Corrective and developmental exercises to develop attention.

An exercise to develop the ability to switch attention.

Call your child various words: table, bed, cup, pencil, notebook, book, sparrow, fork, etc. He must, by agreement, respond to certain words. The child listens carefully and claps his hands when he comes across a word that means, for example, an animal. If the child gets confused, repeat the task again.

In the second series, you can suggest that the child get up every time, as agreed, he hears a word for a plant.

In the third series, you can combine the first and second tasks, that is, the child claps his hands when pronouncing a word denoting an animal, and stands up when pronouncing a word denoting a plant.

These and similar exercises develop attentiveness, speed of distribution and switching of attention, and in addition, expand the child’s horizons and cognitive activity. It is especially interesting to conduct such games with a group of children when competition between children manifests itself.

Exercise to develop concentration.

To conduct classes, you need to prepare 2 pairs of pictures containing 10-15 differences; several unfinished drawings or drawings with absurd content; several half-colored pictures.

In the first task, the child is asked to compare the pictures in the given pair and name all their differences.

In the second task, the child is shown sequentially unfinished pictures and asked to name what is not completed or what is mixed up.

In the third task you need to color the second half of the picture in the same way as the first half was colored.

For all three tasks, performance is assessed - the number of correctly named differences,

the number of missing parts and absurdities named, as well as the number of parts correctly colored.

Exercise to develop voluntary attention.

The child is given a sheet of paper, colored pencils and asked to draw 10 triangles in a row. When this work is completed, the child is warned about the need to be attentive, since the instruction is pronounced only once: “Be careful, shade the third and seventh triangles with a red pencil.” If a child asks what to do next, answer that let him do as he understands.

If the child has completed the first task, you can continue to complete the tasks, inventing and gradually complicating the conditions.

Exercise to develop attention span.

Two drawings are required for this exercise.

In the top picture, the dots are placed in a certain way in 8 squares. The child is asked to look at the first square (the remaining 7 squares are closed) and try to place these dots in the empty square in the same way (prepare in advance and give the child a drawing with empty squares).

The display time of one card is 1-2 seconds; the child is given no more than 15 seconds to reproduce the dots.

The child’s attention span is determined by the number of points that he was able to correctly reproduce on any of the cards (the one on which the most accurate one was reproduced is selected). a large number of points).

"Buttons."

Goal: Development of attention, logical thinking and spatial orientation.

Two people play. In front of them are two identical sets of buttons, not a single button is the same. Each player has a playing field - it is a square divided into cells. The player who starts the game places 3 buttons on his field, the second player must look and remember where each button is. After which the first player covers his playing field with a piece of paper, and the second must repeat the same arrangement of buttons on his field.

The more cells and buttons are used in the game, the more interesting and difficult the game becomes.

Game "Look Closer"

Concentration and maintaining concentration for a sufficiently long time is achieved in competitive games. Students are tasked with carefully considering the items on offer. Within one to two minutes, several of them are shown (for example, pencils, cufflinks, stones, beads, pens, etc.). then they are closed and the children are asked to describe in detail each object, its size, color. The same game can be played with the participation of the children themselves, i.e. look directly at your comrades and note what changes have occurred in their clothing, their location, etc. Another option is to offer to look at several objects, then, after the children close their eyes, remove some of them, swap them, or, conversely, add them.

Corrective and developmental exercises for memory development.

Exercise to develop visual memory.

Place sticks on the table in front of the child, from which you can make a simple shape (house, square, triangle, etc.). Ask your child to look carefully at this figure for two seconds, then close this figure and ask him to repeat it, fold it the same way.

You can complicate this exercise by folding this figure out of sticks of different colors. The child must remember the location of the sticks by color and then put the shape together independently.

Another option: you ask the child to count the sticks from which the figure is made, and then make the figure using the same number of sticks.

This exercise trains not only visual memory, but also the ability to count.

Memory development game: “I put it in a bag.”

This game can be played with children, for example, during long trips.

An adult starts this game and says: “I put apples in the bag.” The next player repeats what was said and adds something else: “I put apples and bananas in the bag.” The third player repeats the entire phrase and adds something of his own. And so on. You can simply add one word at a time, or you can select words united by a common characteristic (fruits, vegetables, etc.): “Pears and plums grow in my grandmother’s garden...” (The procedure is the same.)

In these games, it doesn't matter who is the winner and who is the loser. It is important that the child develops the ability to remember while enjoying it.

Game "I am a camera".

Invite your child to imagine himself as a camera that can photograph any object, situation, person, etc.

For example, a child carefully examines all the objects on the desk for a few seconds. Then he closes his eyes and lists everything he managed to remember.

This way you can develop not only memory in children, but also attention.

Remember: what is interesting to a child is always better remembered. Therefore, try to come up with different games. For example, play detective or scout with your child.

Game "What's New".

(Form of conduct – group)

Goal: developing the ability to concentrate on details, developing memory.

Progress of the game: An adult draws the beginning of the picture, then the children take turns drawing on any details, creating a picture. While one child is at the board, the others close their eyes and open them at the command of an adult. The longer the game lasts, the more difficult and interesting it is to look for new details.

Techniques to help you remember.

1. If your child finds it difficult to repeat the words you told him, give him paper and colored pencils. Offer to make a drawing for each word that would help him remember these words later.

You can ask the child to do the same when reading phrases. The child chooses what and how he will draw. The main thing is that this will help him later remember what he read.

This technique can significantly increase memorization productivity.

For example, say seven phrases.

1. The boy is cold.

2. The girl is crying.

3. Dad is angry.

4. Grandma is resting.

5. Mom reads.

6. Children are walking.

7. It's time to sleep.

For each phrase, the child makes a drawing. If he asks: “What should I draw?”, explain that he can choose what exactly to depict. The main thing is that it helps you remember all seven phrases.

After a drawing has been made for each phrase, ask the child to accurately reproduce all seven phrases and repeat them word for word. If difficulties arise, please help with a hint.

The next day, ask your child to repeat the phrases again using his drawings. Note how many phrases the child repeats every other day, and whether the drawings help him. If you remember 6-7 phrases, this is a very good result.

2. Read a short story to your child, then ask him to briefly retell the content of what he read. If the child was unable to do this, read the story again, but ask him to pay attention to certain specific details. Ask him the question: “What is this story about?” Try to connect what you read with something that is familiar to the child, or with some similar story, compare these stories (what are the similarities and differences). When answering your questions, the child thinks, generalizes, compares, expresses his thoughts in speech, and is active. Such a conversation significantly activates the child’s memory and thinking. Ask your child to retell the story again and you will see how accurate and meaningful it has become.

3. Various techniques are known to facilitate memorization. For example, the colors of the light spectrum - red, orange, yellow, green, blue, indigo, violet - are easily remembered with the help of the phrase: “Every hunter wants to know where the pheasants are sitting” (the first letters of the words resemble the names of the colors of the spectrum).

When memorizing, for example, a telephone number, you can come up with some analogies for each number that are close to the child.

4. Out of 10 words, a child can remember 5-6. Try to apply the so-called semantic system, and the results will improve.

Example:

10 words are called: night, forest, house, window, cat, table, pie, ringing, needle, fire

Now try to organize this series of words into one semantic system that is easier to remember:

At night in the forest, a cat climbed into the house through the window, jumped onto the table, ate the pie, but broke the plate, a ringing sound was heard - he felt that a splinter had dug into his paw like a needle, and he felt a burn in his paw, as if from fire.

In the natural desire to develop a child's memory, keep in mind: regardless of whether his memory is good or bad, overloading it is harmful. This especially applies to memorizing incomprehensible things that will never have to be used in practice and, therefore, they will be quickly forgotten by the child - this is empty knowledge that only causes anxiety and tension in the child.

Corrective and developmental exercises for the development of imagination.

Game "Pantomime".

This game is designed to develop imagination and creativity.

Ask your child to use gestures, facial expressions, and sounds to depict an object (train, car, kettle, plane) or some action (washing, combing, drawing, swimming).

Play a guessing game: the child guesses what you are depicting, and then vice versa - you must guess what the child is depicting.

An exercise to develop visual imagination.

The child is offered a drawing with various unfinished images that he must complete. Stimulate your child's imagination.

Exercise "Points".

Show your child with an example how you can make a drawing by connecting the dots.

Invite him to draw something himself, connecting the dots. You can use any number of points.

Exercise "Combination".

Together with your child, imagine and draw as many objects as possible using geometric shapes: circle, semicircle, triangle, rectangle, square. Each shape can be used multiple times, and some shapes can not be used at all. The sizes of the figures can be changed.

An exercise to develop verbal (verbal) imagination.

Offer your child a game: “Try to imagine what would happen if... For example, imagine that cats learned to speak! Or they opened a kindergarten for dogs,” etc.

The more developed a child’s imagination is, the more interesting and original options he offers.

Game "Conversation with hands".

(The form of implementation is individual).

Goal: to teach you to control your actions and develop your imagination.

How to play: Trace the silhouette of your palms on a piece of paper. Then invite the child to “revive” his palms - draw eyes, a mouth, hats, and hairstyles for them. You can paint each finger a certain color. After completing this work, you can start a conversation with your fingers, ask: “What is your name?” (maybe the child will come up with his own names for his fingers), “What do you like to do?”, “What don’t you like?”, “What are you like?” At the same time, it is necessary to emphasize that the hands are good, they can do a lot (list what), but sometimes they do not obey their owner.

* It is very appropriate to have a conversation after a fight between children.

Corrective and developmental exercises for the development of perception.

An exercise to develop the perception of geometric shapes.

The child is offered a drawing depicting various geometric shapes. Ask him to name the figures that the child knows, tell him the names of those figures that he does not yet know.

Next time ask him to draw the shapes that you tell him (circle, square, rectangle, quadrangle, triangle, ellipse, trapezoid).

Exercise to develop accuracy of perception: “Complete the figures.”

The child is shown drawings in which various geometric shapes are depicted with lines, but they are not completed. Ask your child to finish drawing them. After this, have the child name the shapes.

Exercise to develop color discrimination.

Select multi-colored cardboard, cubes, pencils, felt-tip pens, scraps, etc. Ask the child to name the colors, tell him if he can’t cope. Repeat this exercise until the child masters this color scheme.

An exercise to develop the perception of the duration of a time interval.

Show your child a stopwatch or a watch with a second hand, let him follow the movement of the arrow in a circle and understand what 1 minute is.

Then ask him to turn away and sit quietly for one minute. When, in his opinion, a minute has passed, he must report this (the child should not see a clock or stopwatch).

- cut the paper with scissors into strips - 3 cm wide (prepare a sheet of paper lined in width in advance);

- draw some shapes (for example, geometric ones);

- move the sticks from one table to another and put them in a box.

Each time, give the command to start the action, and the child himself must stop performing it as soon as, in his opinion, a minute has passed.

Exercise "Clock".

Teach your child to tell time using a clock. The figure shows a clock with two dials (hour and minute). It is better to make such a clock out of cardboard.

The numbers indicating hours should not touch the circle with minute divisions and should be covered by the hour hand. The hour hand needs to be made thick and short, and the minute hand thin and long so that it follows the lines of the minutes. Draw the child's attention to the fact that the arrows are different and that they always spin in the same direction. (The child must be able to understand numbers.)

If a child is familiar with numbers up to 12, then he learns to first determine only “how many hours?” To do this, you always put the large hand at 12, and move the small one to the hour and each time ask the child: “What time is it?”

After the child has mastered this skill, you can move on to determining time in minutes. (But first, make sure your child can recognize the numbers that represent minutes.)

Set the small hand to 9 o'clock and the large hand to 3 minutes and ask the child:

“How many hours and how many minutes does the clock show?”

By teaching your child to tell time using a clock, you simultaneously tell him what a day is (how many hours in a day), what an hour is (how many minutes in an hour), what a minute is, and how you can use this knowledge in your life and games.

An exercise to develop ideas about the parts of the day.

Prepare drawings dedicated to each time of day - morning, afternoon, evening, night. Then the child is asked questions: “What do you do in the morning? When do you come to kindergarten? What do you do in the morning at kindergarten?" etc.

After this, show your child the pictures and ask what time of day each one is about. The child copes with this task. After this, invite him to arrange these pictures himself in accordance with the sequence of parts of the day. Ask in more detail what the child does during each part of the day.

An exercise to develop ideas about the seasons.

Learn a poem or an excerpt from it with your child.

Four artists

So many pictures!

Painted it with white paint

All in a row one.

The forest and field are white,

White meadows. -

Near the snow-covered aspens

Branches like horns...

The second one is blue

Sky and streams.

Splashing in blue puddles

A flock of sparrows.

Transparent in the snow

Ice lace.

The first thawed patches,

First grass.

In the picture of the third

There are so many colors to count:

Yellow, green,

There is a blue one...

Forest and field in greenery,

Blue River,

White, fluffy

There are clouds in the sky.

And the fourth is gold

Painted the gardens

Fruitful fields

Ripe fruits.

Berries beads everywhere

Ripening through the forests...

Who are those artists?

Guess yourself.

(E. Trutneva).

Show your child 4 pictures depicting natural phenomena in the four seasons. For example, signs of autumn: a bunch of rowan; yellow leaf; head of cabbage; the squirrel stores up; children in autumn clothes walk with baskets in the forest; trees with yellow leaves; harvested field, aster.

Ask your child about the seasons: “When does it snow? When the leaves fall from the trees? When do the snowdrops appear? When do the birds build their nests?” etc. After 1-2 days, the child is successively shown 4 pictures depicting the seasons and asked to name what season is depicted and explain why he thinks so.

