention in the first months of life. In fact, this is not true.
As soon as the baby is able to respond to strong stimuli (for example, to a bright light or loud sound), it will be possible to say that the process of developing attention has begun. Naturally, at first we are talking exclusively about involuntary attention. Most of the stimuli that can influence the infant's orienting reactions have a connection with the most important task for him at this stage of life - nutrition.
The first half of a child's life: how does attention develop?
Along with the appearance of the first signs of the ability to concentrate, children develop visual and auditory types of attention, which are especially pronounced already several weeks after birth. Children shudder when they hear a loud sound, or, conversely, become silent and try not to move, trying to distinguish the source of the sound coming to them from another room or from the street. Once an irritant 
hearing or vision will disappear, the baby will again do what he did before.
In the middle of the first month, the baby already shows the ability to be attentive, for example, when he hears speech addressed to him. The baby does not just listen - he tries to understand, determine the emotional coloring of speech and even stops crying or moving at such moments, being completely absorbed in listening.
Around the same time, in the first weeks of life, babies learn to show the ability to visual concentration. They try to keep their eyes on the object, follow the movements of the object or object.
At the 8th week of life, the duration of the baby's auditory and visual concentration increases. He pays attention to toys of bright and contrasting colors, rejoices if they know how to make a sound or melody.
By about three months, children's attention moves to a new stage of development, which is manifested by a revitalization complex. At the sight of a favorite toy or parents, the baby begins to actively move, 
tries to pronounce individual sounds, smiles.
At six months, children are already quite well able to concentrate attention on sounds - not only those that they hear, but also those that they themselves produce. That is why children are so fond of knocking toys and throwing them on the floor, listening to the sound when they fall. Babies especially enjoy manipulating objects at this age. In the process of such actions, children learn to be attentive and develop coordination of movements.
Each new toy at this stage of life is already capable of attracting the baby's attention for a certain period of time. The more actions the toy promises to the child, the more attention it will receive. That is why it is so important that adults, wishing to stimulate the development of attention in babies, surround them with such objects with which they could carry out a number of manipulations that are fascinating for them without losing interest.
Development of attention in the second half of the year
In the second half of the year, the baby begins to develop more actively, his coordination improves, and his physical activity increases. By the age of 9-12 months, the baby is able to manipulate several objects at once, distributing attention between them. He can build a tower of cubes, play with a pyramid or constructor, put containers or nesting dolls into each other, and much more. These actions once again indicate that the baby is dominated by involuntary attention, which, nevertheless, already tends to be distributed.
At this stage of the baby's life, parents should try to devote time to improving the coordination of the child, 
teaching him to play and interact with several objects at once. The best way to do this is by example. Let two objects be used first in the process, and over time this number can be increased, which will entail for the child the need to move in order to get to the toy he needs.
Regular exercises with the baby will help him improve coordination skills, in addition, calm games will help develop even such crumbs of willpower. For example, with a child, you can collect a pyramid, matryoshka, cubes, showing by personal example how to do this, without irritation and haste, showing patience and attention.
In order not to overwork or irritate the child, do not insist that he engage in any particular activity for more than 10 minutes. That is how much time babies at the age of one can devote to an activity that even requires minimal concentration.
How do children learn to be attentive after a year?
The process of forming attention is also influenced by speech. By the end of the first half of the year, the baby has a need for active communication with others. The outlook of children expands, they are interested in what is happening around them, they try to delve into the conversation of people and 
understand what it is about.
If we compare the attention of children under one year old with the attention of older babies, then we can note only one difference: in the former, it is attracted due to the initiative of adults, while in children aged two or three years, attention arises when they are interested in something.
The older the children get, the better their attention will develop. They will be interested not only in objects and their external signs, but also in the speech of adults addressed to them, and even more - in their thoughts at this moment. By the age of three, children are keenly interested in the world around them, and the ability to concentrate actively develops as it becomes necessary to perform new tasks that make up the life of babies.
Features of attention in preschoolers
For preschool age, changes are characteristic, and in all properties of attention and its types. During this period, children are still dominated by a passive type of attention. The kid does an excellent job of manipulating several objects at once, but this only distracts him, since most often he, instead of concentrating and distributing 
attention, performs actions automatically and is dispersed.
Nevertheless, it will be fair to note that at preschool age children are excellent at concentrating when the process is controlled by adults, even if the activity does not give them much pleasure. At 4-5 years old, the child is already able to understand that he needs to bring the matter to the end, even if he is not interested. He tries to finish with him as soon as possible, so he deliberately concentrates and is not distracted.
Also, the ability to concentrate is influenced by the active development of cognitive processes and the curiosity of a preschooler, who can observe a pet or aquarium fish in a zoo for a long time.
The development of voluntary attention in preschoolers
The emergence of new types of activity in the life of a preschool child will stimulate the development of his attention. 
In everyday life, phrases of adults that he needs to be attentive, he memorizes them and tries to meet the expectations of his elders more and more often.
As he masters the means of control and self-control, the child develops the ability of voluntary memorization. At an earlier age, these means were external in nature, for example, were presented in the form of gestures or words of adults. At 4-5 years old, such a means is the child's speech, which by this time acquires a planning function.
So, getting ready for a walk, the child can already draw up a plan of his own actions, noting that first he will go to the platform with a slide, and then to the park for attractions. That is, the child has a goal, he marks an object for himself in advance, on which after a while, according to the plan, he will focus his attention. As a result, the baby begins to realize the meaning and purpose of each activity, which ultimately allows him to stimulate the development of active attention.
The development of voluntary attention in preschool children also depends on how actively 
their acquaintance with the basic rules and norms of behavior, requiring the manifestation of a certain will.
Preschoolers are already able to understand that it is not always possible to do what they want. Sometimes you need to show will and do what the parents ask and what they expect from them. Over time, kids get used to the manifestation of will and even receive moral satisfaction from this. It becomes easier for them to memorize something without making any efforts, so the next stage begins - the formation of post-voluntary attention.
The main principles of the development of attention in preschool children
There are special techniques for developing attention in preschool children:
“The path from simple to complex” implies a gradual complication of tasks for a preschooler. There is no need to offer the child to complete a difficult task right away, realizing that he, most likely, will not cope with it. It is necessary to select tasks taking into account the peculiarities of the attention of children of a particular age group, divide it into several simple stages with detailed instructions for implementation, which will surely help the child cope with the task.
As the baby is successful, it will be possible to complicate his task, to increase its volume.
Storing the rules of execution in memory will be possible by repeating them many times, both by an adult and by the child himself. With such an algorithm in memory, the kid will be able to complete the task according to it. If something goes wrong, you can read additional instructions.
In order for the child to remember better, multiple verbal repetition can be supported by visual actions.
Improving self-control means the child's control over the actions performed, explaining them aloud and pronouncing the algorithm of actions. For example, while working on a drawing, a kid can compare it with a sample, look for inaccuracies and make adjustments.
An additional motivation for kids can be the rivalry inherent in preschool children.
How to develop children's attention in a playful way?
The favorite pastime of preschoolers is a game. Therefore, it is also best to develop stability of attention in children in a playful way. You can use ordinary puzzles, mosaics or constructors, which will also contribute to the development of motor skills, or you can play more interesting and unusual games, the descriptions of which are given below.
"Buttons". 
In the course of this game, in addition to the baby's attention, it will be possible to train memory, thinking and spatial perception. You will need two checkered sheets and two completely identical sets of buttons. One of the participants will have to lay out three buttons on his sheet (playing field) in a certain order. The task of the second player is to remember the location of the buttons, their shape and colors and repeat this on your sheet (field) after the playing field of the first player is closed from view. The more the child plays this game, the more buttons can be used at one time.
Look for a familiar letter. This game is suitable for kids who already know at least a few letters from the alphabet. They will be asked to find a certain letter in some text (an old magazine or newspaper is suitable) and delete it from all words. Over time, the task can be made more difficult by training the child to switch and distribute attention. For example, you can ask him to cross out the letter "a" in all words, and to underline the letter "c".
