Corrective games and exercises for children with special educational needs

Games and exercises for the development of perception

Perception- a complex process of receiving and converting information that provides a reflection of objective reality and orientation in the surrounding world. As a form of sensory reflection of an object, it includes the detection of the object as a whole, the distinction of individual features in the object, the allocation of informative content in it that is adequate to the purpose of the action, the formation of a sensory image.

Perception properties: objectivity, integrity, constancy, categoriality.

objectivity- the ability of a person to perceive the world not in the form of a set of sensations that are not connected with each other, but in the form of objects separated from each other that have properties that cause these sensations.

Integrity- perception is expressed in the fact that the image of perceived objects is not given in a complete finished form with all the necessary elements.

constancy- is defined as the ability to perceive objects relatively constant in shape, color and size to a number of other parameters, regardless of the applied physical conditions of perception.

Perception types: visual, auditory, tactile.

Exercise 1. "What items are hidden in the drawings?"

The child is explained that he will be shown several contour drawings, in which, as it were, many objects known to him are “hidden”. Next, the child is presented with a drawing and asked to sequentially name the outlines of all the objects “hidden” in its three parts: 1, 2 and 3. You can use pictures depicting objects related to the topic of the lesson, including numbers and letters.

The task execution time is limited to one minute.

If the child begins to rush and prematurely, not finding all the objects, moves from one drawing to another, then the teacher should stop the child and ask him to look in the previous drawing. You can move on to the next picture only when all the items in the previous picture are found.

Exercise 2. "Affectionate Paws". Development of tactile perception.

An adult picks up 6-7 small items of various textures: a piece of fur, a brush, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is invited to bare his arm to the elbow; the teacher explains that the “animal” will walk on the hand and touch it with “paws”. It is necessary to guess with closed eyes which "animal" touched the hand - "glass, wooden, etc." Touches should be stroking, pleasant.

The game is good to use in elementary school, in any lesson, as a change of activity.

Exercise 3 "List the items."

One leader is selected from a group of children. He leaves the room for 2 minutes. At this time, 7 items related to the topic of the lesson or to a particular educational situation are placed on the table in the room, maybe a life situation.

The driver is invited, the situation is told to him and he is allowed to inspect the table for 1-2 minutes. Then he turns his back to the table and faces the group of children and starts listing the things on the table. After each correct answer, the group says “Correct!”, after an incorrect answer, “Wrong!”. If the driver has not listed all the items, the group says which items he forgot.

Toys can also be used in elementary school.

Exercise 4 "Visuo-motor coordination". The exercise includes several tasks.

Task 1. A dot and an asterisk are drawn here (show). Draw a straight line from dot to star without lifting your pencil from the paper. Try to keep the line as straight as possible. When you're done, put your pencil down.

Task 2. Two vertical lines are drawn here (show). Find the middle of the first line, and then the second. Draw a straight line from the middle of the first strip to the middle of the second. Don't take your pencil off the paper. When you're done, put your pencil down.

Task 3. Look: here is a path drawn (show). You need to draw a straight line from the beginning to the end of the path along its middle. Try not to let the line touch the edges of the track. Don't take your pencil off the paper. When you're done, put your pencil down.

Task 4. A dot and an asterisk are also drawn here. You need to connect them by drawing a straight line from top to bottom.

Task 5. Now you need to circle the drawn figure along a broken line, and then draw exactly the same figures yourself. Draw them as you see them, try to correctly convey the shape and size of the figure. Outline the figure and draw only in the given direction and try not to tear the pencil off the paper. When you're done, put your pencil down.

Task 6. Now you need to circle the proposed drawing along a broken line, but you need to draw a line only in the direction in which the arrow shows. Once you have drawn to the "crossroads", look where the arrow is pointing, and draw further in that direction. The line should end at an asterisk (show). Don't take your pencil off the paper. Do not forget that the sheet cannot be twirled. When you're done, put your pencil down.

Exercise 5 Figure-background distinction. Development of visual perception. The exercise includes several exercises.

Task 1. Look: a rectangle is drawn on the card. Now find it in this picture and circle it.

Task 2. And on this card you see a cross. Find it in the picture in front of you and circle it.