If the child finds it difficult to determine the seasons, continue this game further, prepare other pictures (humorous ones would be good), try to add variety to the questions.

The same approach can be used in developing a child’s ideas about months.

An exercise to develop spatial concepts.

Prepare in advance: 5 toys (for example, a doll, a bunny, a bear, a duck, a fox); pictures depicting 9 objects arranged in columns of 3; checkered sheet of paper, pencil.

Invite your child to complete several tasks:

1. Show right, left arm, leg; right, left ear.

2. Toys are placed on the table in front of the child as follows: in the center - a bear, on the right - a duck, on the left - a hare, in front - a doll, behind - a fox, and are asked to answer questions about the location of the toys: "Where is the bear sitting? Which toy is in front "A bear? Which toy is behind the bear? Which toy is to the left of the bear? Which toy is to the right of the bear?"

3. The child is shown a picture and asked about the location of objects: “What is drawn in the middle, top, bottom, right top corner, in the lower left corner, in the lower right corner?"

4. The child is asked to draw a circle on a piece of checkered paper in the center, a square on the left, a triangle above the circle, a rectangle below, 2 small circles above the triangle, and a small circle below the rectangle. The child completes the task consistently.

5. Toys are placed on the left and right, in front and behind the child at a distance of 40-50 centimeters from him and asked to tell where which toy is located.

6. The child is asked to stand in the center of the room and tell what is to the left, right, in front, behind him.

Observe the child while performing tasks, determine how the characteristics of the perception of space depend on the reference point, the distance of objects, etc.

Invite your child to solve the problem. Mom, dad and Masha were sitting on the bench. In what order did they sit, if it is known that mom sat to the right of Masha, and dad sat to the right of mom.

An exercise to develop observation skills.

Offer your child a game: “Look carefully around the room and find objects that have a circle or a circle.” The child names objects: a clock, the base of a pencil, a switch, a vase, a table and much more.

Play this game in a competitive manner: “Who can name the most of these objects?”

Show your child pictures with different objects drawn on them, and ask him to name all these objects that are, as it were, “hidden”.

Corrective and developmental exercises for the development of thinking.

Game "Exercises for the development of thinking No. 1"

Goal: complete the sentence with one of the words given in brackets and repeat the resulting phrase in its entirety.

The sailor saw a distant island, so he took it in his hands (magnifying glass, binoculars, glasses).

Masha pricked her finger with a knitting needle because she didn’t know how to (wash, knit, sew).

The workers could not lift the piano into the apartment because the stairs in the entrance were (old, dirty, narrow).

The water in the jar rose because the boy threw (a twig, stones, crumbs) into it.

Katya pulled her hand away because she took hold of the hot (metal, wood, plastic) handle of the frying pan.

Game "Exercises for the development of thinking No. 2"

Goal: choose one extra one from 3 objects, taking into account the selected attribute, and explain your choice in detail.

Color:

Chicken, lemon, cornflower.

Cucumber, carrots, grass.

Doctor's robe, tomato, snow.

Form:

TV, book, wheel.

Kerchief, watermelon, tent.

Size:

Hippopotamus, ant, elephant.

House, pencil, spoon.

Material:

Jar, pan, glass.

Album, notebook, pen.

Taste:

Candy, potatoes, jam.

Cake, herring, ice cream.

Cotton wool, weight, barbell.

Meat grinder, feather, dumbbells.

Game "Exercises for the development of thinking No. 3"

Goal: Choose a word for the one indicated that will be logically connected with it (as in the previous pair), and explain your choice in detail.

Example: hand - clock, wheel - ? The hand is part of the clock, which means that for the word “wheel” I will choose the word “car”, because the wheel is part of the car. Instead of a car, you can use other words: wheelbarrow, bicycle, stroller. All of these items have a wheel.

Hand - clock, wheel -

Wheel - circle, carpet -

The squirrel is a hollow, the bear is

Jacket – wool, fur coat –

Shop – seller, hospital –

Fish - river, bird -

Vase - glass, pan -

Milk – butter, meat –

Goat - cabbage, squirrel -

Horse - hay, cat -

Tea – cookies, soup –

Chair - back, ship -

Rocket - space, plane -

Day - lunch, evening -

Tool - work, doll -

Hunter - gun, fisherman -

Word - letter, house -

Nails - scissors, beard -

Rain - dampness, heat -

Forest - trees, field -

The fox is cunning, the hare is

Finger - ring, ear -

Lemon - acid, candy -

School - student, hospital -

Volcano - eruption, river -

Problem - solution, question -

Writer - book, sculptor -

The sea is a drop, the crowd is

Car - road, train -

Train - station, plane -

Flower - bud, leaf -

"Beautiful is far away."

Goal: development of imagination, visual skills, activation of thinking and speech.

Equipment: sheet of paper and pencils.

Progress of the game: - Guys, none of us can know what awaits us in the future. I mean the distant future that will come in 100 or 200 years. Let's play the role of science fiction writers and come up with a description and drawing. You can draw a car of the future or a house where people will live in the future. You can also draw a spaceship, a fantastic landscape, or another planet that is to be discovered in the future.

At the end of the work, the children talk about their work.

Exercise: "Correlation of concepts."

Make pictures that show four stages of branch development - from bare in winter to showered with berries (fruits) in autumn.

Place these pictures in random order in front of your child and ask him to determine the order in which the pictures are placed according to their meaning.

If this task is difficult for the child, start with an easier one: five circles, increasing in size in each picture.

Or another option: five squares, which should be placed in reverse order - from largest to smallest.

By analogy, come up with more exercises that develop the child’s ability to relate concepts and form analogies.

Development exercise thought processes generalizations, distractions, highlighting essential features “Find the extra picture.”

Select a series of pictures, among which every three pictures can be combined into a group based on a common characteristic, and the fourth is redundant.

Lay out the first four pictures in front of the child and offer to remove the extra one. Ask: “Why do you think that? How are the pictures you left similar?”

Note whether the child identifies essential features and groups objects correctly). If you see that this operation is difficult for the child, then continue to patiently work with him, selecting other series of similar pictures. In addition to pictures, you can also use objects. The main thing is to interest the child game form tasks.

An exercise to develop mental flexibility and vocabulary.

Invite your child to name as many words as possible that denote a concept.

1) Name the words for trees (birch, pine, spruce, cedar, rowan...).

2) Name words related to sports (football, hockey...).

3) Name the words denoting animals.

4) Name the words for domestic animals.

5) Name the words denoting ground transport.

6) Name the words denoting air transport.

7) Name the words denoting water transport.

8) Name the words for vegetables.

9) Name the words for fruits.

Game "How can this be used."

Offer your child a game: find as many options as possible for using an object.

For example, you say the word “pencil”, and the child comes up with ways to use this object. Names the following options: drawing, writing, using as a stick, a pointer, a beam in construction, a thermometer for a doll, a rolling pin for rolling out dough, a fishing rod, etc.

Game "Say the opposite".

A) Learn a poem with your child:

I'll say the word "high"

And you will answer - ("low"),

I'll say the word "far"

And you will answer - ("close"),

I'll tell you the word "coward"

You will answer - ("brave"),

Now I'll say "beginning"

Well, answer - ("the end").

B) Offer the child a game: “I will say a word, you can say it too, but only in reverse, for example: big - small.” The following pairs of words can be used:

cheerful - sad

fast - slow

beautiful - ugly

empty - full

thin - fat

smart - stupid

hardworking - lazy

heavy - light

cowardly - brave

White black

hard - soft

rough - smooth

etc.

This game helps expand the child's horizons and intelligence.

The game "It happens - it doesn't happen."

Name some situation and throw the ball to the child. The child must catch the ball if the named situation occurs, and if not, then there is no need to catch the ball.

For example, you say: “The cat is cooking porridge,” and throw the child a ball. He doesn't catch it. Then the child himself comes up with something and throws the ball to you. And so on.

Different situations can be suggested:

Dad went to work.

The train flies across the sky.

The cat wants to eat.

A man builds a nest.

The postman brought a letter.

The bunny went to school.

Salted apple.

The hippopotamus climbed a tree.

Rubber cap.

The house went for a walk.

Glass shoes.

Cones grew on the birch tree.

A wolf wanders through the forest.

A wolf sits on a tree.

A cup is boiling in a saucepan.

The cat is walking on the roof.

The dog is walking on the roof.

The boat floats across the sky.

The girl draws a house.

The house draws a girl.

The sun shines at night.

There is snow in the winter.

Thunder rumbles in winter.

The fish sings songs.

A cow chews grass.

The boy wags his tail.

The tail runs after the dog.

The cat runs after the mouse.

The rooster plays the violin.

The wind shakes the trees.

The trees dance in a circle.

Writers write books.

A builder is building a house.

The driver drives the trolleybus.

Game "Guess". Tell your child riddles.

Sleeps during the day

flies at night,

scares passersby.

Answer: eagle owl, owl

Take a special eye

He will quickly look at you,

And will be born

The most accurate portrait of you.

Answer: camera

The tail wags,

Too toothy, but not barking.

Answer: pike

In our kitchen all year long

Santa Claus lives in the closet.

Answer: refrigerator

There is a bathhouse in the belly,

There's a sieve in the nose,

There is a button on the head,

One hand

Yes, and the one on the back.

Answer: teapot

One is drinking

The other one is pouring

The third one is growing.

Exercises and games to develop fine motor skills of the fingers.

Complex No. 1 (gymnastics).
1. Straighten your hand, close your fingers tightly and slowly squeeze them into a fist. Perform with each hand alternately.
2. Place your hand firmly on the table, palm down, and bend your fingers one by one: middle, index, thumb, little, ring fingers. Perform alternately with each hand.
3. Straighten the hand and alternately attach the ring finger to the little finger, the middle finger to the index finger.
4. Clench your fingers into a fist and rotate the hand in different directions. First, alternately with each hand. Then - with both hands at the same time.
6. Place your hands palms up. The child raises his fingers one at a time, first on one hand, then on the other. Repeat this exercise in reverse order.
7. Palms lie on the table. The child alternately raises the fingers of both hands at once, starting with the little finger.
8. The child holds the pencil with his middle and index fingers. Flexes and extends these fingers.
9. Place ten to fifteen pencils or sticks on the table. The child tries to collect all the pencils (sticks) with one hand. In this case, you cannot help with your other hand and you must try to take pencils one at a time. Instead of pencils, encourage your child to collect buttons, polka dots, and other small parts.
10. The child holds the pencil between the middle and index fingers. Then he performs movements so that first the middle finger is on top, and then the index finger.
11. Give your child two small balls or two walnuts and ask him to roll them between his palms (fingers straight) in one direction and the other.
Now let the child try to roll them with the fingers of one hand, rotating them in one direction or the other.
12. Show your child this exercise: quickly touch your thumb with your fingertips. In one direction, starting with the little finger, and in the other direction - with index finger. On one hand, on the other, on both at once.
13. The child repeats after you various finger movements:
a) raise your hands up, straighten your fingers, cross your index and middle fingers;
b) and now the ring finger and little finger cross;
c) make rings: from the index and thumb, from the middle and thumb, etc.;
d) call any number from 1 to 10, and the child quickly “throws out” the corresponding number of fingers.
14. Thumb and index fingers of the left hand in a ring. Finger rings are alternately passed through it right hand: thumb - index, thumb - middle, etc. This exercise can be varied by changing the position of the fingers. All fingers are involved in this exercise.
Complex No. 2 (pictorial).
Ask your child to find a drawing in each picture that is similar to the sample, and as carefully as possible to trace the outline of a similar drawing, without lifting the pencil from the paper.
Sample:	Exercise:
Complex No. 3 (Games for developing fine motor skills of the fingers)
Game "Scallop".
Clasp your fingers together. The ends of the fingers of the right hand press on top part the back of the palm of the left hand, bending it so that the fingers of the left hand stand up like a cock's comb. Then the fingers of the left hand are pressed on the back of the right hand - and the fingers of the right hand turn into a cockscomb.
Game "The cat lets out its claws."
Press the pads of your fingers towards the top of your palm. Then quickly straighten and spread your fingers.
Game "Ladder".
The nail of the thumb of the left hand rests on the pad of the thumb of the right hand - the first two steps are ready. The tip of the right index finger rests on the thumb of the left hand, the left index finger rests on it - two more steps are ready. The tips of all fingers lie on top of each other in turn, the little fingers being the last. So the staircase was built.
Game "Running".
The index and middle fingers are straightened, the remaining fingers are pressed against the palm. Moving his fingers, the little man runs to the opposite edge of the table. The same exercise for the index and ring fingers.
Game "Fast spin".
Interlock your fingers (only your thumbs are not interlocked). Make rotational movements around each other with your thumbs, faster and faster.
Game "Rings".
Place the tip of the little finger on the tip of the thumb - this is a small ring. Then a new ring: the tips of the ring and thumb touch; middle and large and finally - index and thumb - this is a large ring. Repeat everything on the other hand.
Game "Paper, scissors, stone."
Play with your child. To the beat of the words “paper, scissors, stone,” shake your clenched hands. The child does the same. Then you stop at one of three words: if the word is “paper”, then you should straighten your fingers (they are pressed tightly against each other), if it is the word “stone”, then the hand clenches into a fist, if the word is “scissors”, then that’s it the fingers are pressed against the palm, and the index and middle fingers are straightened and spread apart, like scissors.	paper stone scissors When the child masters this game, switch roles with him.
Game "Sun, fence, pebbles."
Raise your hands up, the fingers of both hands are straightened and spread wide - this is the “sun”. Now press your fingers tightly together and straighten them - this is a “fence”. Clench both hands into fists - these are “pebbles”. At your command: “Sunshine”, “Fence”, “Pebbles”, a child (group of children) points with his fingers: the sun with outstretched fingers, a fence with straight fingers, or pebbles - fists. At first this exercise is performed at a slow pace, then faster and faster. To complete this task, the child must be extremely attentive. As your child masters the exercise, introduce more complex elements: change the sequence and speed of pronouncing command words.
Game "Castle".
There is a lock hanging on the door (the fingers intertwine, interlocking into the lock) Who could open it? Pulled (elbows spread to the sides, fingers remain intertwined
Twisted (the hands rotate in different directions without releasing the fingers) Knocked (tapping the bases of the palms together) And they opened it! (fingers straighten, arms move in different directions).
Game with matches.
Place four matches (two matches parallel to each other, two matches perpendicular to them on top) so that you get a square. The child joins the game and also carefully places his matches on top. So the well gradually grows.