"Where is whose house?" An interesting game, known to many from childhood from magazines and comics for toddlers. For her, you will need an ordinary piece of paper on which you will need to draw several animals and their houses with tangled lines leading to them. The kid will need to run his finger along the lines and find where whose house is.
"Making words." 
This game is suitable for a small group of older preschool children. It is intended to consolidate reading skills and, of course, to develop attention. The essence of the game is as follows. Each child is assigned a letter. An adult comes up with a word consisting of letters assigned to each of the players, after which he writes it on paper, shows it and pronounces it aloud to the children. All children will have to clap in the order in which the letter of each of them is in the word.
Game "In the Woods". During this play, the child develops auditory attention. The kid is asked to imagine himself as a hunter or forester, sit in the room as quietly as possible and listen to the sounds that will be emitted from other rooms or from the street, and then talk about them and recognize them.
Closer to the senior preschool age, the attention of children is actively developing. It is very important to take into account its peculiarities in order to pay attention in time to the child's difficulties with memorization and concentration and choose the right exercises for him.
Causes of distracted attention in children
Special education and classes with preschool children can improve the properties of their attention. Particularly important in this process is the internal motivation of the child, who should be interested in doing this or that business.
Educators who work with preschoolers know very well how much 
often children are distracted if the activity is not of interest to them. The reasons for the appearance of absent-mindedness include:
- emotional problems;
- anemia;
- adenoids or sinusitis, which complicate the supply of oxygen to the lungs, etc.
In such cases, it is worth taking the child to an appointment with a doctor, whose recommendations will help to restore the baby to normal performance over time.
Also, a common cause of distracted attention is the fatigue of children, who get tired of an uninteresting task that requires a high degree of concentration from them.
One of the reasons for distracted attention is an excess of impressions or an insufficiently developed ability to switch attention. For example, too busy weekends prevent the child from switching to educational activities on a weekday. One should not exclude such a reason as the scattering of interests arising from the fault of adults, the wrong 
a program of upbringing in a family without observing the regime of the day, rest and entertainment, with constant indulgence of the whims of the child.
The teacher himself, who is not able to conduct classes in an interesting way, may also be to blame for the child's distracted attention. A monotonous voice, lack of visual aids and play activities will eventually lead to the fact that preschoolers will become bored and their attention will be distracted. In order to interest children and make them want to concentrate on what is happening, the teacher simply must be able to speak expressively, brightly, with humor, inspiring confidence in the kids.
Features of attention in preschoolers with visual impairments
Visual information can only be perceived through the active work of the eyes. Failure of oculomotor functions in children diagnosed with strabismus leads to a complication of this process and, as a consequence, to an increase in the time required for the child to perceive information. It is with this factor that the slowness of their actions is associated, the violation of concentration 
attention, inability to quickly switch from one task to another, correctly distributing attention to their individual parts, incoherence and chaos of actions.
It is extremely difficult for children with strabismus to master the objective world in the zones of visual control. That is why they experience certain difficulties during the learning process, not being able to assimilate the material the way healthy children do, covering all incoming information with their attention.
The main cause of deviations in the development of attention in children with visual impairments is limited sensory input to the brain or a lack of perception. Also, the process is influenced by the limited activity of the preschooler. Such children get tired faster than others during classes, switch to another type of activity worse, are not able to quickly get involved in work, are quickly distracted where vision needs to be connected to the process.
Another reason for the difficulties in the development of attention in children with visual impairments is the insufficient organization of the perceptual field with a selection of stimuli justified from a physiological point of view. It is important to properly set up corrective work with such preschoolers, dosing the time of classes.
Correct 
the organization of correctional work with such children, aimed at developing attention, with the participation of parents, teachers and the use of suitable means, will ultimately help to achieve positive dynamics.
The work can include exercises based on breathing exercises, as well as stretching and the development of fine motor skills of the hands, visualizations, games that develop sensorics, and exercises for relaxation. Below we will consider several options for games and exercises based on breathing exercises and stretching.
Breathing exercise options
The main goal of such exercises is to establish the rhythm of the child's body and develop self-control. These exercises work well with language and eye development exercises.
Option one."Balloon". Children are offered to relax their stomach, 
inhale and “inflate” the “ball” in the stomach, imagining what color it will be. You will need to do this several times, "inflating" balloons of different colors in this way.
Option two. You will need to inhale first only through the right and then the left nostrils, deeply and slowly, thus strengthening the work of each of the cerebral hemispheres in turn.
Option three. Inhalation is done through the left nostril, exhalation through the right. During inhalation, you need to imagine how, together with the air, a golden stream of energy enters the body, and with exhalation - how it leaves.
Option four. Inhale with closed eyes, exhale with open eyes. The child will need to focus on what he sees: first darkness, and then light.
Stretching exercises for the body and arms
The purpose of this kind of exercise is to bring muscle tone back to normal, which is extremely important for attention disorders in preschool children. In addition, such exercises will help improve observation, memory, teach the baby to control emotions and manifestations of feelings.
The game "Mirrors". 
The adult, and after him the child, show the movements that the rest of the participants repeat after them. The child should imagine that he is in a store with many mirrors, where each of the reflections repeats his actions. At first, it is better for an adult to play the role of a monkey, after which children can also play it. It is very important to end the game at the moment of emotional peak in children, avoiding oversaturation of emotions and self-indulgence. To maintain the interest of the participants, you can exclude from the game those who are most likely to make mistakes.
Game "Make beads". To play you will need beads, as well as thin wire and large beads. The child will need to be asked to string beads on the wire - first in a chaotic manner, and then according to the pattern. It is very important that the child learns how to string the beads in the order in which they are located in the sample drawing. Actions with large beads in babies are usually difficult, so it makes sense to offer it as a working material only to complicate the game for children with well-developed fine motor skills.
Studies of the peculiarities of attention in preschoolers with various developmental disorders
To develop an effective correctional program for working with children with various kinds of health problems, it is important to study the level of their attention - the main mental process and an indicator of the degree of personality development. Only those children who can direct mental activity, while remaining 
attentive when working on a task.
Research in the field of studying the peculiarities of attention in children with developmental disorders has been and continues to this day. Their results are quite interesting and deserve attention.
For example, it has been proven that mental retardation in preschool children most of all affects the formation of voluntary attention. It is extremely difficult to attract the attention of these children, to set them up for prolonged concentration. Such babies are quickly distracted, their attention span is minimal, especially when compared with the attention span of healthy children.
Examining objects, such children practically do not notice differences in them, are poorly able to switch from one activity to another, and are unable to evenly distribute attention between several types of activity.
The situation can be corrected by regular activities aimed at developing attention, with the use of various types of activities, in the process of which children gradually learn to concentrate: not just look, but see, not just listen, but hear.
In children with cerebral palsy, there is a violation of auditory and visual attention against the background of uneven mental activity. Such children are often immersed in details and are not able to process the required amount of information.
But preschoolers diagnosed with schizophrenia switch to different types of activities without any problems, but only if they have personal motivation. 
The ease of switching attention in their case is burdened by the lack of meaning of what is happening.
Hyperactive preschoolers cannot always cope with maintaining concentration, they constantly switch from one activity to another, show inconsistency in actions, inability to listen and concentrate, more often than others, they lose personal belongings. Their attention is selective. However, if the activity is interesting for a hyperactive child, he is able to keep his attention on it for hours.
Children with OHP (general speech underdevelopment) have a low level of development of the main properties of attention, which is extremely unstable, poorly switched and distributed.
Conclusion
Attention in preschool age is one of the most important indicators for assessing the mental development of a child. Taking into account the peculiarities of attention of children of preschool age, both healthy and with developmental disabilities and health disorders, it is possible to develop an effective correctional plan aimed, if not at eliminating, then at reducing the main disadvantages. Thus, it will be possible to prevent the development of school maladjustment caused by these violations.
School of Yuri Okunev
Hello friends and Yuri Okunev is with you again.