Task 3. Look at the picture of the task. A circle is depicted here, and inside it, among the stripes, several rhombuses are hidden. Take a colored pencil and circle as many diamonds as you can find.

Exercise 6 "Spatial Relations". Look carefully at the picture of the task. You see a figure (show in the picture). What does she look like? But it is drawn not just like that, but by points, i.e. each line goes from one point to another. You need to draw the same figure, connecting free points with lines. Be careful, keep track of where the lines go from which point to which. When you're done, put your pencil down.

2. Games and exercises for the development of memory

Memory- the ability to reproduce past experience, one of the main properties of the nervous system, expressed in the ability to store information for a long time and repeatedly enter it into the sphere of consciousness and behavior.

Memory processes: memorization, preservation, reproduction, recognition, recollection, proper recollection.

Types of memory: arbitrary, involuntary, instantaneous, short-term, operational, long-term, visual, auditory, motor, emotional.

Arbitrary memory- memorization and reproduction, carried out with the participation of active attention and requiring volitional efforts of a person.

involuntary memory- memory that is not regulated by a specific program and purpose. Memorization occurs without volitional efforts on the part of the subject, and the subject does not use any mediated memorization mechanisms and techniques. A person involuntarily remembers, and, moreover, he can not reproduce everything that happens to him, but only some separate parts.

instant memory- retention of an accurate and complete picture of the information that has just been perceived by the senses.

short-term- is a way of storing information for a short period of time. It retains the most essential elements of the image. From instant memory, only the information that attracts increased attention gets into it.

Operational- storage of information for a certain, for a predetermined period. The period of storage of information in this memory is determined by the task facing the person.

long-term- storage of information in an unlimited period of time. This information can be reproduced any number of times without loss.

visual- preservation and reproduction of visual images.

auditory- memorization and accurate reproduction of various sounds.

Motor- memorization and preservation, and, if necessary, reproduction with sufficient accuracy of diverse complex movements.

emotional- memory for experiences. What causes emotional experiences in a person is remembered by him without much difficulty and for a longer period.

Exercise 1. "Picture". The child is offered a standard sheet of paper and felt-tip pens, pencils (at least six different colors). The child is given the task to draw what he remembered best in the lesson on the topic (the topic of the last lesson or the present).

The task helps to develop long-term memory, fine motor skills and engages the child's interest.

This takes 5 minutes.

Exercise 2 . "Remember the drawings." The task is designed to develop the volume of short-term visual memory. Children receive the pictures presented in Appendix 2 as incentives.

The children are given instructions with the following content: “There are nine different figures in this picture. Try to memorize them and then recognize them in another picture, which I will now show you. On it, in addition to the nine previously shown images, there are six more that you have not yet seen. Try to recognize and show in the second picture only those images that you saw in the first of the pictures.

The display time of the stimulus picture (A) is 30 sec. After that, this picture is removed from the child's field of vision and instead of it, he is shown the second picture (B). The experiment continues until the child recognizes all the images, but no longer than 1.5 minutes.

Exercise 3 "Short-term visual memory".

The child is alternately offered each of the two drawings below. After presenting each part of the drawing, A and B, the child receives a stencil frame with a request to draw on it all the lines that he saw and remembered on each part of the drawing.

Exercise 4 "Recognize the figures." This task develops such a type of memory as recognition. In the task, children are offered pictures accompanied by the following instructions: “There are 5 pictures in front of you, arranged in rows. The picture on the left is separated from the rest by a thick vertical line and looks like one of the four pictures in a row to its right. It is necessary to find and point to a similar picture as soon as possible. The task is carried out for no more than 1.5 minutes, even if the child has not completed all the tasks by this time.

Exercise 5 "Parrot". Exercise for the development of short-term auditory memory (echo memory), auditory attention, phonemic hearing. Instruction: “In one hot country there lived a magic parrot who could repeat all sounds. Try to repeat after me all the incomprehensible sounds, as the parrot did:

to-tsa (the child repeats);

to-tsa-mu (the child repeats);

to-tsa-mu-de (the child repeats);

to-tsa-mu-de-ni (the child repeats);

to-tsa-mu-de-ni-zu (the child repeats);

to-tsa-mu-de-ni-zu-pa (the child repeats);

to-tsa-mu-de-ni-zu-pa-ki (the child repeats);

to-tsa-mu-de-ni-zu-pa-ki-cha (the child repeats).