Exercise "Guess who I am."

The child is asked to determine by the dots what is drawn: “Someone or something is hidden in these dots, trace the outline of each drawing using the dots and you will find out.” Don't take your hand off the paper.

In the same way, draw different shapes using dots: animals, flowers, vegetables, fruits, dishes, furniture, cars (so that it is not too difficult, you can trace it without lifting your hands, and it is familiar to a six-year-old child).

Game "Planes behind the clouds".

This game teaches your child how to use a pencil and make the correct pressure. It requires paper and a fairly soft pencil.

You draw several planes, and two of them have clouds around them. You say to the child: “Look at how different the clouds are - one is completely black and you can’t see the plane behind it at all, and the other is light and the plane is clearly visible.” The child will draw dark and light clouds around other planes himself. Instead of airplanes, boats can be drawn on the waves, a person in pouring rain and drizzling rain, a house at night, a house in the evening.

Exercise to develop the ability to differentiate the efforts of the hands.

Show your child a drawing that has a sample - three geometric shapes (triangle, circle, square). Each of these three figures is shaded differently: the triangle is very heavily shaded (with a lot of pencil pressure), the circle is shaded with medium strength, and the square is shaded lightly. The task is to ensure that the degree of shading of each figure matches the samples. Give your child a simple soft pencil and ask him to complete this task as accurately and accurately as possible. Start with one or two lines.

If the child is slow, then this exercise can be done temporarily.

Game "I am the most accurate."

The child must draw lines with a pencil without lifting their hands from the paper.

1. Run quickly through the maze.

2. Find a way out of the cave (first go one way and then the other).

Game of candy wrappers.

Make candy wrappers into wrappers. Teach your baby how to fold candy wrappers.

Place the candy wrapper on your thumbnail and click it on your index finger and send it flying.

Place the candy wrapper on the nail of your index finger and, with a flick of your thumb, send it flying, and so on on each finger.

Many exercises from other sections also develop fine motor skills of the hands, especially for those tasks in which the child draws lines, draws, sketches various figures, etc. on the topic of...

A program of correctional work to overcome the general underdevelopment of speech in children. Senior group (5 years) Second year of study

Program

Also taking into account correctively-developing tasks. This program is correctively-developing character. It is intended... and associative-figurative thinking. Exercise on development attention « On horse" Exercise on coordination of speech and movement "...

Collection of materials for diagnostics, presentation at primary medical examination and correction

Document

...: role-playing games, situation analysis, games- exercises on development attention, memory, imagination, thinking, are given first... your mood.”  As aid on correctively-developing Music must be used in classes. Since ancient times...

Contents of the program: Explanatory note List of children enrolled in logorhythmic joint activities. Characteristics of children with general speech underdevelopment

Explanatory note

... exercises on development breathing, voice, articulation; - exercises regulating muscle tone: a) general developmental, b) correctional; - exercises, activating attention; - speech exercises ... correctively-developing works: equipment developing ...

Corrective exercises

Drawing from words"

Target: correction cognitive processes based on exercises on attention, visual memory, auditory perception.

Move. To play the game, one of the players must hide the picture. The one who saw it whispers to the other person what is depicted on it. The second whispers to the third, etc.

The last person to recognize the painting will be the one who will depict it. What he has drawn is compared with the picture itself, and then the quality of the oral story about it, in which all the players participated, is assessed.

How much of what?”

Target:

Move . The presenter asks the children to look around the room and name as many objects as possible that begin with the letter “K” or “T” or “C.” Then you can notice round or semicircular objects, square and rectangular ones. You can refer to the color of objects: black, gray, etc.

"Repeat quickly"

Target: correction of attention through auditory and visual analyzer.

Move. The presenter negotiates with the players so that they repeat any words after him only when he says the word “repeat”

Let's start! Repeat - “Table”, the players say: “table”

Repeat - “Window”, the players say: “window”

Say “Street”, quickly “Cat”, out loud – “Smoke”, etc.

The one who makes a mistake is out of the game.

"Count the objects"

Target: correction of attention through the auditory and visual analyzer.

Move. The presenter is dialingsuch items that you always have a lot on hand: pencils, pens, etc.

Lays them out randomly, one after another. You need to count: first pencil, first pen; second pencil, second pen, etc.

Corrective exercises.

"Make a Word"

Target: correction of attention through the visual analyzer and mental activity.

Exercise. Without moving your hand along the lines, but only tracking them with your eyes, find the letters corresponding to the numbers, write them in order and read the words.

123456

ubsgol ratsan

(globe) (country)

"Count quickly"

Target: correction of thought processes through visual analyzers.

Exercise. Find in 3 minutes in each block 3 numbers whose sum is equal to the number given at the end.

17 20 1 16 15 14 3 - 47

3 9 6 5 1 2 7 – 10

9 7 15 4 10 11 10 – 21

2 5 15 8 4 7 3 – 16

8 4 1 3 7 6 5 – 17

2 4 10 5 8 7 15 – 19

« Shortening the story"

Target: correction auditory perception based on memory and thinking exercises.

Exercise. A short story is read. Its content must be conveyed as concisely as possible, using 2–3 sentences and not a single extra word in them.

"What is it for"

Target: cognitive correctionactivities based on speech development exercises.

Exercise. List as many ways as possible to use the item.

Example: A newspaper is used for reading.

Do you know other ways to use it?

« Learning to express thoughts in other words"

Target: correction of auditory perception based on exercises for the development of speech and thinking.

Exercise. The student is offered a simple sentence: “This winter will be very cold.” It is necessary to offer several options for conveying the same thought, but in different words. However, none of the words in this sentence should be used in new sentences.

It is important to ensure that the meaning of what is said is not distorted. In group work, the one with the most new proposals wins.

Corrective games - exercises.

Games that develop the eye - this is the ability to determine the size of objects and distances by eye without any measuring objects.

Determine the quantity by eye.

How many matches fit in one row at the bottom of a regular matchbox?

How many matches are in one box?

How many letters are there in a sentence?

By feeling the sheet, can you determine how many pages are in this book?

Insert 3-4 bookmarks into the book. Determine what pages they are on.

Take the same books and open them on the page named by the leader.

What is the volume of the vessel?

In front of the pupils are vessels of different capacities (jars, vials, bottles, etc.). Determine their capacity by eye, then check using a glass.

Follow the agreement strictly.

- correction of attention.

The presenter stands opposite the players and agrees with them on the following:

When he bows, the students should turn away; when he stretches out his hands to them, children should cross their arms over their chest; when he shakes his finger at them, the students bow to him; when he stamps his foot, they stamp too.

Repeat quickly.

- correction of attention.

The players repeat the words after the leader if he says “Repeat.” Next comes a quick dialogue - “squabble”:

Well, they started: “Repeat – table, house, etc.

Whoever makes a mistake leaves the game.

Floor. the words are yours.

- correction of thinking.

The person throwing the ball says half the word loudly. The one who catches must name his other half: paro - cart, tele - background, etc.

First - nouns, then - verb.

- memory correction.

The presenter reads the text, the students must remember the nouns, then the verbs and try to name them.

Where to erase?

On the board or on pieces of paper, each student draws a “face”, then eyes closed must erase only what the presenter asks. For example: “Erase your left eye, hair, chin, etc.”

Remember without looking.

Correction of visual memory.

Suddenly, without warning anyone, a competition is held to see who can accurately say how many paintings are on the wall, how many offices are on the second floor, etc.

Word by word.

Correction of logical thinking.

The presenter says words, for example: “field”, “room”. Gives 1 minute for them to silently remember objects, phenomena, sounds, smells, etc. associated with this word.

Field (grass, flowers, birdsong, airplane, etc.)

Exercises to correct thinking.

Maybe, maybe not.

Name any object (iron, umbrella, etc.)

Who can come up with a more interesting use for these items (use the iron as a weight, as a hammer, etc.)

Exercise with numbers.

Move the numbers so that their sum in all directions is the same.

Mystery.

Answer: “Everyone loves him, but when they look at him, everyone winces” (sun)

Confusion.

Exercise. Collect “chains” - an object (question), a sign.

Sun - which one? White, spring, sticky, bright.

Snow - what kind? Red, wet.

Carrots – which one? sweet, juicy, fluffy.

Get things in order.

Cards with words, collect sentences from them.

The sun disappeared behind the forest.

The rain is knocking on the window.

Frost, on, snow, under, creaks, feet.

Who is faster?

Grammatical arithmetic.

Boar – up, bow (heel)

Measles - b, idol - l, r (corridor)

Kva, cancer – ak, tira (apartment)

Cat, Christmas tree - ka (cauldron)

Cedar - dr, dew (kerosene)

Kar, then, paramedic – dsher (potatoes)

Ka, rp (carp)

Kar, punctuation mark (card)

Corrective games are exercises to correct thinking.

Game in the profession.

Didactic task: develop the ability to correlate people's actions with theirprofession.

Equipment : ball.

Move . The host throws the ball to the player and names a profession. The student must catch the ball and name all the actions performed by a worker in this specialty. If he cannot remember, he hits the ball on the floor, catches it and throws it back to the leader.

For example: doctor - performs operations, examines patients, listens, writes a prescription.

Miner - goes down into the mine, chops coal, extracts ore, and lifts them up the mountain.

Geologist - looks for minerals, draws and studies a map, works with a compass, travels to different construction sites.

Metallurgist - works in a factory, smelting steel.

Who is faster?

Didactic task: clarify and expand students’ knowledge about sports, cultivate a desire to play sports.

Equipment: pictures depicting winter and summer sports.

Move. The class is divided into two teams: “Winter” and “Summer”. There are mixed pictures on the table. The presenter gives a signal with a whistle, and the students begin to select pictures depicting one team of summer sports and the other of winter sports.

The presenter blows the whistle to signal the end of the game. Teams name the sports they display. The winning team makes a lap of honor to the music of a sports march.

Let's reap the harvest .

Didactic task : to consolidate students’ knowledge about the plants of the field, vegetable garden, orchard.

Equipment: three baskets with pockets - slits, on the table there are pictures depicting plants in the garden (vegetables), garden (fruits), fields (cereals)

Move . Three baskets with pockets - slits are fixed on a magnetic board; pictures depicting vegetables, fruits, and cereals are laid out on the table. The class is divided into three teams. Each team chooses a basket. Representatives of the teams go to the board in order, choose 1st team - vegetables, 2nd team - fruits, 3rd - cereals and put the pictures in their basket.

The team that harvests the crop quickly and correctly wins.

Not really.

Didactic task: consolidate children's knowledge about living and nonliving things

nature.

Move. The presenter tells the students the rules of the game. The driver chosen with the help of a counting rhyme goes out the door. Children, together with the driver, make a wish for any animal, plant or inanimate object studied in lessons on getting to know the world around them. The driver returns to the classroom and begins to guess the subject through questions given in a logical sequence. The driver’s questions can only be answered with “yes” or “no.”

The teacher can take on the role of the first driver. For the demonstration, the children themselves think of an object of nature, and the teacher asks: “Is this an animal?” - “No” “Plant?” - “Yes” “Tree?” - “No” “Shrub?” - “Yes” “Grows in the forest?” - “No” “In the city?” - “Yes” “Are the flowers beautiful?” - “Yes” “Lilac?” - “No” “White?” - “Yes” “Is this jasmine?” - "Yes"

After the teacher's demonstration, the students play.

In the animal world.

Didactic task: consolidate and expand children's knowledge about animals.

Move. The players sit down as if watching a TV show. The host of the TV show “In the World of Animals” calls on people, one by one, to portray various animals and explain their habits. Children guess what animals they are.

What a bird.

Didactic task: to consolidate students’ skills in describing birds based on their characteristic features.

Move. The reader is selected by the reader to guess the bird. The leader stands in front of the class and shows with his movements the features of the intended bird, accompanying the demonstration with the words: “I have a bird. Like this!” Shows with his hands how big the bird is. “This bird has wings like these!” Shows the wingspan of a bird. “This bird has a beak like this!” Shows the size and shape of the beak. “This bird’s legs are like these!” Shows the size and shape of the legs. “This bird sings like this!” Imitates the voice of a bird. You can name or show the bird’s habitat, its feeding habits, the color of its feathers, striking behavioral features, but not name it. The show ends with the question: “What kind of bird flew to us?”

The children raise their hands and the driver asks one of them. The one who correctly guessed the bird from the description becomes the driver.

Another version of this game is possible: “What kind of animal”

Pupils give a description of the conceived beast, accompanying the description with the words: “I have a beast. Like this!”, “His paws are like this!”, “He has ears like this!”, “He has a tail like this!”, “He screams like this!”, “He eats like this!” etc., “What kind of beast came running to us?”

"Hunter-Fisherman"

Didactic task: Exercise students in the ability to classify and name animals.