Do you know what is the “distracted attention syndrome”? According to statistics, about 50% of children under the age of nine suffer from it? How to deal with this? I'll tell you now.
"Why are you so inconsiderate?" - mother complains once again, taking the baby to kindergarten. Because it is much more interesting to look at cars passing by than to look at your feet. Vaughn, from the entrance opposite, looked out a fluffy pussy. Oh, she's sneaking! Look, look ... Sparrow is trying to catch! .. But you never know what else is interesting around!
Until the age of five, such behavior in a child is considered the norm due to the peculiarities of brain development. Such a child is not distracted. On the contrary, he is very concentrated. He just doesn't know how to control his attention yet. And closely examines everything ... that catches the eye.
Absent-mindedness- this is the inability to long-term concentration of attention in the learning process. It is a mild disorder in the brain that can be corrected.
But there is another reason for childish absent-mindedness, which manifests itself in older preschoolers. An overabundance of information. But this is a weighty cause for concern. Say, nonsense? That young children cannot have overload? Okay, then answer the question: how old did your child start playing on a tablet or computer? Doesn't your child watch TV? How many hours a day? This is exactly the load.
Ways to develop attention
Attention lends itself to training. It is possible and necessary to develop it in preschool age. The fact is that children develop much faster than us adults. And, of course, it is better to perform the exercises in a playful way, so that the lesson is not only useful, but also interesting.
I have selected the most interesting games for preschoolers to develop attention and now I will tell you more about them.
First of all, you should develop voluntary attention. This is when you do not what comes into your head, but what your elders say, even if you don't really want to. Constantly using games for attention, you can achieve good results, and approach the first grade with developed constant-voluntary attention, which will allow the child to easily cope with the training program.
Outdoor games
Here are some game exercises that you can do both at home and on the street:
- "What do I see?". An adult looks at an object, and a child must guess what exactly the gaze is directed at;
- "Put it in place." Instead of cleaning up the toys scattered on the floor yourself, offer your child this task. Place 2-4 boxes in front of him, and let him sort the toys by shape, (color, material), placing them in different boxes;
- "Do it in order." An adult shows 3-5 movements, the child must repeat these movements from memory in the same sequence;
- Find a toy. You hide a toy and then tell the child exactly what you have hidden. Then the child walks around the room and tries to find the hidden thing, and you give hints: under the green, on the pink, behind the glass, in front of the square, and so on.
Mission Cards
Perhaps we all know the game "Find the Differences". Great job. To begin with, we take 2 pictures with a set of obvious differences that are immediately noticeable. Subsequently, the task can be complicated, the number of differences can be increased to 15-20, at later stages, switching to cards of this type:
Didactic games
(DIY games) such as:
- Children's lotto and dominoes;
- Various encryptions;
- Labyrinths and walkers;
- Find a Pair;
- The game "Take away unnecessary".
Thus, you should have a whole file cabinet of cards in your home that can be used for different games. It will be useful all the more since the child's visual attention exceeds the auditory attention, and many times over. It has been scientifically proven that auditory information is absorbed by the adult's brain only by 20%, while visual information (in the form of a picture or diagram) is already absorbed by 60%. This is, for a minute, an adult! And what can we say about the child?
By the way. You can invite your child to the monitor right now and play a game of attention
You will say - all this is complicated!
Make a thousand of some kind of cards, then study ... Can you do something simpler?
Sure you may!
How about an on-line simulator?
I am using the service Wikium developed by Russian scientists. A lot of educational games, simple and at the same time effective techniques that are interesting to everyone from a preschooler to a pensioner. You can play with your family.
There are games specifically aimed at developing attention span. For those who want to thoroughly work on themselves, a course has been created, which is called "Development of attention".
In general, I dedicated a separate Wikium service
I recommend the simulator Wikium everyone: children, their mothers and fathers, grandmothers, grandfathers. The site is interesting, addictive. And developing brains is useful at any age. I especially recommend it to parents of older preschoolers, future first graders.
On this I say goodbye. Subscribe to blog news, invite friends, share new experiences. See you! Yuri Okunev.
Collection of didactic games for the development of attention in preschoolers
Attention
The task for the development of attention: the development of volume, stability, distribution, switching, concentration of attention, the development of voluntary attention.
Kinds of attention Mental processes can have an involuntary (independent of will) direction. In these cases, they are organized in the form of involuntary (unintentional) attention. So, a sharp, unexpected signal causes attention against our will.
Attention as a condition of conscious activity Attention does not represent an independent mental process, since it cannot manifest itself outside of other processes.
Attention, its diagnosis and development Psychological features of diagnosis and development of attention.
Concentration of attention One of the important properties of attention is the ability to direct one's consciousness to a certain external stimulus for a certain period of time, suppressing the influence of other stimuli.
General issues of attention development The development of volatility of attention, as well as individual characteristics of attention.
Determination of attention The ability of a person to concentrate his "cognitive processes" on one object in order to study it (cognition).
Main types of attention It is customary to distinguish several main types of attention: involuntary, voluntary and post-voluntary.
Basic properties of attention Volume, distribution, concentration, etc.
The main characteristics of the properties of attention Attention is an independent mental process, and therefore it has a number of its own properties.
Attention concept Attention is a mental process, the main task of which is to protect consciousness from unnecessary information, focusing on relevant, useful and interesting information.
Arbitrary attention Attention, which is voluntary, that is, accompanied by some volitional efforts, is directed to the object.
Absent-mindedness Functional or organic impairment of the ability to focus, purposeful activity. Absent-mindedness is characterized not only by a violation of attention (its volume, switching, distribution, concentration) as a cognitive process, but also by a disorder of activity - a weakening of the orienting and controlling components.
Properties of attention Directionality, volume, distribution, concentration, intensity, stability and switchability.
Physiological basis of attention The physiological basis of attention is the mechanisms by which we direct attention to objects of interest to us.
Physiological bases of attention Foci of excitation of the cerebral cortex, the work of the reticular formation.
Games on the development of attention of preschoolers :
I. We develop visual attention.
1. "Do as mine"
For a child, an adult offers to lay out a letter, number, pattern, picture, etc. from sticks (or mosaics). (Can be usedKuisener's sticks )
2. "Arrange as it was"
In front of the preschoolers, the teacher places seven toys on the table. After the children have examined the toys, the adult asks them to turn away from the table, and at this time he swaps the toys and gives the task: "Arrange the toys in the order they were."
3. "Finish"
An adult distributes drawings to children depicting objects on which some of the details are missing. He proposes to name what exactly is missing in the picture and draw them. For example: a car without wheels, a house without a roof, etc.
4. "Spot the Difference"
The teacher offers preschoolers a card with two pictures that have several differences. Children need to find these differences as quickly as possible.
5. "Who is faster"
An adult shows children ribbons of different colors. The task of preschoolers is to name as many objects, vegetables, fruits, animals, etc., that correspond to a certain color. For example: Yellow - pear, pencil, sun, lemon ...; red - apple, tomato, cherry ... green - toad, grasshopper, cucumber, grass ... etc.
6. "Who is hiding?"
Adult puts 10 pictures with animals on the table in front of the children. After the children have examined them, the teacher asks them to close their eyes, and at this time he removes 3 - 4 pictures and asks: "Look, what animals are hiding?"
7. "Drawing by cells"
Preschoolers are given a sheet in a box (large or small), a sample for drawing (an ornament or a closed figure), a pencil. It is necessary to redraw the pattern in the cells.
8. "Find the unnecessary"
Children are offered a card with the image of 6 - 7 objects, one of which is different from the others. You need to find him. For example: fox, bear, wolf, sparrow , squirrel, hare, hedgehog. (Sparrow is a bird).
II. We develop auditory attention.
1. "Most attentive"
Children sit in a circle and perform movements in accordance with the words: "Water" - arms to the sides; "Earth" - hands down; "Fire" - close your eyes with your hands; "Air" - raise your hands up.
2. "What sounded?"
The children are shown the sound of various musical instruments. Then these musical instruments sound behind the screen, and preschoolers name what they sounded.