The exercise is good to use in Russian lessons.

Exercise 6 "Kaleidoscope". All players line up in a semicircle in front of the driver, the driver stands facing them. Players call the driver in turn the color that each of them prefers. Then the driver turns away, the players quickly change places. When the driver turns around, he needs to tell which player which color he likes.

Exercise 7 "Tachytoscope". The class sits in a circle. One or two participants stand in the center of the circle. The lights are extinguished, and the participants standing inside the circle take any poses, motionlessly freezing in them. At the ready signal, the light is turned on for a short time and immediately turned off. At the moment of the flash, those sitting in a circle try to remember the position of those posing as accurately as possible. After a flash in the dark, the participants who posed in the center return to their places. Then the lights are turned on, and the members of the groups, with the exception of those who posed, work together to reconstruct what they saw.

Exercise is good to use as a change of activities, instead of a physical education minute.

Exercise 8 "Define a Character". Development of semantic memory.

One leader is selected from the group. For 3-5 minutes he goes out the door. In his absence, the teacher and the children come up with some kind of story in which the main character is some literary or historical hero.

All characters of a given literary work and historical event, including the hidden character, must be placed on the board in the form of illustrations or portraits. Leading child is welcome. The guys from the group take turns telling him an invented story, not naming the main character, but replacing his name with the pronoun "he" or "she". The story is told within 3-5 minutes. The driver must show the main character of the story told.

If the answer is wrong, the guys supplement the story told in such a way as to help the driver with new details, without naming the intended character.

In elementary school, toys or objects can be used.

It is good to play the game in the middle of a lesson or at the end, as a change in the type of activity.

3. Games and exercises to develop attention

Attention- this is an arbitrary or involuntary orientation and concentration of mental activity on some object of perception. It is not found in a “pure” form; functionally, attention is directed to something.

Attention Properties- volume, concentration (concentration), distribution, stability, fluctuation, switchability.

attention span measured by the number of objects that are perceived simultaneously. Objects that are united in meaning are perceived in greater numbers than those that are not united. In an adult, the amount of attention is 6-8 objects.

Concentration of attention is the degree of concentration of consciousness on the object (objects). The smaller the circle of objects of attention, the more concentrated attention.

Distribution of attention It is expressed in the ability to simultaneously perform several actions or monitor several processes, objects.

Sustainability of attention- the general focus of attention in the process of activity. Interest has a significant influence on the stability of attention. Repetitive actions reduce the stability of attention.

Distractibility It is expressed in fluctuations in attention, which are periodic weakening of attention to a specific object or activity.

Switching attention consists in the restructuring of attention, in transferring it from one object to another. Distinguish between switching attention intentional (arbitrary) and unintentional (unintentional). Deliberate switching of attention is accompanied by the participation of human volitional efforts.

Types of attention:

involuntary attention- involuntary, spontaneously arising attention, caused by the action of a strong, significant or new, unexpected stimulus. This is the concentration on the object due to some of its features.

Arbitrary attention is a consciously regulated focus on an object. A person focuses not on what is interesting for him, but on what he should do. Arbitrarily concentrating on an object, a person makes an effort of will, which maintains attention throughout the entire process of activity.

Post-voluntary attention- is caused through entering into activity and the interest arising in connection with this, as a result, purposefulness is maintained for a long time, tension is relieved. The person does not get tired, although post-voluntary attention can last for hours.

Exercise 1. "Remember and dot."

Development of attention span. The following stimulus material is used, shown below. The sheet with dots is preliminarily cut into 8 small squares, which are then stacked in such a way that at the top there is a square with two dots, and at the bottom - a square with nine dots (all the rest go from top to bottom in order with a successively increasing number of dots on them).

Before starting the task, the child receives the following instruction: “Now we will play an attention game with you. I will show you one by one the cards on which the dots are drawn, and then you yourself will draw these dots in empty cells in the places where you saw these dots on the cards.

Next, the child is shown sequentially, for 1-2 seconds, each of the eight cards with dots from top to bottom in the stack in turn, and after each next card, they are asked to reproduce the seen dots in an empty card in 15 seconds. This time is given to the child so that he can remember where the points he saw were and mark them on an empty card.