Move. At one end of the classroom or corridor, a semicircle is drawn on the floor - this is the “House”. In the semicircle there are children playing - they are “Hunters”. At the other end of the classroom or corridor, another semicircle is drawn on the floor - this is the “Forest”. At the teacher’s command, the first one goes to the “Forest”. “Hunter” with the words: “I’m going into the forest to hunt, I’ll hunt for...” Here he takes the first step and calls some animal, - ... “a hare,” - takes the second step, “for a wood grouse,” - the third step - “follow the fox”

Thus, the “Hunter” reaches the forest, naming an animal at every step. According to the rules of the game, you cannot repeat yourself, take long pauses, or mix animals of different natural complexes, i.e. do not mix animals of the forest and tundra, Asia and Africa. For example, you cannot “hunt” a moose and a lion, an elephant and a squirrel, a marten and a polar bear at the same time.

The winner is the one who, according to all the rules, reached from the “House” to the “Forest”. The one who could not do this returns back, and the next player goes on the “hunt”.

Another version of the game is possible: “Fisherman” In this case, children go “fishing”, at each step naming a fish from the reservoirs of any one natural complex.

We know, we know.

Didactic task: consolidate children's knowledge about birds and animals.

Move. Children stand in a circle, the leader standing in the center imitates the voice of an animal, but does not name it.

The players extend their hands forward and say: “We know, we know!” The presenter touches the hand of one of the players, he names the animal. The one who answers correctly becomes the leader.

Birds (game - joke)

Didactic task: expand and clarify children's knowledge about species diversity birds.

Move. Teacher: - I will read a poem that lists only birds, but if you hear something else, clap your hands.

The birds have arrived:

Pigeons, tits, flies (!) and swifts.

Teacher: - What group of animals does a fly belong to?

Children: - Insect.

Teacher: - The birds flew in:

Pigeons, martens (!)

Children: - Martens are animals.

Teacher: - The birds flew in:

Pigeons, tits, storks, crows, jackdaws, macaroni (!)

Teacher: - The birds flew in:

Pigeons, tits, lapwings, siskins, jackdaws and swifts, mosquitoes (!), cuckoos.

Children: - Mosquitoes are insects.

Teacher: - And finally:

The birds have arrived:

Pigeons, tits, jackdaws and swifts, lapwings, siskins, storks, cuckoos, even owls - Scops Owls, swans and ducks - and thanks to the joke.

Games are exercises for correcting attention, logical and figurative thinking.

Please.

The adult leader gives a command to the child, changing his voice, sometimes showing persistence or gentleness, at a slow pace or hastily. But the child must follow the command only if the adult says the word “please.” If the child fulfills the command when the word “please” is not said, or does not comply when it is spoken, then the player takes a “forfeit” from him as the one who broke the rules.

It is better if several guys play this game.

At the end of the game, the winner is determined - the most attentive of the children playing, and the forfeits are redeemed.

Forbidden words.

Target: help through the game to exercise control over one’s behavior, teach him the conventions of a game (educational) situation, improve volitional effort, and develop the ability to think through the expressed answer.

Conditions of the game. The respondent does not have the right to use the words “yes” and “no” or the names of the colors “black” and “white” in his answers. The adult asks the child various questions, and those that involve the use of prohibited words in the answers. Therefore, in order to answer in accordance with the rules of the game, you will often need to say something absurd or untrue. For example, questions like: “Can cows fly?” “Do you like going to the doctor?” “Does your dad play with dolls?” and so on

It happens - it doesn't happen.

Didactic task: create favorable conditions for the development of perception, memory, imagination; contribute to the formation of sustainable, cognitive interest.

Move . This word game requires both a rich imagination and common sense. The student needs to imagine the situation that you are describing and say whether what you are talking about happens. If he answers correctly, it’s his turn to ask you a riddle (phrase), and if he answers incorrectly, his turn is skipped.

What doesn't happen in the world?

Invite your child to draw something that does not exist in the world, and you will see with what pleasure he will complete the task. Ask him to tell you what he drew and discuss the drawing with him: whether what he depicted really does not occur in life. The game will be more fun if you take an active part in it, if you invent and draw.

Mirror.

Two players stand opposite each other. One of them is a mirror. He must exactly like a mirror, repeat the movements of the other. Then the players change roles.

Search for commonalities.

Target: correction of thinking, attention.

Conditions of the game. 2 randomly selected words are given. It is necessary to name as many common characteristics as possible for them. Standard answers include references to the external characteristics of things. Original answers are the result of analysis of existing features.

"plate" "house"

"sun" "shirt"

"airplane" "spoon"

Methods of using the item.

Given any subject, it is necessary to name as many ways as possible of its use. Moreover, we can name methods taken from real life and methods invented and fantastic. In the latter case, however, it is imperative to formulate a justification for the proposed method of application: “book”, “car”, “tomato”, “rain” in the sentence.

Learning to coordinate words in

Write as many sentences as possible whose words begin with the indicated letters.

B... u... f... b...

S... o... n... s...

K... f... l... k...

Test “Understanding the figurative meaning of proverbs and metaphors”

Target: correction of associative and abstract thinking, development of imagination, cause and effect dependencies in past experience. We use the verbal option.

Exercise: choose proverbs from the right row that are similar in meaning to the proverb in the left row (or opposite in meaning) Strike while the iron is hot. You can't see the forest for the trees.

There is no big deal without losses.

Rusty iron does not shine.

Birds of a feather.

Do everything on time.

All that glitters is not gold. Judge not by appearance, but by deeds.

As it comes back, so will it respond.

If you haven’t done something, don’t boast.

The well-fed cannot understand the hungry.

There is safety in numbers. Now shoes are sewn without an awl.

It is difficult for a lonely tree to grow.

Don't judge a book by its binding.

Pure gold is highly valued.

No white dust comes out of the coal bag.

What goes around comes around. Do not marvel at a man, but marvel at his deeds.

Don't say hop until you jump over.

What you do is what you have.

The hand washes the hand.

You can diversify by adding proverbs to both the left and right rows.

Artistic imagination games.

Draw without an object .

Invite the children to use their imagination to do the following:

Thread the needle.

Sew a button.

Throw and catch the ball.

Chop wood.

Unfold and fold the newspaper.

Throw water at someone from a glass, and be able to avoid being doused.

Flip through a book with thin pages and an album with thick ones.

Take a cold, warm and hot object in your hands alternately.

Cut the watermelon into slices and eat one piece.

Cinematographers.

In a very short time, together with the children, “direct” and “film” a small story according to the laws of silent cinema. We remind you: the actors in such a film do not utter words, but portray their roles through facial expressions, gestures, and poses. As a plot for a silent film, you can take fairy tales: “Ryaba Hen”, “Kolobok”, “Three Bears”, “Little Red Riding Hood”

You can play Krylov’s fables: “Quartet”, “The Crow and the Fox”, “Dragonfly and the Ant”, etc.

Cartoons: “Well, hare, wait a minute!”, “Prostokvashino”, “Mowgli”

Relay "Dreamers"

Running with a burning candle (if it goes out, they light it again and run on)

Running on all fours. Jumping on one leg.

Running with a cabbage on your head. Running like a frog (arms forward

Running backwards and on the ground)

Running by jumping sideways. Jump with legs from position

squatting.

Moving with a “wheelbarrow”: one participant holds the other behind them, and he walks on his hands like a wheelbarrow. Running with two glasses: one with water, the other empty. The runner pours water as he runs, trying not to spill at least half the glass.

Running with a card, which shows an example of an arithmetic operation. You need to solve it on a segment of your distance.

Jump while holding your left knee with both hands.

Running with a spoon containing an egg.

Running somersaults on the go.

Running together, hugging each other.

Robot.

Cut into strips (forehead separately, eyes separately, mouth separately, chin separately, etc.) a portrait from the covers or reproductions of magazines, posters of the same size, preferably in color. And let the children, as criminologists do, connect the stripes into a new portrait - a robot. They’ll come up with a name, profession, biography for him and put him up for a fun opening day.

This does not happen in nature.

You can draw and unusually color animals, birds, insects, fish, flowers, trees, etc. that do not exist in nature, and then come up with witty names for them.

Finger drawing.

Two or more children stand opposite each other and alternately “draw” various objects in the air.

May be? Can't be?

The presenter names an object (iron, umbrella, pot, bag, newspaper, etc.) Everyone comes up with new purposes for this famous object. For example, use the iron as a weight or a device for breaking nuts. The winner is the one who comes up with the most incredible uses for the item.

Memory correction games.

Where to erase?

(visual memory)

On a board or piece of paper, each child must draw a “face.” Then, closing his eyes, erase in this sequence and only those that the presenter asks. For example, first the left eye, then the chin, the hair...

Remember without looking.

(visual memory)

Suddenly, without warning anyone, hold a competition to see who can more accurately say how many paintings are on the wall, what kind of curtains are on the window, who is taller, etc.

Drawing from words.

(auditory and visual memory)

To play the game, it is necessary for one of the players to schematically depict on paper something not very complicated, for example, a house with smoke coming from the chimney and birds flying in the sky.

The presenter shows the picture to one of the players and then hides it. The one who saw it whispers to the other person what is depicted on it. The second whispers what he heard to the third, etc. The last person to know the content of the painting will be the one who will depict it.

What he drew is compared with the picture itself, then the quality of the oral story about it, in which all the players participated, is assessed.

Correction is correction. This section contains exercises primarily aimed at preschool, primary school age and adolescents. These exercises can be used by practical psychologists, trainers, and teachers.

Behavior correction, personal characteristics that interfere with adaptation, correction of fears, anxiety, aggression, jealousy, envy, greed - this is a list of the main types of exercises from this section.

IN this section contains exercises aimed at psychological correction:

children teenagers adults

Exercise “Cave of Fears”

Age

Material: Not required.

Carrying out: Children are divided into pairs. One lies on the floor. Another one draws a sun, a number, rain, a letter on his back with his finger. The first one must guess what is drawn. After finishing drawing, use a gentle hand gesture to “erase” everything drawn.

Exercise "Goldfish"

Target: Removing aggressiveness, developing communication skills.

Carrying out: Everyone stands in a circle, pressing their shoulders, hips, legs tightly against each other, holding hands. This is a network. Driver – gold fish stands towards the circle. His task is to get out of the circle, and the task of the others is not to let the fish go. If the driver fails to get out of the net for a long time, an adult can ask the children to help the fish.

Exercise “It’s me, recognize me”

Target: Development of empathy, removal of aggressiveness.

Carrying out: One child turns his back to the others sitting. The children take turns coming up to him, patting him on the back and calling him affectionate name. The driver tries to guess who stroked him and called him.

Game "Silence"

Target

Game conditions

Note

Exercise “Give a pebble”

Leading. Guys, please take one pebble from the box and give it to whoever you want, but always with the words: “I’m giving you this pebble because you are the most...”

Those children who did not receive anything are given stones by the presenter, but be sure to note the best qualities of each child to whom he gives a gift.

Exercise “Find Joy”

Target

Age: junior school.

Material: Notebooks, pens.

Carrying out

Game "Storks - Frogs"

Target: attention training, control of motor activity.

Game conditions. All players walk in a circle or move around the room in a free direction.

When the leader claps his hands once, the children should stop and take the “stork” pose (stand on one leg, arms to the sides). When the presenters clap twice, the players take the “frog” pose (sit down, heels together, toes and knees to the sides, hands between the soles of the feet on the floor). After three claps, the players resume walking.

Note. You can come up with other poses, you can use a much larger number of poses - this makes the game more complicated. Let the children come up with new poses themselves.

Game "Sleep Wizard"

Target

You can make a magic wand with your child. By the light of a night light, with this wand, the child touches all the objects in the room and says: “The chest of drawers has fallen asleep...”. After all the objects have “fallen asleep,” the “wizard” himself goes to bed and touches himself with a magic wand and says: “And I will sleep.” The light turns off. Game over.

Exercise "Odyudyuka"

Leading. Now I will tell you a story... Once upon a time there lived a fairy forest. In hot weather it sheltered all its inhabitants from the scorching rays of the sun. In the rain it gave shelter and protection to wanderers. The forest was caring and attentive, and its inhabitants reciprocated. Every morning the puppy Pif swept the forest paths, removed broken branches and kept the pond clean. He had a friend, the bear cub Timka, who examined all the trees in the forest and noted which of them had grown, which had bloomed, and which needed medical attention. And in the forest there lived an uncle bear - Mikhailo Ivanovich, and he was the wisest, kindest and attentive animal in the forest. If trouble happened, he always came to the rescue.

And then one day the puppy Pif is walking along the path and hears: “U-gu-gu.” He backed away, but suddenly “It” flew right in front of him with a roar and began to scare Pif. The fur on the puppy stood on end from fear. He barked, but the scary thing did not disappear, but continued to fly around and push. Pif ran to look for his friend Tim the bear. And Tim at this time was inspecting the Christmas trees that he was growing for the upcoming New Year. And suddenly someone ran into him from behind and pushed him with all his might. The little bear fell and saw something furry. This “something” was flying around and howling in a terrible voice. The little bear got scared and ran in search of his friend.

They met at Uncle Bear's house and began to think about what they should do next. Then Mikhailo Ivanovich comes out of the house and asks:

-What happened?

The friends started vying with each other to tell each other, and finally decided:

“We’ll catch the one who scared us, punish us and drive us out of the forest.”

And so they did. They caught him and wanted to warm him up thoroughly, but Uncle Misha suggested not punishing the horror story, but making friends with her - maybe something will work out.

The animals surrounded her and tore off the cover under which “It” was hiding. And Odyudyuk’s horror story appeared before everyone in all its glory and let’s swear.