3. "Repeat after me"
Preschoolers are invited to reproduce, according to the pattern set by the teacher, rhythmic strikes with a stick on the table.
4. "Who has the bell?"
Children walk in a circle ringing a bell, which is passed to each other. A blindfolded child stands in the center of the circle and listens attentively from where the bell is ringing. When an adult says the phrase: “I can't hear the bell,” the child standing in the center of the circle should point with his hand in the direction from which he last heard the ringing.
5. "Words"
The teacher clearly pronounces 6 words to the children, and then asks the children to repeat the words in the same sequence. For example: dog, chicken, cow, duck, piglet, chicken, etc.
6. "What's in the box?"
Preschoolers are shown the sound in matchboxes: sand, earth, millet, peas, pebbles. After that, the adult interferes with the boxes and invites the children to determine what is in the box by sounding.
7. "Tell me how it was"
Preschoolers are invited to consider a complex plot picture and remember all the details of the adult's story about the adventure of her heroes. Then the teacher asks questions about this picture, and the children answer them by remembering the story.
8. "Who is this?"
An adult reads interesting riddles in rhymes, preschoolers should name what or whom they are talking about. Games for the development of auditory attention.
- "The doll walks up the ladder."
In the hands of the children are dolls, and the speech therapist has a metallophone.
When low notes sound, the doll goes down, and when high notes sound
The doll goes up.
- “Mother hen and chickens”.
In the hands of a speech therapist, a hen is holding a hen, and children are holding chickens.
First, the hen pecks the grains, and the chickens listen. And then
Chickens. They should peck as many times as the chicken.
You can repeat a slow pace and a fast, loud and quiet, in
A certain pace.
- Find a toy.
A speech therapist blindfolded one child. Gives one of the children
A toy. The child names the children. If far away, children clap quietly
And if close - loud.
- "Where is the sound?".
Children close their eyes. Speech therapist plays the metallophone, positioning it
In different directions - top, bottom, right, left. Children
Guess the direction of the sound.
- "Look at the bear."
A speech therapist with a bear in his hands walks around the room. The bear has a pipe, and
Children are blindfolded. Look at the bear - turn your head to that
The side from which the Mishka's trumpet sounds.
- "What instrument does it sound?"
The speech therapist introduces children to the sound of musical instruments.
Children sit with their backs. The instrument sounds. Children call the instrument.
- "Flags".
The speech therapist distributes flags, plays the metallophone. If the metallophone
Sounds loud, raise the flags and wave, if it's quiet, your hands are on
Knees.
- "Playing with fingers".
The speech therapist plays (claps his hands) quickly and slowly. Children at
At a fast pace, fingers are twisted quickly, at a slow pace - slowly.
(Clap, bang fist on fist, palm on table, edge
Palms, "run" with your fingers).
- « Rockets are flying to the moon. "
The speech therapist places a sounding object in a different direction -
Rocket. The astronaut transmits a signal by radio. Children tied
Eyes must direct the missiles in their hands
In the direction of a sounding toy.
- "Rain".
The speech therapist plays the metallophone, making loud and quiet sounds.
If soft music sounds - children walk, medium volume -
Open the umbrella, loud - run into the house.
- "Say what you hear."
The speech therapist asks the children to close their eyes. Listen carefully and
Determine what sounds they heard. Children must answer
Complete answer.
- "Man's buff with a voice."
The driver is blindfolded. Children quietly walk or run across from
One place to another, making any sounds. Driving
Got to catch one of the running kids. When someone is caught
I caught it.
- "Sun and Rain".
The speech therapist quietly knocks on the tambourine - the sun, the children are walking. Loudly -
Rain, children run into the house.
- "Guess whose voice."
Children sit in a semicircle. In front of them at some distance
A child with a bear sits with his back to the children. Speech therapist suggests someone
Some of the guys call a bear. The driver must guess who he is
I called. The one who is recognized becomes the leader.
- "Who is it".
The speech therapist holds in his hand several pictures with the image
Animals and birds. The child draws out one picture so that
The others did not see her. He imitates the cry of an animal and his
Movements, and the rest of the children have to guess.
- “Know by sound”.
The players sit with their backs to the presenter. It produces various
Noises and sounds of different objects. Anyone who guesses what
The presenter makes a noise, raises his hand, and does not turn around,
Tells him about it.
- "Catch the whisper."
Asks to perform some movement, and then subtle
In a whisper, pronounces the name of the one who must fulfill. If a
The child did not hear his name, the speech therapist calls another
Child.
- "Hourly".
The room is divided into two parts. On the one hand it becomes
A child with a blindfold is a sentry. All children with one
The parties should quietly go to the other side. If a
The sentry hears a rustle, he shouts: "Stop!". Everything
They stop. The sentry goes to the sound and tries to find who
Noisy. Found - quits the game.
- "Where did they knock."
All children sit on chairs in a circle. Out in the middle
Child and closes his eyes. Speech therapist goes around the whole circle behind the backs
He gives the children and some of them a stick. The child knocks it on the chair and
Hides her behind her back. Children shout: "It's time!" The driver is looking for a wand
If he finds it, he sits down in the place of the one who had the wand, and the one
Goes to drive. And if he doesn't find it, he continues to drive.
twenty . "Pot".
Children sit in a circle on the floor and roll the ball. If the child
Rolls a ball to another and says: "Cold", the second child can
Touch the ball. But if they tell him: "Hot", then he should not
Touch the ball. Whoever makes a mistake and touches the ball gets
Penalty point.
- "Man's buff with a rattle».
The driver is blindfolded. Children have rattles or
Bells. They run away from the driver. The driver catches the children
Focusing on sound. The child who is caught becomes
Driving.
- "Guess who".
Children stand in a circle. The driver comes out in the middle of the circle,
Closes his eyes and then walks in any direction until
Will bump into one of the children who must vote
In a predetermined way: "kukareku", "av-av-av" or "meow-
Meow "and so on. The driver must guess which of the children was shouting.
- "Frog".
Children stand in a circle, and one is blindfolded inside
Circle and says:
Here's a frog along the path
Rides, stretching out her legs,
I saw a mosquito, screamed ...
The one to whom he pointed, at this moment says: "Kva-kva-kva".
- "Wind and Birds".
Children are divided into two groups: birds, wind. When sounding loud
The wind will blow on the musical toy: "children are the wind" freely, but
Should not run noisily in the group, and the other group - "birds":
They hide in their nests. The wind dies down (the music is soft), children,
Depicting the wind, they quietly sit in their places, and the birds
Should fly out of their nests and flutter.
- Find a toy.
Children sit on high chairs. The driver closes his eyes. Speech therapist
Hides a doll. At the signal, the driver opens his eyes, and the children
They say: The doll Tanya ran away.
Vova, look for Vova.
As you find her, then boldly
Dance with our Tanya.
If the driver is in the place where the doll is hidden, children
They clap their hands loudly, if they move away, the claps subside.
- "Plays - does not fly."
Children are sitting, hands are on their knees. Speech therapist names items and
Asks: "Flies, does not fly?", While raising his hands
No matter what the subject is. If the subject is called
Which flies - children should raise their hand. If called
Objects that do not fly - you should not raise your hands.
- Find the mistake.
Speech therapist shows a toy or a picture with a picture
Animal and calls a knowingly wrong action, which
Supposedly produces this animal. Children must answer correctly
It is or not, and then list the actions that can
Commit this animal.
- "Guess whose voice."
The players are sitting. I am one of them becomes in a circle and closes
Eyes. Speech therapist, without calling a name, points his hand at someone
Of those who play. He pronounces the name of the person in the center. Last
I must guess who called him. If the person in the center guessed it, he
He opens his eyes and changes places with the one who called him by name.
The speech therapist invites children to scatter around the room. On signal
“Run in a circle” children stand in a circle. One child remains in
The center of the circle. Children go in circles and say:
We had a little frolic
They all settled in their places.
Guess the riddle
Who called you, find out!
- "Guess where the woodpecker knocks."