Exercise 2. "Put the icons." The task is designed to develop the switching and distribution of the child's attention. Before starting the task, the children are shown a drawing and explained how to work with it. This work consists in putting down in each of the squares, triangles, circles and rhombuses the sign that is given at the top of the sample, i.e., respectively, a tick, a line, a plus or a dot.

The child works continuously, completing this task for two minutes.

Exercise 3 The exercise is aimed at developing the distribution of attention. The teacher suggests the following tasks: count aloud from 1 to 31, but the child should not name numbers that include three or multiples of three. Instead of these numbers, he should say: "I won't go astray." For example: “One, two, I won’t go astray, four, five, I won’t go astray ...”.

The exercise is good to use in math lessons in any class.

Exercise 4 . Development of voluntary attention.

Children are given a sheet of paper, colored pencils and are asked to draw 10 triangles in a row. When this work is completed, the child is warned to be careful, as the instruction is pronounced only once: "Be careful, shade the third, seventh and ninth triangles with a red pencil."

If the child coped with the task, gradually you can complicate the conditions. It is also good to use in mathematics lessons as a change of activities.

Exercise 5 Development of stability of attention. Exercise for the development of stability of attention.

The child is given a small text and offered, looking through each line, to cross out a letter, for example, “A”. Record the time and number of errors. Record the results daily on a chart. They note the improvement in results, introduce the child to them, rejoice with him.

The assignment can be used in any lesson. Better at the beginning of the lesson.

Exercise 6 "Sea waves". The development of switching attention.

The game is good to use as a physical minute or as an option to change activities in the lesson.

At the signal of the teacher "Calm", all the children in the class "freeze". At the signal "Waves", the children take turns standing at their desks. First, the students sitting at the first desks get up. After 2-3 seconds, those who sit at the second desks rise, etc. As soon as the turn reaches the inhabitants of the last desks, they stand up and all clap their hands together, after which the children who got up first (behind the first desks) sit down, etc.

Exercise 7 "Hwalt". The development of concentration. One of the students (optional) becomes the leader and goes out the door. The group chooses a phrase or a quote known to everyone, a proverb, which is distributed as follows: each participant has one word. Then the driver enters, and the players all at the same time, in chorus, begin to loudly repeat each word. The driver must guess what this phrase, quote is, collecting it by the word.

It is desirable that before the driver enters, each child repeats aloud the word he got.

The exercise can be used in any class. As a physical minute, changing the type of activity.

Exercise 8 "Do as I do!"(counting sticks). Development of the volume of attention (the result is achieved by repeated repetition of the game options).

The teacher draws a figure on the board, then erases the children should lay out from memory from sticks. Initially, each child has 6 sticks. If successful, the number of sticks gradually increases to 12-15.

Good to use in math class. As a change of activity.

Exercise 9 "Hearing". Develop auditory attention.

Children are invited to listen to sounds that “live” only in the group room, then switch their auditory attention to sounds that “live” inside the school, then to sounds on the school grounds, etc.

At the end of the auditory attention switching chain, discuss with the children all the sounds they heard.

Exercise 10 "What changed?". Small items (eraser, pencil, notepad, match, etc. in the amount of 10-15 pieces) are laid out on the table and covered with a sheet of paper. Whoever wants to test his powers of observation first, please come to the table! He is offered to familiarize himself with the location of objects within 30 seconds (count up to 30); then he should turn his back to the table, and at this time three or four objects are shifted to other places. Again, 30 seconds are given to examine the objects, after which they are again covered with a sheet. Now let's ask the player: what has changed in the arrangement of objects, which of them have been moved? Don't think that answering this question will always be easy! Answers are scored. For each correctly indicated item, the player is credited with winning 1 point, but for each mistake, 1 point is removed from the number won. An error is considered when an object is named that has not been transferred to another place.

Let's mix our "collection", laying out the items in a different order, and call another participant in the game to the table. Thus, one by one, everyone will pass the test.

The conditions of the game for everyone should be the same: if four objects were swapped for the first player, then the same number is shifted for the rest.

In this case, the best result is 4 points won. Everyone who passes the test with such a result will be considered the winners in the game.

The game is good to play as a change of activity.