- What do you want from me? Apparently, I didn’t scare you enough!

- Just wait, don’t swear, better tell us why you came to our forest.

She sees Odyudyuk: she has nowhere to go, she had to talk about herself. The story turned out to be very sad.

– My mom and dad are hereditary Odyudyuks. We always scare everyone. Mom - dad and me, dad - me and mom. No one has ever said a kind word to me in my entire life. So I decided to harm everyone in this good forest. I don’t want everyone to live together, to bring cleanliness and order everywhere... Now do with me what you want. If you want, scare me, if you want, beat me up, or if you want, come up with something terrible so that the blood in my veins freezes.

The animals began to hold advice. We thought and thought about how best to punish her, and then suddenly someone offered to feel sorry for her. After all, no one had ever said kind words to her. (What words do you think the animals spoke to Odyudyuka?) And then the animals taught Odyudyuka to smile, and she stopped being angry and scary.

Can you teach Odyudyuka to smile?

Amazing!

Let's now hold hands and smile at each other.

Exercise "Thunderstorm"

Leading. Guys, who is afraid of thunderstorms? Slava, do you want to reduce your fear? Lie down on the floor. We will guard your sleep. Now close your eyes.

The grass rustled and a light rain began to fall.

The rain began to intensify.

Thunder rumbled. Hail fell. It was pouring rain.

A light rain began to fall.

A light breeze blew.

And finally, the first rays of the sun appeared. Wake up, baby. How do you feel? Has your fear of thunderstorms decreased?

Game “I don’t want semolina porridge”

Goals

Instructions:

Analysis:

How can you anger your parents so that they want to decide everything for you even more? How can you talk to your parents in such a way that they are willing to give in to you? In what matters should children have the right to make their own decisions?

Game "Speak!"

The adult invites the children to play a game of questions and answers, but warns that they can answer questions only after the word “Speak!” After asking a question to throw the ball, be sure to pause and only then say “Speak!” The questions can be anything, for example:

“What seasons do you know?” ... "Speak!" “What day of the week is it today?” ... "Speak!" “What color is Masha’s dress?” ... "Speak!" “What color are the tables in the room?” ... "Speak!"

Including a ball into the game makes it more difficult, but also more interesting.

Exercise “Tender name”

The presenter invites each child to affectionately name the neighbor sitting on the right, who must certainly thank the speaker by saying “Thank you.”

Game "Aw!"

Age: preschool.

Game "Mothers and Daughters Reverse"

Target: game for problems falling asleep.

Daughter and mother or father and son play. The daughter should take the place of the mother, and the mother should take the place of the daughter. Gradually the new daughter becomes disobedient. And a real daughter must figure out how to calm the naughty one. She can persuade her or punish her. You can help your child make a decision.

Exercise “Rainbow Portraits”

Target: Development of interaction skills, removal of aggressiveness, getting to know your body.

Age: preschool, junior school.

Materials: Audio recordings “Forest”, “Lake”. Colour pencils. Sheets of A3 paper.

Carrying out: Children remember which parts of the body they know and name them. “Let's talk in detail about the part of the body that is located above. This is the head." Children name what is on the head: hair, ears, nose, eyes, chin, forehead, cheeks, lips, teeth, touch them and speak. What are they for (eyes, gently touch them, touch eyelashes, wink at one neighbor with the right eye, and at another with the left, etc.). Next, “rainbow portraits” are drawn. Children, one at a time, lie down on the floor and large sheet The presenter traces the outline of the head with a felt-tip pen. Having received the outline of his head, the child traces it with the music that matches his mood.

Exercise “Hour of Silence” and “Hour of Silence”

Target: to give children the opportunity to release pent-up energy, and for adults to learn how to manage their behavior.

Agree with your children that when they get tired or busy important matter, there will be an hour of silence in the group. Children should be quiet, play calmly, and draw. But as a reward for this, sometimes they will have an “okay” hour, when they are allowed to jump, scream, run, etc. “Hours” can be alternated within one day, or you can arrange them on different days, the main thing is that they become familiar in your group. It is better to stipulate in advance which specific actions are allowed and which are prohibited.

Exercise “Chopping wood”

Target: Help children switch to active activity, feel their accumulated aggressive energy and “spend” it during play.

Carrying out: Say the following: How many of you have ever chopped wood or seen adults do it? Show how to hold an axe. In what position should the arms and legs be? Stand so that there is some free space around. We'll chop wood. Place a piece of log on a stump, lift the ax above your head and bring it down with force. You might even scream, “Ha!” To play this game, you can break into pairs and, falling into a certain rhythm, hit one lump in turn.

Exercise “Chair of Love”

A chair is placed in the center.

Leading. This chair is not easy, it is a chair of love. Who is the first to want to sit on it and receive affection, warmth and love from others? Sit down, Lena, close your eyes and don’t open them until I say so. And you guys, come up quietly and gently, gently stroke Lena’s legs and back. Now tiptoe and run away. Lena, open your eyes and tell us, did you like the “chair of love”?

Exercise “Ask for a toy”

Target: Teach children effective ways of communicating.

Material: Any objects, toys.

Carrying out: The group is divided into pairs, one of the pair members (participant 1) picks up an object, for example, a toy, notebook, pencil, etc. The other participant (participant 2) must ask for this item.

Instructions for participant 1: “You are holding in your hands a toy (notebook, pencil) that you really need, but your friend also needs it. He will ask you for it. Try to keep the toy and give it away only if you really want to do it.”

Instructions for participant 2: “When choosing the right words, try to ask for a toy so that they give it to you.” Then participants 1 and 2 switch roles.

Exercise “Little Ghost”

Target: Teach children to throw out accumulated anger in an acceptable form.

Carrying out: Guys! Now you and I will play the role of good little ghosts. We wanted to misbehave a little and scare each other a little. In response to my clap, you will make the following movement with your hands: (the teacher raises his arms bent at the elbows, fingers spread) and pronounce the sound “U” in a scary voice. If I clap quietly, you will say “U” quietly, if I clap loudly, you will frighten loudly. But remember that we are kind ghosts and only want to joke a little." Then the teacher claps his hands: Well done! We joked enough. Let's become children again!

Exercise “Magic pillow”

Leading. I brought a magic pillow. Everyone in turn can sit on it and tell us about some of their desires. The one sitting on the cushion will always begin the story with the words: “I want...” Everyone else will listen to him carefully.

Exercise “Box of Experiences”

Leading. I brought a small box today. I propose to send it around in a circle to collect our unpleasant experiences and worries. You can say this in a whisper, but definitely in this box. Then I will seal it and take it away, and with it, let your unpleasant experiences disappear.

Exercise If “Yes” - clap, if “No” - stomp

The adult names the proposals, and the children must evaluate them and show their attitude by clapping their hands if they agree, or stomping their feet if the statement is incorrect.

“Roma visited his grandmother and was so happy that he was offended by her.” “Sasha took Petya’s toy and beat him, Petya quarreled with him.” “Lena really likes Seryozha, that’s why she beat him.” “Maxim gave Dasha candy, and she was very happy.” “Seryozha saw that Maxim gave Dasha candy, he was offended that he himself did not do this and therefore quarreled with Maxim.”

Situations can be selected from the immediate lives of children. There will probably be a lot of them.

This game helps develop children's communication skills, as well as the development of auditory attention.

Leading

"What if..." conversation

Target: game for problems falling asleep.

How would they spend the night when everyone else was sleeping? How would they feel if they had the whole house to themselves? What would your kids do if they were bored with so much free time?

How would they explain to other people why they shouldn't have slept? What would your kids do if they were invited to a party at bedtime or if they had to go to sleepaway camp? How would they explain why they didn't dream?

Teenagers

Exercise “Getting rid of anxiety”

Goal: relieving anxiety, worry, preparing for an expected stressful situation.

Time required: 5-10 min.

Procedure: Relax and imagine that you are sitting on a wonderful green lawn on a clear sunny day... The sky is illuminated by a rainbow, and a particle of this radiance belongs to you... It is brighter than a thousand suns... Its rays gently and gently warm your head, penetrate into the body, spread throughout it, the whole of it is filled with cleansing healing light, in which your sorrows and anxieties, all negative thoughts and feelings, fears and assumptions dissolve. All unhealthy particles leave your body, turning into dark smoke, which is quickly dissipated by a gentle wind. You are freed from worries, you are cleansed, you are light and joyful!

Game "Silence"

Target: development of auditory attention and perseverance.

Game conditions. The children are given instructions: “Let's listen to the silence. Count the sounds you hear here. How many are there? What sounds are these? (we start with the one who heard the least).”

Note. The game can be complicated by giving children the task of counting sounds outside the room, in another class, on the street.

Exercise “Candle of Confidence”

Target

Exercise “Tuh-tibi-spirit”

Target: Removing negative moods and restoring strength.

Age: preschool, junior school.

Material: Not required.

I will tell you a special word in confidence. This is a magic spell against bad mood, against insults and disappointments. For it to really work, you need to do the following. Now you will start walking around the room without talking to anyone. As soon as you want to talk, stop in front of one of the participants, look into his eyes and three times, angrily, say the magic word: “Tuh-tibi-duh.” Then continue walking around the room. From time to time, stop in front of someone and again angrily and angrily say this magic word. For the magic word to work, you need to speak it not into emptiness, but looking into the eyes of the person standing in front of you. There is a comical paradox in this game. Although children are supposed to say the word "Tuh-tibi-duh" angrily, after a while they can't help but laugh.

Exercise “Whether you want it or not”

In a circle, starting with the leader, the children ask each other the following question: “Andrey, do you want me to hug you?” Having received the answer, take appropriate actions.

Game "Kangaroo"

Target: Practice the skill of interaction with a partner, promote group cohesion.

Content: Participants are divided into pairs. One of them is a kangaroo - standing, the other - a baby kangaroo - first stands with his back to him (tightly), and then crouches. Both participants join hands. The task of each pair is in this position, without releasing their hands, to walk to the opposite wall, to the leader, go around the room in a circle, jump together, etc. At the next stage of the game, the participants can change roles, and then partners.

Discussion: Participants in the game in a circle share their impressions and feelings that they had while performing various roles. They then discuss the applications of the game in everyday practice, and also note how the game can be used when working with anxious children.

Exercise “Counter Humor”

From this day on, try to respond to ridicule and jokes in kind, but don’t do it in an evil way, try to be more good-natured. And in order to always have a few decent jokes at your fingertips, start collecting funny stories, stories, anecdotes.

Game "On the Bridge"

Age: preschool, teenage, adults.

Before the game starts, an imaginary situation is created. An adult divides all the children into two groups, takes them in different directions and asks them to imagine that they are on opposite sides of a mountain gorge, but they must definitely cross to the other side. A thin bridge is thrown across the gorge (a strip 30-40 cm wide is drawn on the floor, symbolizing the bridge). Only two people can walk on the bridge from different sides (otherwise the bridge will turn over). The task is to simultaneously meet each other halfway and cross to the opposite side without stepping over the line (otherwise you will fall into the abyss). Participants break into pairs and carefully walk across the bridge towards each other. The rest watch their movement and cheer. The one who steps over the line is eliminated from the game (falls into the abyss).

Successful completion of this task is only possible if the partners, having met, hold each other tightly.

Exercise “Contemplator”

Exercise "Eye to eye"

Target: To develop a sense of empathy in children, to set them in a calm mood.

Age: preschool, primary school, teenage.

Material: Not required.

Carrying out: Guys, hold hands with your desk neighbor. Look only into each other’s eyes and, feeling your hands, try to silently convey different states: “I’m sad,” “I’m having fun, let’s play,” “I’m angry,” “I don’t want to talk to anyone,” etc. After the game Discuss with the children which conditions were transmitted, which of them were easy to guess and which were difficult.

Exercise “Find Joy”

Target: Formation of optimal emotional tone, openness to external impressions, development of curiosity, leveling of anxiety.

Material: Notebooks, pens.

Carrying out: The psychologist asks the children to name one by one all the things, events, and phenomena that bring them joy. He suggests starting a notebook with the following chapters:

qualities you like in people; things that you manage to do well; things I love; favorite books, films, cartoons; favorite places; pleasant dreams; our dreams.

Game “I don’t want semolina porridge”

Goals: It is very important that children learn to defend their interests before adults. This type of interest includes the right to choose food, clothing, and hairstyle. At the same time, it is important that children communicate their desires tactfully, especially if they do not have very confident parents. This game gives you the opportunity to learn how to express your desires politely and at the same time decisively.

Instructions:

Divide into pairs. I suggest you play a little role-playing game. One of you will be mom or dad, and the other will be the child. Mom or dad should insist that the child eat something like this. But the child cannot stand this dish. Please act out two versions of the conversation. In one case, let the child really anger the parents, and in the second, show that the child speaks to the parents so successfully that they are ready to give in to him.

Exercise “Group drawing in a circle”

Target: Development of empathy, friendly attitude towards each other.

Material: Paper, pencils.

Carrying out: On a sheet of paper you need to draw a simple picture or just spots of color, and then pass the baton to the next participant to continue the drawing. As a result, each drawing returns to its original author. After completing this task, the original concept is discussed. Participants talk about their feelings. Collective drawings can be attached to the wall: a kind of exhibition is created, which for some time will remind the group of collective work in a “foreign space”.

This technique can cause aggressive feelings and resentment. Therefore, the psychologist should warn the participants to be careful with each other’s work.

Game "Aw!"

One child stands with his back to everyone else, he is lost in the forest. One of the children shouts to him: “Ay!” - and the “lost” person must guess who called him.