The speech therapist imitates the sound of a woodpecker, now quietly, now loudly. Children should
Find out where the woodpecker is knocking - near or far.
- "Listen carefully".
The speech therapist strikes a tambourine or claps his hands. Children should
Sit down as many times as the beat of the tambourine is heard.
- "Repeat".
The speech therapist claps an uncomplicated rhythm in his hands, the children should
Play (in your hands, on a tambourine or on a drum).
- "Commander".
The speech therapist gives children various commands and accompanies them
Various actions: hands up, hands down, sit down, stand up,
Hands to the sides, hands to lower, etc. If the command
Accompanied by the address "commanders", children perform
The order, if there is no appeal of the "commander", the children do not follow
Actions. Anyone who violates the terms of the game is eliminated from the game.
- "What do you need?".
The speech therapist explains to the children that we will play the game “What we plant in
Garden?". Speech therapist names various items, children
Listen carefully. If the name of the object that is planted in
Vegetable garden, children say: "yes", if the subject is not the right one, children say:
"not". Whoever makes a mistake loses.
Game "Listening to the words"
Agree with your child that you will pronounce a variety of words. The child needs to clap his hands when he comes across a word meaning, for example, dishes. The game begins: different words are called: chair, wood, plate, pen, fox, potato, fork. The child should have time to clap his hands in time.
So that the game does not get bored, it can be diversified. After playing for a few minutes, you can change tasks. The child will have to perform other actions, for example, stomp when he hears a word for a plant; jump when he hears a word for an animal; pull yourself up when you hear the word for furniture.
When the baby begins to cope, tasks can be complicated by combining them in two, and then three. For example, a child needs to clap their hands when they hear words for a plant and jump when they say words for an animal.
The game “On the table! Under the table! Knock!"
Invite your child to play a game in which he will correctly follow your commands. You will give verbal commands and try to confuse the child. To do this, first say the command, and do it yourself correctly, the child will repeat everything after you. Then you start to confuse the child - say one command, and do something else.
For example, you say: "Under the table!" and hide your hands under the table, the child hides his hands, repeating everything after you. "Knock!" and you start knocking on the table, the child repeats for it. "On the table!" - put your hands on the table, the child does the same, and so on. When your child gets used to repeating the movements behind you, start confusing him: say one command, and perform another movement. For example, say: “Under the table!” And knock on the table yourself. The child should do what you say, not what you do.
Game "Nose - floor - ceiling"
Agree with the children that when you say the word “nose,” the children should point a finger at their nose. When you say the word "ceiling", children should point their finger at the ceiling, and when they hear the word "floor", then point their finger at the floor. Children need to be explained that it is impossible to succumb to provocation: you must follow the commands that you utter, and not those that you show.
Then start saying the words: "nose", "floor", "ceiling" in a different sequence, and at the same time show either correctly or incorrectly. For example, name your nose and point to the floor. Children should always point in the right direction.
Harvesting game
To play you will need silhouettes of different fruits and vegetables cut out of multi-colored cardboard - orange carrots, red tomatoes, green cucumbers, blue eggplants, yellow apples.
Scatter colorful cardboard figures on the floor and ask your child to pick one vegetable or fruit. To make it more interesting to harvest, you can give out baskets.
Note: The games in this series help to develop concentration, selectivity and distribution of attention. These games are good for children's party scenarios.
Game "Catch - do not catch"
You need a ball to play. The game can be played with either one child or a group of children.
Agree with your child that you will throw the ball to him, and he will catch or hit it. If you say a word, for example: "Catch!", The child needs to catch the ball. If the ball is thrown silently, then it must be hit.
Start the game by alternating the word "Catch" and silence during the throw. When the child gets used to the rhythm, start knocking him down, then say "Catch" several times in a row, then be silent during the throws. Gradually complicate the game by adding the word “Don't catch!”. The child must still catch the ball, because according to the conditions of the game, he can only hit the ball during silence.
Do it Right Game
You will need a tambourine and handkerchiefs to play. The number of handkerchiefs should be equal to the number of children participating in the game.
Give the children handkerchiefs and explain that when you ring the tambourine loudly, they should pick up the handkerchiefs and wave them, and if you ring softly, have the children put the handkerchiefs down. Demonstrate what it means to ring loudly and how it sounds softly. While playing, alternate loud and quiet sounds no more than three to four times.
Game "Listen and do as I do"
Clap your hands in a certain rhythm and invite the child to repeat after you. Tap the rhythm with your stick on the table, drum, saucepan, book, or jar. Let your child reproduce your rhythm exactly. Then switch roles - the baby taps the rhythm, and you repeat.
The older the child is, the more complex the rhythm can be. For a three-year-old baby, the rhythm should be no more than 5 - 6 beats. As you master the game, the rhythms can gradually become more complex.
The game "Knows how to walk or not"
Agree with your child that you will call different words, and he needs to listen carefully. If he hears the name of an animal or object that can walk, the child needs to slap himself on the knees. If he hears the name of an object that does not walk, he needs to raise his hands in front of him. Start the game: "Ball, cucumber, fox, parrot ..." - you say and make sure that the child reacts correctly to every word.
This game can be played with a group of children. The tasks of the game can be periodically changed: "flying or not" - children raise their hands when they hear the name of a flying object, and clap their hands when a non-flying object is named. "Round or not", "fluffy or not" - there can be quite a lot of variations of the game.
The game "We speak in a whisper"
Place toys on the table: cubes, a doll, a bunny, a toy car, and so on. Place the child at the table and explain to him that you will give him tasks very quietly - in a whisper, so he needs to listen to you very carefully in order to hear everything. Move 2 - 3 meters away from the child and start giving assignments: “Take a bunny. Put him in the car. Place one cube on top of the other. " Give short, simple assignments, speak quietly but clearly so that the child hears, understands and completes the assignments.
If several children participate in the game, you can give them joint tasks, for example: "Hold hands", "Jump", "Walk around the chair", "Raise your hand up", "Point to your nose."
Quiet - Loud game
This game can be played with one child or with a group of children.
Agree with your children that when you speak softly, they should walk quietly on tiptoes. And when you speak loudly, children should march loudly. Explain to the children to respond not to words, but to the sound of a voice. That is, so that you do not speak in a low voice, children should still walk quietly on tiptoes. And also, so that you do not speak in a loud voice, children must still march.
Start the game. First, say in a whisper: "We walk on tiptoes", and in a loud voice: "Everyone is marching." As the children get used to changing commands, start to complicate the game by adding different commands, for example, "Everyone is jumping" - you say in a low voice, or "Everyone is waving their hands" - in a loud voice. Then complicate the game even more: "Everyone is marching" - speak in a whisper. “Walk on tiptoes” - speak loudly. Try to confuse children, change commands and voice volume unexpectedly.
Children should not succumb to provocations, they should always walk on tiptoes under a whisper and march under a loud voice.
Bell ringing game
You will need a bell and a blindfold to play. Invite the child to guess with closed eyes and show with his hand where the bell is ringing.
Blindfold the child and stand two or three meters away from him, ring the bell. The child must show the direction from which the ringing is heard. Change your place and ring the bell again.
If several children participate in the game, then the game is played without a bell. Children stand in a circle, the driver gets out, they blindfold him and put him in the center of the circle. Agree with the children that now they will take turns clapping their hands, and the driver must show where the clap comes from. Only the child you are pointing at should clap. Every few minutes the driver changes so that all the children stand in the center of the circle.
Game "Guess what subject I'm knocking on"
To play you will need a metal stick or pencil and several different objects, for example: a glass, a cup, a wooden cube, a plastic cube, a saucepan. The main thing is that all objects make a different sound.
Invite your child to listen to what sounds are made by objects and tap each. Then ask the child to turn away and guess what object you will knock on. Then switch roles, let the child knock, and you guess.
Find a repeat game
Agree with your child that now you will say different words and you cannot repeat yourself. Ask the kid to clap his hands if suddenly you repeated a word and let him tell you which word you repeated. Start the game: "river, elephant, ball, elephant" - you say. The child should clap his hands on the second word "elephant".