4. Games and exercises for the development of thinking

Thinking is the highest level of human knowledge. Allows you to gain knowledge about such objects, properties and relationships of the real world that cannot be directly perceived at the sensory level of knowledge.

Types of thinking: visual-effective, visual-figurative, verbal-logical.

Thought processes: analysis and synthesis.

Analysis- this is the division of an object, mental or practical, into its constituent elements with their subsequent comparison.

Synthesis is the construction of a whole from analytically given parts.

Thinking operations: comparison, generalization, abstraction, concretization, classification and systematization.

Comparison- Establishing similarities and differences between objects. Cognition of the objects of the surrounding world begins primarily by comparing them, comparing them with each other (primary synthesis).

Generalization acts as a combination of the essential and linking it with a class of objects and phenomena. The concept becomes one of the forms of mental generalization.

Abstraction - this is the selection of some side or aspect of the phenomenon, which in reality does not exist as independent ones. Abstraction is carried out for a more thorough study of them and, as a rule, on the basis of a preliminary analysis and synthesis.

Specification acts as an operation inverse to generalization. It manifests itself, for example, in the fact that from a general definition, a concept, a judgment is derived about the belonging of individual things and phenomena to a certain class.

Classification- the operation of referring a single object, event, experience to a certain class, which can be verbal and non-verbal meanings, symbols, etc.

Exercise 1. "Tell by picture". The child is offered a drawing, picture, illustration on the topic of the lesson. The child is asked, after carefully examining the picture, to tell the picture how he understands what is shown on it. This exercise trains visual-figurative thinking, speech, memory.

For the time allotted for this task - 2 minutes - the child will have to not only talk about the event related to the topic of the lesson, but also justify his opinion about it, i.e. explain why he thinks so, indicate those signs that, in his opinion, indicate that the figure shows this, and not any other event.

Exercise 2. "Who's missing what?"

The exercise is designed to develop visual-figurative thinking. Children are shown illustrations of objects, objects, or events that lack some of the details. The child should see what exactly is missing from this illustration. Illustrations are used according to the topic of the lesson.

Exercise 3 "Matrices". Task for the development of visual-figurative thinking. The task is good to use in mathematics lessons, as a change in the type of activity.

The child is offered a series of ten gradually increasing tasks of the same type: to search for patterns in the arrangement of parts on the matrix (represented in the upper part of the indicated figures in the form of a large quadrangle) and to select one of the eight given figures below as the missing insert to this matrix corresponding to its pattern (this part of the matrix is ​​presented below in the form of flags with different patterns on them). Having studied the structure of the large matrix, the child must indicate that of the details (that of the eight flags at the bottom) that best fits this matrix, i.e. corresponds to its pattern or the logic of the arrangement of its parts vertically and horizontally.

Exercise 4 "Exclusion of concepts". Development of processes of generalization and abstraction. The teacher offers the students the following task: “Out of the five proposed words, four are similar to each other and can be combined with one name. Find the wrong word and say what the other four can be called.

For example:

1. Decrepit, old, worn out, small, dilapidated.

2. Bold, brave, courageous, angry, resolute.

3. Vasily, Fedor, Ivanov, Semyon, Porfiry.

4. Deep, high, light, low, shallow.

5. Milk, cream, cheese, lard, sour cream.

6. House, barn, hut, hut, building.

7. Birch, pine, tree, oak, spruce.

8. Hate, resent, despise, resent, punish.

9. Nest, burrow, anthill, chicken coop, lair.

10. Hammer, nail, tongs, ax, chisel.

11. Minute, second, hour, evening, day.

12. Robbery, theft, earthquake, arson, assault.

It is necessary to use words and concepts related to the subject being taught, you can combine words by topic, and children must exclude words that are not suitable for a particular topic.

Exercise 5 "Name the words." The development of verbal thinking. The teacher calls the child a certain word or concept from the relevant topic and asks him to independently list other words related to this topic.

Exercise 6 "Defining Concepts". The child is offered sets of words and concepts that relate to a particular topic. The following instruction is suggested: The words are in front of you. Imagine that you meet a person who does not know the meaning of any of these words. You should try to explain to this person what each word means. How would you explain this?"

Exercise 7 "Verbal Flexibility". Children are asked in one minute to write as many words as possible related to a particular topic of the lesson. Topics are set by the teacher. Words should not duplicate each other.