This game is good to use in the process of introducing children to each other. It is easier for a child with his back to everyone else to overcome communication barriers and overcome anxiety when meeting others.

Exercise “Japanese dialogue”

Leading. IN Japanese there is no word "no". If a Japanese does not want to fulfill someone's request, he will talk about anything, but will not give an outright refusal. Want to know what it's like? Break into pairs. One of the pair is Japanese, the other is European. A European asks a Japanese for something very important. The Japanese's task is to refuse without saying so directly. In conclusion, the European should thank the interlocutor.

Issues for discussion:

“Europeans,” with what feeling did you thank your partner? “Japanese”, what did you hear in these words of gratitude?

Exercise “I am strong - I am weak”

Leading. I suggest you check how words and thoughts affect a person’s condition. To this end, we will perform the following exercises.

Sasha, please extend your hand forward. I will lower your hand down, pressing on it from above. You must hold your hand while saying loudly and decisively: “I am strong!” Now we do the same, but you must say: “I am weak,” saying it with the appropriate intonation, that is, quietly, sadly...

You see how supportive words help us cope with difficulties and win.

condition.

eyes and relax.

3) After sufficient time has passed to complete the task (5-7 minutes), the trainer invites group members to discuss the results of individual visualization.

"What if..." conversation

Target: game for problems falling asleep.

What if your kids never needed to sleep (because they were given some kind of pill as a science experiment)? Ask them:

How would they spend the night when everyone else was sleeping? How would they feel if they had the whole house to themselves? What would your kids do if they were bored with so much free time?

How would they relax? Since children would not be able to forget all the events of the past day and clear their heads with sleep, how would they unwind and prepare to face the new day?

How would they explain to other people why they shouldn't have slept? What would your kids do if they were invited to a party at bedtime or if they had to go to sleepaway camp? How would they explain why they didn't dream?

After children have thought about what it would be like to never sleep, ask them: Would they agree to take part in such an experiment if it were offered to them?

Adults

Exercises to overcome anxiety

Exercise 1 "Breathing"

Breathing is life. By delaying it, you deprive the body of a need, in comparison with which everything else fades into the background and, at least for a moment, loses its relevance. This moment is your gain. Use it to release yourself from the direct effects of stress. To do this, relax as you exhale and, with the next inhalation, lean back slightly, lift your chin and tilt your head back slightly. Sit up straight and exhale all the air from your lungs. As you exhale, relax. Firmly grasp the edges of the seat with both hands and, as you inhale, pull it up, as if trying to lift a chair. Tighten your arms, stomach, and the rest of your body muscles as you continue to lift the chair you're sitting on. While maintaining tension throughout your body, hold your breath. Exhale slowly through your nose, relaxing your body and letting go of the seat. After exhaling, relax completely. There should be no tension anywhere in the body. Perform three to five such cycles. Determine the time of inhalation, exhalation and breath holding in accordance with the state of your health and your breathing rhythm. If you have high blood pressure, then practice only a relaxing breathing method, without a tense phase during inhalation. Then, with each exhalation, free yourself from the remaining tension in you, as if “blowing off” its reading from the scale of your personal meter.

Exercise 2 "Burning Candle"

The relaxing property of exhalation is used even more fully when breathing with a burning candle. Place a lit candle on the table and sit in front of it so that the flame is 15-20 cm from your lips. Round your lips and exhale slowly into the candle flame. Do not put out the fire, but deflect it with a gentle, slow, strong stream of air. Try to blow so that the angle of the flame is the same from the beginning of the exhalation to its complete completion. Do this exercise for five minutes. In this way, you will learn a smooth, long, relaxing exhalation, which will “take out” all the accumulated mental “garbage” from you and burn in the flame of a candle, freeing you from everything that prevents you from being free and calm.

Exercise 3 "Meta-position"

Imagine that you see yourself and everything that happens, as if from the outside, as if you were watching a film about yourself. Set a distance that is comfortable for you. Feel like an observer, distant and at the same time interested in everything that happens. Calmly and dispassionately consider what is happening as an external phenomenon. The distance you set does a service: you begin to see how and what you do without becoming what you see. You may observe your emotions, such as anger, but you do not act on that anger. The main thing is not to let yourself get “drawn” into the situation again. Do whatever is necessary to maintain distance: imagine a glass barrier in front of you, move further away, rise above the situation and look down on it. You can relax and think more rationally from this new perspective. Most of us find the best solutions by leaving all emotions aside. Now you look at external circumstances as a spectator, a silent witness who steps away for a minute to assess the situation. The whirlpool no longer spins you around like a cork in a fast, turbulent stream. Assess the situation and decide on further actions: how you should behave optimally; what resource is needed for this; where can you get it right now?

Exercise 4 "Resource state"

The most reliable source of resources is yourself, because everything you need has already been in you for a long time. It is only important to be able to take advantage of it in time. The technology for updating resource states provides such an opportunity. Let's say you see that to perform optimally, you need a sense of confidence. Think of a situation in which you always feel confident: driving your bike, on the tennis court, or somewhere else. It doesn't matter what the memory is. The main thing is that in this moment it is positive and strong for you. Experience it again in its entirety, as if it were all happening now. Feel confident and strong. With this feeling, enter stressful situation and act on your confidence. Act on the basis that what is in the foreground is no longer the drama, but the existing chance to cope with it. Use it. A victory brings a sense of pride in oneself, a sense of strength and the ability to respond to a serious challenge. Your self-confidence increases and you discover that you have enough strength to endure any challenge that comes your way. Using the technique of updating resource states, you can call upon any feeling you need to help you: calmness, competence, concentration, endurance, and so on. All you have to do is take it from where you had it and move it to where you need it now. If you do not have experience of experiencing the desired feeling, use the technique as if you are mastering this feeling. The only thing you can do without, for example, courage, is pretend to be courageous, and coordinate your behavior with it. You can also borrow the required resource from your hero by imitating his behavior.

Exercise 5 "Mood"

Sit at the table and take colored pencils or markers. In front of you - Blank sheet paper. Draw any plot - lines, color spots, shapes. It is important to immerse yourself in your experiences, choose a color and draw the lines the way you want, in full accordance with your mood. Imagine that you are transferring your anxiety and anxiety onto a piece of paper, trying to throw it out completely, to the end. Draw until the entire space of the sheet is filled and you feel calm. Your time is now unlimited: draw as much as you need. Then turn the paper over and write a few words that reflect your mood. Don’t think too long; it is necessary that your words arise freely, without special control on your part. After you have drawn your mood and put it into words, with pleasure, emotionally tear up the piece of paper and throw it in the trash. All! Now you have gotten rid of your tense state! Your tension turned into a drawing and has already disappeared, like this unpleasant drawing for you.

Exercise “Counter Humor”

You get many unpleasant moments from ridicule of you, jokes from colleagues and other people. How do you react to them? Are you embarrassed, upset, or withdrawing into yourself?

From this day on, try to respond to ridicule and jokes in kind, but don’t do it in an evil way, try to be more good-natured. And in order to always have a few decent jokes at your fingertips, start collecting funny stories, stories, and anecdotes.

So, you need to learn to manage your emotional state, think constructively, so as not to “get stuck” on negative experiences and not hinder your creative growth and search for new alternative ways to overcome professional problems. The ability to think positively and control your behavior is your individual resource that can support you in any difficult and emotionally stressful situations. This is the resource that will prevent you from becoming a victim of burnout.

Exercise “Contemplator”

Learn to treat everything that happens to you, like a gray-haired eastern sage, contemplatively, that is, before reacting to the words or actions of loved ones, colleagues, or just people around you, ask yourself: “What would you do in my place?” a wise man? What would he say and do?

Make a decision and act only after a few minutes of such calm, contemplative reflection.

Exercise “Candle of Confidence”

Target: Development of empathy, caring attitude towards each other, trust in the world is formed.

All participants stand in a circle, shoulder to shoulder, with their arms bent at the elbows and extended forward. Palms raised up. One of the participants stands in the center of the circle. The arms are lowered along the body, the eyes are closed. He relaxes and rests on the hands of those standing. The group picks it up and slowly, carefully passes it around. Every participant must visit the center. After the exercise there is a discussion.

Exercise “I am strong - I am weak”

Leading. I suggest you check how words and thoughts affect a person’s condition. To this end, we will perform the following exercises.

For example: Sasha, please extend your hand forward. I will lower your hand down, pressing on it from above. You must hold your hand while saying loudly and decisively: “I am strong!” Now we do the same, but you must say: “I am weak,” saying it with the appropriate intonation, that is, quietly, sadly...

You see how supportive words help us cope with difficulties and win.

Figurative-reflective exercise "Give yourself a name"

Goal: achievement by each participant of resource emotional condition.

1) The trainer invites the participants to take a comfortable position, close eyes and relax.

2) The trainer tells the participants: “Remember a specific event when you felt confident (successful, lucky, achieved a goal, etc.). Remember: where and when this event occurred. Remember your feelings at that moment. Relive this event again."

3) After enough time has passed to complete the task (5-7 minutes), the trainer invites group members to discuss the results of individual visualization.

4) Each participant tells the group about a specific event he saw and experienced in his imagination, with obligatory reflection on the source of his positive feeling (confidence, success, luck, etc.).

5) At the end of the story for each participant, the coach, with the help of the group, comes up with a new name. which would reflect the very essence of obtaining a resourceful emotional state: “I am the one who ... (does this and that)” or “I am confident in myself when I ... (do so-and-so)."

Group discussion (if necessary).

Exercise “Awareness of boundaries.”

The exercise demonstrates the effect of focusing attention and awareness on certain areas - the physical boundaries of the body, which occupy an important place in a person’s internal psychological map and are associated with a stable “image of oneself” (in the language of physiology called a “body diagram”), affecting self-esteem and relationships with others. According to the figurative expression of A. Lowen, a person is “moored” to reality at both ends of the body: below through contact with the ground, and above through the crown of the head. A similar approach is used in Taoist psychotechnics, where keen attention is paid to the three “ends of the body”:

1. crown - to enhance the feeling of ascending flows of “energy” (the border “man - sky”);

2. palms – reproducing the feeling of emphasis in the fingers and palms (the “person-person” boundary);

3. feet – increased sensation downdrafts“energy” (the “man-earth” boundary).

It is obvious that in the process of age-related formation of the physical “image of oneself”, the feeling of “boundaries” (or the distinction “I - not-I”) is one of the initial stages associated with early childhood. That's why important point For productive work with “boundaries”, along with concentration of attention, is the transition to a state of child-like contemplative perception. When performing the exercise, a person should strive to feel literally the way a child feels when he first begins to realize own body and the surrounding world.

Another important point of this exercise is that the feeling of demarcation, separating oneself from the surrounding world, evoked in it, despite the apparent opposite, is close to the meditative feeling of all-pervading unity with the world.

Initially, the exercise is performed in a lying position, after preliminary relaxation (as training progresses, in an arbitrary position). Attention and, along with it, breathing are directed to the area of ​​the body corresponding to one of the listed “boundaries”. Attention is maintained in a given area for several minutes. Observe how with each exhalation the breath is “transmitted” to selected areas of the body, gradually creating a feeling of warmth and “energy” in them. After 3 – 5 minutes, switch your attention and breathing to the next “border” area. After all three “boundaries” have been passed separately, combine them, distributing attention simultaneously to five points corresponding to the figure of a five-pointed star (a modification of the exercise is to direct attention to six points, or two triangles, corresponding to a six-pointed star). It is important to imagine that your body is stretching, as if you are becoming taller. At the same time, a feeling of a “stretched string” appears along the spine. Then imagine that your body is enclosed on all sides in an impenetrable spherical shell. Mentally try to push this “cocoon” apart, resting on it at 5 points: with your hands, feet, and the top of your head.

Distribution of “body-directed” attention simultaneously to a large number of objects close to maximum bandwidth channel of conscious perception according to G. Miller - 7±2 units (Miller G. A., 1956) or exceeding it, causes so-called sensory overload and contributes to the formation special condition consciousness. Similarly, it affects the state of consciousness and the alignment of sensations in remote areas of the left and right halves of the body, helping to achieve a balance in the activity of the left and right hemispheres of the brain.

Note. Exercise, in addition to health-improving purposes, has important practical use in everyday life. It helps a person quickly come to his senses in a situation of sudden stress, when “the earth is floating under your feet” and emotional balance and self-control are lost. It is especially necessary for people who are overly worried about public speaking(artists on stage, speakers in front of the podium or athletes before going to the start line). This exercise can be vital for people suffering from panic attacks, for whom it helps get rid of the feeling of “impending loss of consciousness.” To do this you just need to do a few deep breaths and exhalations and switch your attention in turn to each of the described boundaries, starting with the “ground”.

It should be noted that the physical, bodily boundaries of a person (“external body,” according to) are represented in his inner world (“internal body,” according to Bakhtin, or “virtual body,” according to) in such a way that they turn out to be closely related to his communication with others. The boundaries of bodily contacts appear as the boundaries of emotional contacts, empathy and emotional detachment, the boundaries of isolation and sociability, influence on others and susceptibility to the influence of others, autonomy and dependence, as well as various stereotypes and internal limitations that a person can step over in the process of working on himself. As the experience of body-oriented psychology shows, working with bodily boundaries leads to the improvement of aspects of the personality associated with them, and is an important tool for personal growth.

Exercise “Meeting with the Saboteur”

Think of something you would like to do successfully. This could be admission to educational institution, starting a family, organizing your own business, or simply receiving guests.

Now try to come up with something that will harm your enterprise and interfere with its implementation. Imagine this picture.

Draw the Saboteur or the force that pushes for sabotage and opposes the fulfillment of the plan.