The younger the child, the shorter the sequence of words should be between repetitions. Only complicate the game when the child is good at guessing repetitions in one or two words.
- " Telephone".
Children sit in a row. The first one sitting on the right says something
A word in the ear of a neighbor. He passes the word on, etc. Thereafter
Children starting with the last one have to say which word
Heard. The child was the first to confuse the transmitted word,
Sits at the very end of the row.
The rest sit in this way, one seat closer to the first.
Game continues.
- "Let's be attentive."
Speech therapist covering his mouth with a piece of paper, gives small tasks
Children. Children complete tasks and sit down. For example:
"Nina, move the chair", "Sasha, put the toy in place"
III. We develop motor-motor attention.
1. "Edible - inedible"
Depending on the object named (edible or not), children must catch or hit a ball thrown by an adult.
2. "Repeat after me"
The teacher names the parts of the person's body, and the children must perform the appropriate movements: touch the nose, ear, elbow, etc. (You can perform movements with rhythmic music)
3. "Flies, jumps, floats"
The teacher shows children pictures of animals, birds, insects, etc., and preschoolers need to show without words what movements they can do. For example: a bird - children imitate flight movements, a hare - jump, a toad - jump, and then swim (or vice versa), etc.
4. "Wintering and migratory birds"
An adult shows pictures of wintering and migratory birds, the children are given the command: "Clap your hands, if the bird is migratory, if the wintering bird, put your hands down."
5. "Vegetables and fruits"
An adult reads out the names of vegetables and fruits, preschoolers are given the command: "Sit down - if they hear the name of the vegetable, jump up - the name of the fruit."
The teacher shows the children a movement that cannot be repeated. Then he shows different movements with his hands and feet. The one who repeated the forbidden move is eliminated from the game. Any movement or combination of movements can be forbidden.
7. "Train"
Preschoolers stand in a circle and imitate the movement of a train, an adult shows cards that indicate a certain movement: yellow card - the train collapsed, red - the train stops, blue - the train is going in the opposite direction, green - the train goes faster.
Name
Collection of didactic games for the development of attention in preschoolers
Attention
The task for the development of attention: the development of volume, stability, distribution, switching, concentration of attention, the development of voluntary attention.
Kinds of attention Mental processes can have an involuntary (independent of will) direction. In these cases, they are organized in the form of involuntary (unintentional) attention. So, a sharp, unexpected signal causes attention against our will.
Attention as a condition of conscious activity Attention does not represent an independent mental process, since it cannot manifest itself outside of other processes.
Attention, its diagnosis and development Psychological features of diagnosis and development of attention.
Concentration of attention One of the important properties of attention is the ability to direct one's consciousness to a certain external stimulus for a certain period of time, suppressing the influence of other stimuli.
General issues of attention development The development of volatility of attention, as well as individual characteristics of attention.
Determination of attention The ability of a person to concentrate his "cognitive processes" on one object in order to study it (cognition).
Main types of attention It is customary to distinguish several main types of attention: involuntary, voluntary and post-voluntary.
Basic properties of attention Volume, distribution, concentration, etc.
The main characteristics of the properties of attention Attention is an independent mental process, and therefore it has a number of its own properties.
Attention concept Attention is a mental process, the main task of which is to protect consciousness from unnecessary information, focusing on relevant, useful and interesting information.
Arbitrary attention Attention, which is voluntary, that is, accompanied by some volitional efforts, is directed to the object.
Absent-mindedness Functional or organic impairment of the ability to focus, purposeful activity. Absent-mindedness is characterized not only by a violation of attention (its volume, switching, distribution, concentration) as a cognitive process, but also by a disorder of activity - a weakening of the orienting and controlling components.
Properties of attention Directionality, volume, distribution, concentration, intensity, stability and switchability.
Physiological basis of attention The physiological basis of attention is the mechanisms by which we direct attention to objects of interest to us.
Physiological bases of attention Foci of excitation of the cerebral cortex, the work of the reticular formation.
Games to develop the attention of preschoolers:
I ... We develop visual attention.
1. "Do as mine"
For a child, an adult offers to lay out a letter, number, pattern, picture, etc. from sticks (or mosaics). (Can be used Kuisener's sticks)
2. "Arrange as it was"
In front of the preschoolers, the teacher places seven toys on the table. After the children have examined the toys, the adult asks them to turn away from the table, and at this time he swaps the toys and gives the task: "Arrange the toys in the order they were."
3. "Finish"
An adult distributes drawings to children depicting objects on which some of the details are missing. He proposes to name what exactly is missing in the picture and draw them. For example: a car without wheels, a house without a roof, etc.
4. "Spot the Difference"
The teacher offers preschoolers a card with two pictures that have several differences. Children need to find these differences as quickly as possible.
5. "Who is faster"
An adult shows children ribbons of different colors. The task of preschoolers is to name as many objects, vegetables, fruits, animals, etc., that correspond to a certain color. For example: Yellow - pear, pencil, sun, lemon ...; red - apple, tomato, cherry ... green - toad, grasshopper, cucumber, grass ... etc.
6. "Who is hiding?"
An adult puts 10 pictures with animals on the table in front of the children. After the children have examined them, the teacher asks them to close their eyes, and at this time he removes 3 - 4 pictures and asks: "Look, what animals are hiding?"
7. "Drawing by cells"
Preschoolers are given a sheet in a box (large or small), a sample for drawing (an ornament or a closed figure), a pencil. It is necessary to redraw the pattern in the cells.
8. "Find the unnecessary"
Children are offered a card with the image of 6 - 7 objects, one of which is different from the others. You need to find him. For example: fox, bear, wolf, sparrow, squirrel, hare, hedgehog. (Sparrow is a bird).
II. We develop auditory attention.
1. "Most attentive"
Children sit in a circle and perform movements in accordance with the words: "Water" - arms to the sides; "Earth" - hands down; "Fire" - close your eyes with your hands; "Air" - raise your hands up.
2. "What sounded?"
The children are shown the sound of various musical instruments. Then these musical instruments sound behind the screen, and preschoolers name what they sounded.
3. "Repeat after me"
Preschoolers are invited to reproduce, according to the pattern set by the teacher, rhythmic strikes with a stick on the table.
4. "Who has the bell?"
Children walk in a circle ringing a bell, which is passed to each other. A blindfolded child stands in the center of the circle and listens attentively from where the bell is ringing. When an adult says the phrase: “I can't hear the bell,” the child standing in the center of the circle should point with his hand in the direction from which he last heard the ringing.
5. "Words"
The teacher clearly pronounces 6 words to the children, and then asks the children to repeat the words in the same sequence. For example: dog, chicken, cow, duck, piglet, chicken, etc.
6. "What's in the box?"
Preschoolers are shown the sound in matchboxes: sand, earth, millet, peas, pebbles. After that, the adult interferes with the boxes and invites the children to determine what is in the box by sounding.
7. "Tell me how it was"
Preschoolers are invited to consider a complex plot picture and remember all the details of the adult's story about the adventure of her heroes. Then the teacher asks questions about this picture, and the children answer them by remembering the story.
8. "Who is this?"
An adult reads interesting riddles in rhymes, preschoolers should name what or whom they are talking about.
Games for the development of auditory attention.
"The doll walks up the ladder."
In the hands of the children are dolls, and the speech therapist has a metallophone.
When low notes sound, the doll goes down, and when high notes sound
The doll goes up.
“Mother hen and chickens”.
In the hands of a speech therapist, a hen is holding a hen, and children are holding chickens.
First, the hen pecks the grains, and the chickens listen. And then
chickens. They should peck as many times as the chicken.
You can repeat a slow pace and a fast, loud and quiet, in
a certain pace.
Find a toy.
A speech therapist blindfolded one child. Gives one of the children
toy. The child names the children. If far away, children clap quietly
and if close - loud.
"Where is the sound?".