Now play the role of a Saboteur yourself and deliberately interfere with the implementation of your project. Tell us how you benefited from it.

From the “I” point of view, imagine meeting the Saboteur and negotiating with him.

A Saboteur can also be called: Stubborn Child, Why Try - Everything Is Useless If You Can't Be The Best - Quit It, Quibbler, Destroyer, Loser. Sometimes a Saboteur is also a Victim, a subpersonality that likes to feel helpless, to gain attention by skillfully appearing inept, awkward, etc.

What would you name your Wrecker?

Remember that subpersonality is a convenient model that allows us to deal with the driving forces of personality, but it is just a model that does not claim to be an original. When they talk about subpersonality, they mean a certain set of attitudes, behavioral stereotypes, beliefs, drives, etc., which takes on a holistic, discernible form only in our consciousness.

Exercise “Dance of Identifications”

“Identify yourself consistently with the four elements: Air, Fire, Earth and Water. Feel the specificity and energy of each of the elements, surrender to it entirely. By performing this exercise, you can also identify with the forest, sky, river, grass, any animals, including fairy-tale ones, the four cardinal directions, etc. In dance, you can identify with anything, even with a doorknob - this greatly contributes to psychological emancipation, blurring the boundaries of the “Ego,” and weakening attachment to oneself. It is very good to identify with a character in a piece of music, such as a song. Play with “pop” - it’s great for developing acting skills and reducing your sense of self-importance.”

Exercise “In the footsteps of subpersonality”

Stand up and try to portray any of your subpersonalities.

In what life situations does this subpersonality appear? How often? What circumstances provoke the emergence of this subpersonality? Does this subpersonality help you act in this situation? How does she help you? Does she hinder you in any way? What's happening to your body? What's going on with your emotions? What's going on with your thoughts?

Write down the answers to these questions to better understand your subpersonality. Recording itself as a repeated reference to the experience gained is an important part of the work and often allows you to notice some factors, nuances that did not appear so clearly when working with the technique of internal dialogue.

Exercise “Dialogue with subpersonalities”

To better familiarize yourself with subpersonalities, the following questions are used:

“What is your goal?” The question allows the subpersonality to talk about the purpose of its existence. This allows us to determine how much the goal of the subpersonality corresponds to the consciously chosen direction of our life. Does the goal of the subpersonality contribute to the realization of our potential, or does it contradict our goals, interests and ideals?

“Why are you here?” – allows you to learn about the actual activities of the subpersonality. The answer to this question makes available valuable information about the actions of the subpersonality. Do these actions help the conscious personality, or do they hinder the personality from fully expressing itself?

"What do you want from me?" – helps to discover the hopes and desires of the subpersonality. As observers, we are aware of the demands of the subpersonality and their manifestation in everyday life (which often happens against the will of the individual).

"What do you want from me?" – reveals the hidden real needs of the subpersonality. The answer points to secret desires deeply hidden in the subpersonality, and to the possibilities of satisfying these desires.

“What are you offering me?” – shows the hidden qualities of the subpersonality. Although they exist, you need to get to them. At the same time, they indicate the possibilities of transformation of the subpersonality and the potential impact of such transformation on the individual.

“What are you protecting me from?” – allows you to understand the motivation of the subpersonality. Its primary motivation is to protect the individual, but the ways and means of protection chosen by the subpersonality often leave much to be desired. Quite often the reaction of a subpersonality is the opposite of its primary intention. Recognition of the primary protective function of the subpersonality is extremely useful. Showing sincere understanding and compassion is especially important when we are dealing with difficult subpersonalities. Recognizing the original defensive function is extremely useful, especially when trying to interact with a difficult and uncomfortable subpersonality, which requires understanding and genuine compassion. The result of this is the acceptance of those qualities that, at first glance, are impossible to accept. What follows is an increased understanding of the very difficult negative parts of our personality. Understanding and being able to face the subpersonality is the most direct and loving way to soften and transform rigid structures.

Exercise "Circle"

List all your desires. Write down everything that comes to your mind. Make sure you include both what you already have and what you would like to have in the future (we're not talking about things or gifts here, of course). Since you can't look at other people's lists, here are the most common wishes:

finish your studies; not to get sick, and so that none of your loved ones get sick; have enough money; be in love; to be loved; achieve success in work (business); get a good education.

Now focus on how you felt when you read the list. Do you have a subpersonality that tells you that it, too, would like to have all this? Or a subpersonality that judges people who have desires that you don’t have or that are unimportant to you? Now make a list of your own desires.

When you have 20 items on your list (or when you feel like you have written down all your desires), look through the list and select the 5-6 most significant. Maybe you want to change something about it. For example, you might combine the desires “skiing,” “swimming,” “playing tennis,” and “hiking” into one general desire, “playing outdoor sports.” Now highlight your most important desires and do not include those that your “What Will People Think” subpersonality wants to prioritize?

On a large sheet of paper, draw a circle with a diameter of about 20 cm. Inside it is a smaller circle. The result is a ring, the central part of which is your “I”. And in the ring itself, place those 5-6 subpersonalities that are the spokesmen of your desires.

Draw (preferably with colored pencils or paints) symbols that reflect your desires. Lack of artistic ability in in this case doesn't matter. Just draw and color any symbols that come to mind.

When you're done drawing, give each subpersonality its own individual name. Some of them may resemble nicknames: Adventurer, Prudent, Defenseless Baby, Big Man, Hero-lover, Doctor, Expert. Others will be more romantic, for example: Primitive Horse and Hound Lover, Country Girl, Forest Fairy, Miss Perfect, etc. It is important to come up with your own names that have meaning for you.

Now color your “I”.

This exercise first of all allows us to identify positively oriented subpersonalities that correspond to our conscious desires. Negative subpersonalities (Skeptic, Critic), subpersonalities corresponding to suppressed desires, remain in the shadows when performing this exercise.

This exercise can be repeated many times, and the names of some subpersonalities, including the most important ones, can change as you become more clear about what they want, how they act and why they change.

Exercise "Synthesis"

Each of us would like to be a harmonious person. But first you need to identify and realize the polar qualities of your personality (character), and only then try to reconcile them. Often, an adult personality does not have enough mental maturity, and in it, like a teenager, reflection and self-confidence, sensuality and callousness, or even cruelty and shyness coexist and swagger, struggle with authorities and deification of the idol, sensual fantasy and dry rationalism.

It is known that a person cannot be harmonious if he identifies himself with only one of the polar qualities. Choose the polar quality of your psyche that you want to work with.

Divide a blank sheet of paper in half with a vertical line and draw one of the selected polarities on one half of the sheet. On the second half, make a free drawing of the opposite polarity. The quality of the drawing does not matter. So, two poles are opposite each other. Think about their content and the possibility of their interaction.

Now below (or on another sheet) depict the interaction of these two poles. This could be: a conflict encounter, trial contact, disgust, etc.

Continue making drawings and let the interaction of these polar qualities emerge into some form. Synthesis can be spontaneous: two parts are combined into one whole. If a new whole has arisen, do not abandon it, but try to understand what it is and what your state was in which this synthetic image appeared.

Then, on the back of the drawing, write down everything you have experienced and make a guess about how a new synthesis could happen in your life.

Exercise "Workbook"

This notebook is designed to regularly record development processes inner life. External events can be recorded insofar as they are related to the dynamics of the internal world. Record keeping serves several purposes:

teaches you to express your thoughts and inner experiences clearly and clearly; teaches you to choose one, the main one, from many points of view; promotes self-disclosure, that is, teaches you to reveal yourself to yourself; is a stimulator of creativity.

In this notebook, you can express thoughts that have “boiled” and that you would not dare to express even in a psychotherapeutic group, and this helps relieve emotional stress.

In addition to text, you can write drawings, diagrams, and symbols that only you understand in your notebook. Such drawings reflect the work of the subconscious and can be used to better understand oneself.

Exercise “I am not a role”

Sit more comfortably, relax, then mentally tell yourself:

“I am involved in many different activities and play many roles. I have to play these roles and I want to play them to the best of my ability, whether it be a husband or a wife, a father or a mother, a teacher or a student, an entrepreneur or a politician. These are nothing more than roles - roles that I willingly play. Therefore, these roles are not me. I can watch my performance from the outside; I can be not only an actor, but also the director of this performance.” Focus on the thought: “I am playing the role I need, but I am not the role.”

Exercise “What am I?”

The purpose of this exercise is to help you achieve high level self-awareness and discover your true self. It is based on the assumption that each of us is like an onion, that is, it consists of different layers that hide the most important thing: our essence. These layers may have positive or negative character. They reflect different aspects of our personality and our relationships with the world around us. Some of these layers are like a facade or mask that hides what we don't like about ourselves. Behind others are hidden some positive qualities that we are unable to fully understand. In any case, somewhere behind these layers, in the depths of each of us, there is a center of creativity and vibration - our true “I”, the innermost essence of our being. The exercise, which consists of answering the question “What am I?”, easily and unobtrusively leads us to the comprehension of this essence, understanding and awareness of ourselves as a person, identity with ourselves.

Choose a place where you can be alone and where no one will disturb you. Take a piece of paper, write a number and a title: “What is “I”?” Then try to give a written answer to this question. Be as relaxed and frank as possible. Stop periodically and ask yourself this question again.

Relax, close your eyes, clear your head of extraneous thoughts. Again ask yourself the question “What am I?” and observe the image that appears before your mind's eye. Don't try to think or draw any conclusions, just observe. Then open your eyes and describe in detail everything you saw. Describe the sensations you experienced in connection with the image and its meaning.

Stand so that there is enough free space around you. Close your eyes and ask yourself again: “What am I?” You will feel your body vibrating. Trust his wisdom, the movement should unfold until you have a feeling of its completion. Perhaps you should accompany what is happening with some kind of sound or singing. When finished, put down on paper what you experienced.

1

Target. Determining the child’s ability to act in accordance with instructions; consolidation of the concept of “size of objects” (large - small, larger - smaller).

Name the geometric shapes drawn in the squares on the left. “Move” them to the squares on the right as indicated by the arrow. Figures bigger size reduce, and increase the smaller.

Draw exactly the same shapes in the empty cells. What shapes do they consist of?

2

Target. Identification of the level of formation of shape perception, its ability to analyze the arrangement of figures in space. Development of stability of attention, purposefulness of activity. Activation of the dictionary.

Look at and name the geometric shapes on the left side of the page. First name the smaller figure, then the larger one. For example, a circle in a square, a circle in an oval, an oval in a circle.

You need to move each smaller figure to a new place - to the corresponding larger figures.

3

Target. Identifying children's ability to establish identity, similarity and difference in drawings. Development of visual analysis and observation.

Consider rugs. How are they similar? What is the difference? Draw the same rugs in the frames on the right.

4.

Target. Identification of the level of formation of thought processes of analysis, synthesis, comparison. Development of visual and figurative representations, the ability to recreate the whole based on visual correlation.

“Repair” your pillowcase. From different pieces of fabric, choose one that suits the size, color and pattern.

5

Target. Identifying the ability to establish patterns, the ability to retain instructions and control one’s actions during work. Development of attention and visual memory.

Find a pattern in the image of objects. What should be shown in the empty cell?

Name the mushrooms. Which one is poisonous? Which mushroom should be drawn in the empty cell? Remember the sequence of drawings in each row. Cover the table with a sheet of paper. Fill out the table on the right from memory.

6

Target. Identifying the ability to visually perceive and differentiate colors, correctly name colors and shades, recognize and name geometric shapes, indicate their color and size; count geometric shapes, indicate their number; write a descriptive story.

Consider the clown. What shape is the patch on his suit?

Compare patches of the same color. What is the difference?

Compare patches of the same shape. What is the difference?

Write a story about a clown.

Target. Determination of the purposefulness of perception, the nature of emotional reactions. Formation of the ability to establish the identity of objects based on visual correlation. Development of attention, self-control, speech.

“Look at the picture. Find in it the objects drawn in the cells, create a story based on the plot picture.

8

Target. Revealing the ability to search for patterns in the arrangement of well-known letters and numbers. Development of stability and concentration.

Identify the pattern in the same way as you did in the first task with letters. Draw the desired number in the empty cell.

9

Target. Identification of the maturity of the processes of analysis, synthesis, comparison. Development of the ability to reconstruct the whole based on visual correlation.

Consider a sample doll blanket. Ira collects the same blanket from scraps. What pieces of fabric should she sew onto it?

Choose markers of the desired color and fill the empty cells with drawings from the sample.

10

Target. Identification of features of visual perception, stability, concentration, attention span.

Friends went for a walk with their dogs, but the leashes got tangled. Determine whose dog is whose. Tell me the name of each boy's dog.

//

Target. Identifying the ability to establish patterns in the arrangement of drawings, retain instructions and control one’s actions during work. Observing the child’s activity (its pace, as well as dexterity and coordination of hand movements).

They lay out cards in front of the child, draw his attention to the alternation of drawings, and offer to continue the series.

Find a pattern in the arrangement of figures and objects and continue the series.

12.

Target. Identification of the maturity of three-dimensional thinking, observation skills, and features of speech development.

The castle doors are locked with three locks. Help Puss in Boots find the keys for them. Remember the fairy tale. Tell us how the story ended for the Cat and his owner.

13

Target. Identifying the ability to establish patterns in the arrangement of figures, determining the ability to retain instructions, and the characteristics of self-control. (The task is completed at a certain pace, the presence of errors is noted.)

Find a pattern in the arrangement of the figures and continue the series.

14.

Target. Determining the level of development of imaginative thinking, understanding the absurdity of the situation.

Look carefully at the picture. She is funny? Does this happen or not? Did the artist draw everything correctly?

15

Target. Formation of techniques of correlative and spatial analysis (technique of identifying elements of an object with subsequent correlation of their spatial arrangement), the ability to work in accordance with a model.

Draw a fox on the right, as shown in the example, and color the heroes of the fairy tale. What fairy tale are these characters from? Remember and tell the fragment of the fairy tale that is shown in the picture.

16.

Target. Formation of the technique of combining two or more signs, development of visual-motor skills.

Find a butterfly that matches the color, shape and design in the empty square at the bottom of the page and draw it.

17

Target. Formation of techniques for analyzing observation and spatial analysis, development of the subtlety of analysis.

The student, while putting together a geometric pattern from individual squares according to the pattern, made mistakes. Review the student's work. Which squares are laid out incorrectly?

Choose from the proposed squares those that will allow you to correct the student’s mistakes.

Help: 1st type of help - divide the sample and the student’s work into four squares. To do this, connect the dots from top to bottom and from left to right.

2nd type of help - cut out the required squares and put them on the drawing in the place where the mistake was made.

18

Target. Formation of techniques for isolating the characteristics of an object and determining changing characteristics, developing the ability to arrange objects (objects) in a row according to any characteristic.

Look at the pictures. Name what changes from one drawing to another. Without breaking this condition, complete the row.

* Those signs that do not alternate, but change, children changearbitrarily, at your own discretion.

19

Target. Formation of the technique of correlative analysis, the ability to be guided in work by a model.

Find errors in the student's work. Trace them with a red pencil.

Look at the pictures. Complete the missing parts in each drawing so that they become the same. What did you get?*

20

Target. Formation of the technique of highlighting semantic supports in the task conditions, the ability to work according to multi-link instructions.

Color the flowers in the vase with different pencils so that in the middle of the bouquet there is a yellow flower, and the red one is between yellow and blue.

Draw the same figures below so that the square is between the rhombus and the triangle, and the circle is to the right of the rhombus.

21

Target. Formation of techniques for identifying and combining features.

Look at the rows of figures. In each row, some attribute changes from figure to figure. Name and write above the arrow the sign or signs that change.

Signs should be designated as follows: COLOR - C; SHAPE - F; SIZE - R; THICKNESS - T.

22

Target. Formation of the technique of perceiving an object as a whole, the ability to establish cause-and-effect relationships, and understand the emotional states of people.

Define emotional condition people in each picture. Choose the appropriate word and complete the sentence.

Change each sentence as follows:

“Because Misha...., he...”.

Words for reference: 1) happy, upset, angry, angry;

happy, upset, angry, angry;

joyful, angry, angry, upset.

23

Target. Formation of synthesis techniquesobject (filling in missing linkswhole), perception of the object as a whole.

Look carefully at the picture. Guess what is covered in the picture with a sheet of paper. Explain your answer.

Make up a story based on the picture.

24

Target. Formation of a generalization technique based on identifying the features of a presented object (concrete or abstract), distinguishing between essential and non-essential features, and combining concepts according to an essential feature.

From six pictures, choose two that can be combined into a group and give it one common name. Explain your answer.

From six words, choose two that can be combined into one group based on an essential feature.

frost snow ice autumn rain skates

root word subject ending adjective rule

stop bus wheel tram ticket driver

sweet cunning bright red beautiful kind

25

Target. Formation of the technique of synthesis, perception of an object as a whole.

Look at the pictures. They depict the beginning and end of the story that happened to the boys. Think about what happened to the boys on the river. Draw the two missing pictures.

Read the beginning and end of the story. Complete its content very briefly so that it turns out to be a story. Write the story in your notebook.

Sasha and Kolya agreed to go to the cinema this weekend.

Therefore, Kolya stayed with Sasha and helped his friend.

26

Target. Formation of techniques for isolating and combining features, development of the ability to arrange objects in a row according to any feature.

Consider the rows of volumetric figures. In each row, some attribute changes from figure to figure. Name which feature changes from figure to figure, and what remains unchanged in each of the rows.

To depict the thickness of the figure, the child can be asked to useits schematic designation;* JKs * - fat figure; A> - slim figure,

For example:

27

Target. Formation of the technique of highlighting semantic supports in the task conditions, formation of the ability to establish cause-and-effect dependencies.

Read the problem. Underline only those with a red pencil
data in the condition that will be required to answer the
task question. Cross out the extra data with a blue pencil
from the condition.

Andrey, Igor, Seryozha and Vova participate in a running competition; Andrey runs after Igor. Igor runs slower than Vova. Seryozha runs quickly. Which boy is running ahead of everyone?

Using the drawing, solve the problem. Draw segments on the file,
showing how each of the boys ran. Remove from
file, a sheet of paper that covered the correct
answers and check your work.

r -WIlJ |SlVrw

28

Target. Formation of the technique of considering an object from different points of view, the ability to highlight the hidden meaning of an expression, and understand the figurative meaning of proverbs.

Read the proverbs. In every three proverbs, two are connected by a common meaning, and the third does not fit them. Find the extra proverb.

Look at the pictures. Connect with arrows the picture and the proverbs that suit its meaning.

The outfit is like a falcon, and the gait is like a crow.

The eyes are eagle, and the wings are mosquito.

And the sparrow does not live without people.

A bee stings with a sting, but a man stings with a word

One bee doesn't make much honey.

You can't cover the whole field with one horse.

If you chase two hares, you won't catch one.

A wolf is a stump for a cowardly bunny.

Chasing two birds with one stone will not catch either one.

29

Target. Formation of methods of analyzing observation and spatial analysis (technique of identifying elements of an object with subsequent correlation of their spatial location), development of the subtlety of analysis.

Which parts in the picture on the right are located differently than in the picture on the left?

What squares should be used to replace the details in the pattern on the right so that the patterns become the same?

Help: divide the patterns into squares measuring 1.5 cm by 1.5 cm. Compare each element of the patterns separately and find the mismatched parts.

30

Target. Forming the ability to correctly use (use) prepositions denoting spatial relationships.

Show the kitten inside the closet, the dog behind the box and in front of the box, the lampshade above the table, the kitten under the chair, behind the closet, in the closet, on the chair, in the desk drawer.

ANSWER THE QUESTIONS:

Where did the kitten hide? (In the closet, behind the closet, under the chair.)

Where is the kitten sitting? (On a chair, in a drawer.)

Where is the dog? (Behind the box, in front of the box.)

Make up phrases answering the question “Where is...?” For example: Kitty V closet.

31

Target. Formation of skills for isolating prepositions as independent separate words using a scheme.

I will read the prepositions, and you show me where the preposition man is (in box, under box, on box, behind box, comes out of the box).

Remember the preposition words “on”, “for”, “under”, etc. Make up a sentence with any preposition.

Target. Development of reading interest in six- to seven-year-old children in the process of global word reading, formation of interest in letters, development of memory, attention, preparation for analytical-synthetic reading. Consolidating the use of prepositions.

Help the bunnies hide from the fox. Draw a line from each bunny to the place where he wants to hide, according to the note he left.

PreliminaryJob. An adult reads the words on separate cards, having previously made photocopies of them from of this drawing. After reading the card out loud, the adult places it on the drawing, inviting the child to remember what is written on it. This is how each card is processed.

33 Target. Prevention of biography and dyslexia. youdrilling the correct image block letter Wednesdaydi pairs or rows of letters printed in mirror images.Activation of the lexicon.

Show the correctly typed letters by covering the mirror images with your finger in each pair or row. Come up with 2-3 words with each of these letters at the beginning of the word.

34

Target. Teaching children global reading of syllables and words. Development of memory, attention, interest in letters and syllables. Prevention of dysgraphia and dyslexia. Development of logical thinking, visual and auditory attention, spatial perception. Working with isographs. Reading words written in different fonts. Recognition of objects represented by letters. Look at the pictures in order. Read the highlighted words. Match each picture with a corresponding sentence.

40

Target. Learning to compose a story based on a series of sequential pictures.

Look at the pictures. You can make a story out of them. The pictures are mixed up. Think and determine the sequence of events. Place the required numbers in the small squares. Read the sentence cards and think about which pictures they relate to. For which picture is the card missing? Make a sentence based on this picture.

Target. Exercises in highlighting and clearly pronouncing the first sound of words of different syllable structures. Expanding the stock of species concepts on the topic “Birds and Insects”, differentiating these generic concepts. Exercises in eliminating the 4th extra object, independent grouping of images according to the categorical principle (birds - insects).

Look at the pictures in the top row. Three of them are possible

combine into one group and call it a generalizing (general) word, and

the fourth is superfluous. Give a general word. Which subject

extra? Why?

Name each picture. Try to pronounce the word so that

the first sound in it was clearly audible. How are these words similar? Write

in a small square the letter C.

Look at the pictures in the second row. Divide all the pictures into two

groups: insects and birds.

42

Target. Learning to construct statements. Consolidating knowledge of the names of job duties corresponding to various construction specialties.

Read each card and match it with the corresponding picture. Tell us about the work of the plasterer, tiler, fitter, glazier, painter, whom you see in the pictures. How can we call all these professions in a general word?

Make sentences by combining cards with the names of construction specialties and cards with descriptions labor actions. Who should do what work?

43

Target. Learning to construct statements about the purpose of individual objects (from 2-3 sentences). Formation of the general concept of “medical supplies”, introduction of the exact names of objects into the active dictionary.

Look at the pictures. Tell me what medical supplies the doctor needs, and which ones the nurse needs.

ADD TO THE STORIES.

The doctor listened to the patient's heart and lungs. I measured the pressure with a tonometer. Then he measured the patient’s body temperature. (What happened next?)

The nurse took cotton wool, a pipette and eye drops. (What happened next?)

The doctor looked at the patient’s throat, found out what his temperature was, and ordered the nurse to urgently bring a syringe. (What happened next?)

Target. Study of impressive speech (understanding the meanings of words denoting objects and actions). Exercises in recognizing the position of sounds in a word.

Find pictures for the following words (objects and actions).

Ice drift, den, leaf fall, autumn, starlings, winter, wind, winter crops, field, haystacks, seedlings, ice floes, mushrooms, birdhouse, spring, rowan bunches, new settlers.

Blowing, rising, arriving, sleeping, floating, plucking, hanging, melting, turning green,

chirping, circling, hibernating, crumbling.

Name words with the sound [l] ([l"]). Determine its place in the word.

Corrective exercises for children with moderate to severe mental retardation

Exercises to develop motor skills and attention

1. The child must, according to the instructions:

stretch your arms up, down, right, left (if you don’t know “right”, “left”, then “to the window”, “to the door”);

point with an outstretched hand at the named object (window, table, book, etc.);

draw a circle (stick, cross) with a pencil at the top, bottom, right, left of the notebook.

2.Exercises for fingers:

spread your fingers, clench into a fist - unclench;

straighten your fingers alternately from a clenched fist;

roll balls, snakes, chains from plasticine;

transfer small items from one box to another;

collect small objects scattered on the floor into a box.

3. With a pencil, two dots are placed in the notebook; the child must use his finger to draw a line connecting them (the dots are given in different directions).
4. The child must:

walk along the drawn line (straight line, circle),

run along the plank while carrying an object.

Exercises to develop memory and attention

1. The teacher shows the child pictures and quickly removes them. The child must name from memory and show what he saw.
2. A rhythmic knock is made (with a stick on the table, clapping). Pupils are required to repeat it.
3. Some movement is being made. The child must repeat it from memory.
4. The child is blindfolded and the teacher touches him. The child must determine how many times he was touched.

Corrective exercises to achieve a certain speed of movement

It is advisable to carry out these exercises with inert, sedentary children.
1. Remove your hands from the table quickly on command.
2. Quick hand movements on command (raise your hand, extend it to the side, etc.).
3. Quickly tap on the table 3, 4, 5 times.
4. Quickly leave the table, say your name (or age, or address) and sit down.
5. Quickly pick up an object (the teacher drops it first)
6. Quickly wipe down the board.
7. Name the displayed object pictures quickly.
8. When your child learns to fold a pyramid or assemble a matryoshka doll, you can arrange a competition with him “Who is faster.” The teacher, at the same time, puts together the same pyramid, sometimes ahead of the child, sometimes giving him victory.

Exercises for distinguishing color, shape, size

1. A figure made from a colored geometric mosaic (rhombus, circle, triangle) is shown. The child must choose the same shape (color).
2. A certain figure (from the same mosaic) is shown, and then it is removed. The child must choose the same one from memory.
3. Arranging colorful balls and sticks into piles according to color.
4. Folding various pyramids.
5. Folding nesting dolls.
6. Arranging a chain of cubes of the same size and color. Arranging cubes of different sizes in a row according to the principle of gradually decreasing the size of each subsequent cube.
7. Arrange homogeneous objects different sizes(mushrooms, boats, dolls, etc.). The child is asked to show the largest, the smallest.
8. Various objects of sharply contrasting colors are laid out. The child is asked to separate objects of one color from objects of another color. Then they are taught to name these colors correctly; New ones are gradually being introduced. By practicing on various objects, grouping them and naming colors, the child learns to correctly recognize and name colors. You can use beads, balls, skeins of thread, strips of paper, sticks, flags, buttons, and objects made from plasticine.

Corrective exercises for restless children

For restless, impulsive children, it is advisable to alternate with special exercises that require peace and self-control.

These exercises could be the following:

1. Sit quietly for 5-10-15 seconds.
2. Sit silently with your hands behind your back.

3. Slowly, silently, move your hand along the edge of the table.

4. Silently stand up and sit down.
5. Walk silently to the window (to the door), return to your place and sit down.
6. Quietly raise and lower the book. Possible several times.