Children close their eyes. Speech therapist plays the metallophone, positioning it
In different directions - top, bottom, right, left. Children
guess the direction of the sound.
"Look at the bear."
A speech therapist with a bear in his hands walks around the room. The bear has a pipe, and
children are blindfolded. Look at the bear - turn your head to that
the side from which the Mishka's trumpet sounds.
"What instrument does it sound?"
The speech therapist introduces children to the sound of musical instruments.
Children sit with their backs. The instrument sounds. Children call the instrument.
"Flags".
The speech therapist distributes flags, plays the metallophone. If the metallophone
sounds loud, raise the flags and wave; if it is quiet, your hands lie on
"Playing with fingers".
The speech therapist plays (claps his hands) quickly and slowly. Children at
at a fast pace, they twist their fingers quickly, at a slow pace, slowly.
(Clap, bang fist on fist, palm on table, edge
palms, "run" with your fingers).
« Rockets are flying to the moon. "
The speech therapist places a sounding object in a different direction -
rocket. The astronaut transmits a signal by radio. Children tied
eyes should direct the missiles in their hands
towards the sounding toy.
"Rain".
The speech therapist plays the metallophone, making loud and quiet sounds.
If soft music sounds - children walk, medium volume -
open an umbrella, loud - run into the house.
"Say what you hear."
The speech therapist asks the children to close their eyes. Listen carefully and
determine what sounds they heard. Children must answer
complete answer.
The driver is blindfolded. Children quietly walk or run across from
one place to another, making any sounds. Driving
must catch one of the running children. When someone is caught
"Sun and Rain".
The speech therapist quietly knocks on the tambourine - the sun, the children are walking. Loudly -
rain, children run into the house.
Children sit in a semicircle. In front of them at some distance
a child with a teddy bear sits with his back to the children. Speech therapist suggests someone
one of the guys to call a bear. The driver must guess who he is
called. The one who is recognized becomes the leader.
"Who is it".
The speech therapist holds in his hand several pictures with the image
animals and birds. The child draws out one picture so that
the others did not see her. He imitates the cry of an animal and his
movements, and the rest of the children have to guess.
“Recognize by sound ».
The players sit with their backs to the presenter. It produces various
noises and sounds of different objects. Anyone who guesses what
the presenter makes a noise, raises his hand, and does not turn around,
tells him about it.
"Catch the whisper."
asks to perform some movement, and then a subtle
whispers the name of the one who must fulfill. If a
the child did not hear his name, the speech therapist calls another
"Hourly".
The room is divided into two parts. On the one hand it becomes
a child with a blindfold is a sentry. All children with one
the sides should quietly cross over to the other side. If a
the sentry hears a rustle, he shouts: "Stop!" Everything
stop. The sentry goes to the sound and tries to find who
was noisy. Found - quits the game.
"Where did they knock."
All children sit on chairs in a circle. Out in the middle
child and closes his eyes. Speech therapist goes around the whole circle behind the backs
children and gives one of them a stick. The child knocks it on the chair and
hides her behind her back. Children shout: "It's time!" The driver is looking for a wand
if he finds it, he sits down in the place of the one who had the wand, and he
goes to drive. And if he doesn't find it, he continues to drive.
20. "Pot".
Children sit in a circle on the floor and roll the ball. If the child
rolls a ball to another and says: "Cold", the second child can
touch the ball. But if they tell him: "Hot", then he should not
touch the ball. Whoever makes a mistake and touches the ball gets
penalty point.
"Man's buff with a rattle».
The driver is blindfolded. Children have rattles or
bells. They run away from the driver. The driver catches the children
focusing on sound. The child who is caught becomes
"Guess who".
Children stand in a circle. The driver comes out in the middle of the circle,
closes his eyes and then walks in any direction until
bump into one of the children, who must give a voice
in a predetermined way: "kukareku", "av-av-av" or "meow-
meow "and so on. The driver must guess which of the children was shouting.
"Frog".
Children stand in a circle, and one is blindfolded inside
circle and says:
Here's a frog along the path
Rides, stretching out her legs,
I saw a mosquito, screamed ...
The one to whom he pointed, at this moment says: "Kva-kva-kva".
"Wind and Birds".
Children are divided into two groups: birds, wind. When sounding loud
musical toy will blow the wind: "children-wind" is free, but
not noisy should run around the group, and the other group - "birds":
hiding in their nests. The wind dies down (the music is soft), children,
depicting the wind, quietly sit in their seats, and the birds
should fly out of their nests and flutter.
Find a toy.
Children sit on high chairs. The driver closes his eyes. Speech therapist
hides the doll. At the signal, the driver opens his eyes, and the children
They say: Doll Tanya ran away.
Vova, look for Vova.
As you find her, then boldly
Dance with our Tanya.
If the driver is in the place where the doll is hidden, children
clap their hands loudly; if they move away, the claps subside.
"Plays - does not fly."
Children are sitting, hands are on their knees. Speech therapist names items and
asks: "Does it fly, does it fly?", while raising his hands
no matter what it is. If the subject is called
who flies - children should raise their hand. If called
objects that do not fly - do not raise your hands.
Find the mistake.
Speech therapist shows a toy or a picture with a picture
animal and calls a deliberately wrong action that
supposedly produces this animal. Children must answer correctly
it or not, and then list the actions that can
commit this animal.
The players are sitting. I am one of them becomes in a circle and closes
eyes. Speech therapist, without calling a name, points his hand at someone
of the players. He pronounces the name of the person in the center. Last
must guess who called him. If the person in the center guessed it, he
opens his eyes and changes places with the one who called him by name.
The speech therapist invites children to scatter around the room. On signal
“Run in a circle” children stand in a circle. One child remains in
the center of the circle. Children go in circles and say:
We had a little frolic
They all settled in their places.
Guess the riddle
Who called you, find out!
"Guess where the woodpecker knocks."
The speech therapist imitates the sound of a woodpecker, now quietly, now loudly. Children should
Find out where the woodpecker is knocking - near or far.
"Listen carefully".
The speech therapist strikes a tambourine or claps his hands. Children should
sit down as many times as the tambourine beats are heard.
"Repeat".
The speech therapist claps an uncomplicated rhythm in his hands, the children should
reproduce (in your hands, on a tambourine or drum).
"Commander".
The speech therapist gives children various commands and accompanies them
various actions: hands up, hands down, sit down, stand up,
hands to the sides, hands to lower, etc. If the command
accompanied by the address "commanders", children perform
the order, if there is no appeal from the "commander", the children do not follow
actions. Anyone who violates the terms of the game is eliminated from the game.
"What do you need?".
The speech therapist explains to the children that we will play the game “What we plant in
garden?". Speech therapist names various items, children
listen carefully. If the name of the object that is planted in
garden, children say: "yes", if the subject is not the right children say:
"not". Whoever makes a mistake loses.
Game "Listening to the words"
Agree with your child that you will pronounce a variety of words. The child needs to clap his hands when he comes across a word meaning, for example, dishes. The game begins: different words are called: chair, wood, plate, pen, fox, potato, fork. The child should have time to clap his hands in time.
So that the game does not get bored, it can be diversified. After playing for a few minutes, you can change tasks. The child will have to perform other actions, for example, stomp when he hears a word for a plant; jump when he hears a word for an animal; pull yourself up when you hear the word for furniture.
When the baby begins to cope, tasks can be complicated by combining them in two, and then three. For example, a child needs to clap their hands when they hear words for a plant and jump when they say words for an animal.
The game “On the table! Under the table! Knock!"
Invite your child to play a game in which he will correctly follow your commands. You will give verbal commands and try to confuse the child. To do this, first say the command, and do it yourself correctly, the child will repeat everything after you. Then you start to confuse the child - say one command, and do something else.
For example, you say: "Under the table!" and hide your hands under the table, the child hides his hands, repeating everything after you. "Knock!" and you start knocking on the table, the child repeats for it. "On the table!" - put your hands on the table, the child does the same, and so on. When your child gets used to repeating the movements behind you, start confusing him: say one command, and perform another movement. For example, say: “Under the table!” And knock on the table yourself. The child should do what you say, not what you do.
Game "Nose - floor - ceiling"
Agree with the children that when you say the word “nose,” the children should point a finger at their nose. When you say the word "ceiling", children should point their finger at the ceiling, and when they hear the word "floor", then point their finger at the floor. Children need to be explained that it is impossible to succumb to provocation: you must follow the commands that you utter, and not those that you show.
Then start saying the words: "nose", "floor", "ceiling" in a different sequence, and at the same time show either correctly or incorrectly. For example, name your nose and point to the floor. Children should always point in the right direction.
Harvesting game
To play you will need silhouettes of different fruits and vegetables cut out of multi-colored cardboard - orange carrots, red tomatoes, green cucumbers, blue eggplants, yellow apples.
Scatter colorful cardboard figures on the floor and ask your child to pick one vegetable or fruit. To make it more interesting to harvest, you can give out baskets.
Note: The games in this series help to develop concentration, selectivity and distribution of attention. These games are good for children's party scenarios.
Game "Catch - do not catch"
You need a ball to play. The game can be played with either one child or a group of children.
Agree with your child that you will throw the ball to him, and he will catch or hit it. If you say a word, for example: "Catch!", The child needs to catch the ball. If the ball is thrown silently, then it must be hit.
Start the game by alternating the word "Catch" and silence during the throw. When the child gets used to the rhythm, start knocking him down, then say "Catch" several times in a row, then be silent during the throws. Gradually complicate the game by adding the word “Don't catch!”. The child must still catch the ball, because according to the conditions of the game, he can only hit the ball during silence.
Do it Right Game
You will need a tambourine and handkerchiefs to play. The number of handkerchiefs should be equal to the number of children participating in the game.
Give the children handkerchiefs and explain that when you ring the tambourine loudly, they should pick up the handkerchiefs and wave them, and if you ring softly, have the children put the handkerchiefs down. Demonstrate what it means to ring loudly and how it sounds softly. While playing, alternate loud and quiet sounds no more than three to four times.
Game "Listen and do as I do"
Clap your hands in a certain rhythm and invite the child to repeat after you. Tap the rhythm with your stick on the table, drum, saucepan, book, or jar. Let your child reproduce your rhythm exactly. Then switch roles - the baby taps the rhythm, and you repeat.
The older the child is, the more complex the rhythm can be. For a three-year-old baby, the rhythm should be no more than 5 - 6 beats. As you master the game, the rhythms can gradually become more complex.
The game "Knows how to walk or not"
Agree with your child that you will call different words, and he needs to listen carefully. If he hears the name of an animal or object that can walk, the child needs to slap himself on the knees. If he hears the name of an object that does not walk, he needs to raise his hands in front of him. Start the game: "Ball, cucumber, fox, parrot ..." - you say and make sure that the child reacts correctly to every word.
This game can be played with a group of children. The tasks of the game can be periodically changed: "flying or not" - children raise their hands when they hear the name of a flying object, and clap their hands when a non-flying object is named. "Round or not", "fluffy or not" - there can be quite a lot of variations of the game.
The game "We speak in a whisper"
Place toys on the table: cubes, a doll, a bunny, a toy car, and so on. Place the child at the table and explain to him that you will give him tasks very quietly - in a whisper, so he needs to listen to you very carefully in order to hear everything. Move 2 - 3 meters away from the child and start giving assignments: “Take a bunny. Put him in the car. Place one cube on top of the other. " Give short, simple assignments, speak quietly but clearly so that the child hears, understands and completes the assignments.
If several children participate in the game, you can give them joint tasks, for example: "Hold hands", "Jump", "Walk around the chair", "Raise your hand up", "Point to your nose."
Quiet - Loud game
This game can be played with one child or with a group of children.
Agree with your children that when you speak softly, they should walk quietly on tiptoes. And when you speak loudly, children should march loudly. Explain to the children to respond not to words, but to the sound of a voice. That is, so that you do not speak in a low voice, children should still walk quietly on tiptoes. And also, so that you do not speak in a loud voice, children must still march.
Start the game. First, say in a whisper: "We walk on tiptoes", and in a loud voice: "Everyone is marching." As the children get used to changing commands, start to complicate the game by adding different commands, for example, "Everyone is jumping" - you say in a low voice, or "Everyone is waving their hands" - in a loud voice. Then complicate the game even more: "Everyone is marching" - speak in a whisper. “Walk on tiptoes” - speak loudly. Try to confuse children, change commands and voice volume unexpectedly.
Children should not succumb to provocations, they should always walk on tiptoes under a whisper and march under a loud voice.
Bell ringing game
You will need a bell and a blindfold to play. Invite the child to guess with closed eyes and show with his hand where the bell is ringing.
Blindfold the child and stand two or three meters away from him, ring the bell. The child must show the direction from which the ringing is heard. Change your place and ring the bell again.
If several children participate in the game, then the game is played without a bell. Children stand in a circle, the driver gets out, they blindfold him and put him in the center of the circle. Agree with the children that now they will take turns clapping their hands, and the driver must show where the clap comes from. Only the child you are pointing at should clap. Every few minutes the driver changes so that all the children stand in the center of the circle.
Game "Guess what subject I'm knocking on"
To play you will need a metal stick or pencil and several different objects, for example: a glass, a cup, a wooden cube, a plastic cube, a saucepan. The main thing is that all objects make a different sound.
Invite your child to listen to what sounds are made by objects and tap each. Then ask the child to turn away and guess what object you will knock on. Then switch roles, let the child knock, and you guess.
Find a repeat game
Agree with your child that now you will say different words and you cannot repeat yourself. Ask the kid to clap his hands if suddenly you repeated a word and let him tell you which word you repeated. Start the game: "river, elephant, ball, elephant" - you say. The child should clap his hands on the second word "elephant".
The younger the child, the shorter the sequence of words should be between repetitions. Only complicate the game when the child is good at guessing repetitions in one or two words.
" Telephone".
Children sit in a row. The first one sitting on the right says something
children, starting with the last one, have to say which word
heard. The child was the first to confuse the transmitted word,
sits at the very end of the row.
The rest sit in this way, one seat closer to the first.
Game continues.
"Let's be attentive."
Speech therapist covering his mouth with a piece of paper, gives small tasks
children. Children complete tasks and sit down. For example:
"Nina, move the chair", "Sasha, put the toy in place"
III. We develop motor-motor attention .
1. "Edible - inedible"
Depending on the object named (edible or not), children must catch or hit a ball thrown by an adult.
2. "Repeat after me"
The teacher names the parts of the person's body, and the children must perform the appropriate movements: touch the nose, ear, elbow, etc. (You can perform movements with rhythmic music)
3. "Flies, jumps, floats"
The teacher shows children pictures of animals, birds, insects, etc., and preschoolers need to show without words what movements they can do. For example: a bird - children imitate flight movements, a hare - jump, a toad - jump, and then swim (or vice versa), etc.
4. "Wintering and migratory birds"
An adult shows pictures of wintering and migratory birds, the children are given the command: "Clap your hands, if the bird is migratory, if the wintering bird, put your hands down."
5. "Vegetables and fruits"
An adult reads out the names of vegetables and fruits, preschoolers are given the command: "Sit down - if they hear the name of the vegetable, jump up - the name of the fruit."
The teacher shows the children a movement that cannot be repeated. Then he shows different movements with his hands and feet. The one who repeated the forbidden move is eliminated from the game. Any movement or combination of movements can be forbidden.
7. "Train"
Preschoolers stand in a circle and imitate the movement of a train, an adult shows cards that indicate a certain movement: yellow card - the train collapsed, red - the train stops, blue - the train is going in the opposite direction, green - the train goes faster.
8. "Attentive guys"
Children are built in a column. The adult names various objects, after which each child who stands in the column must run up to the table on which there is a basket with objects and select an object of the corresponding color with the named object. For example, the teacher calls the word "paper", the child must run to the table and select a white item from the basket - a white ball, pencil, etc.