Or children are presented with a set of letters: “FROM CH L O I” (number). Children must decipher the words.

Exercise 8 "Using Items" Children are given a task: to list as many life situations and ways of using certain objects, objects as possible.

For example, in a biology lesson: this or that plant (what it is for, the benefits, the value of this plant, what can and cannot be done with this plant, etc.). Such a task helps in the development of logical thinking and is used as a change in the type of activity in the lesson, it diversifies the lesson.

Exercise 9 "Consequences of the situation". List the various consequences of a phenomenon.

For example, in a biology class: "Imagine what would happen if animals and birds could speak human language."

Such tasks develop thinking and imagination, diversify the lesson, appeal to the interest and emotions of children.

Exercise 10 "Words". Think of words related to the topic that begin or end with a certain syllable.

For example, in math:

Think about what word in mathematics can begin with the syllable "for" - "task".

Think about what word in mathematics can end in the syllable "current" - "remainder".

And so it is with any subject. The assignment can be used at the beginning of the lesson.

Exercise 11 "Expression".

Come up with sentences consisting of four words, each of which begins with the specified letter. These letters are: B, M, C, K (subjects are presented with printed letters). Sample sentence: "A cheerful boy is watching a movie."

The assignment can be used for any subject. Children can come up with suggestions on the topic of the lesson. The assignment can be used at the end of the lesson. The teacher has the opportunity to track how the children understood the topic.

Exercise 12 "Word Association".

Give as many definitions as possible for any word or definition, depending on the topic of the lesson. For example, find as many definitions for the word "book" as possible. For example: a beautiful book. What else is a book? Old, new, modern, big, heavy, long, medical, military, reference, art, famous, popular, famous, rare good, funny, sad, scary, sad, interesting, smart, useful, etc.

The task can be used in the middle of the lesson, both written and oral.

5. Games and exercises for the development of fine motor skills

Game 1. "Centipedes". Before the start of the game, the hands are on the edge of the desk. At the signal of the teacher, the centipedes begin to move to the opposite edge of the desk or in any other direction given by the teacher. All five fingers take part in the movement.

Game 2. "Bipedes". The game is played similarly to the previous one, but only 2 fingers participate in the “races”: index and middle. The rest are pressed to the palm. You can arrange races between the "two-legs" of the left and right hands.

Game 3. "Elephants". The middle finger of the right or left hand turns into a “trunk”, the rest into “elephant legs”. It is forbidden for an elephant to jump and touch the ground with its trunk; when walking, it must rely on all 4 paws. Elephant racing is also possible.

Game 4 "Don't drop it!" Matches are poured out of the box, the empty box and the lid are placed on the table with a narrow long edge, parallel to each other. The child takes 4 matches with the thumb and forefinger of the right hand and puts them on the box or lid, trying not to drop them.

If it worked out, then with the left hand, with the same fingers, he shifts the matches to another box.

If he succeeds, then he tries to do the same with the middle and thumb fingers of both hands (alternately). And then - nameless and large, little finger and large. (If at least one match falls, you have to start over.)

Usually children hold a maximum of 8 matches.

The game is good to use as a change of activity.

Game 5. The child lowers his hands into a vessel filled with some kind of homogeneous filler (water, sand, various cereals, pellets, any small objects). 5 - 10 minutes, as it were, mixes the contents. Then he is offered a vessel with a different filler texture. After several tests, the child, with his eyes closed, lowers his hand into the proposed vessel and tries to guess its contents without feeling its individual elements with his fingers. The game is good to use as a switch from a complex activity to a simpler one, as an option for rest or relaxation. For example, invite the child to stroke each finger of the hand without removing the hands from the vessel of water. Or, in a container with small grains, repeat the same massage, so that the grains seem to be rubbed into the child's fingers

You can also use natural material for recognition by touch. For example, with your eyes closed, find out which tree a leaf belongs to. At the same time, in order for the fingers to work more differentiated, it is necessary to ask the child questions: what shape is the leaf, texture (“hard or soft”, “smooth or rough, with veins”), what sensations arise in the fingers.

At labor lessons, you can also work with various materials, recognizing by touch different types of fabric, building material.

Game 6 Recognition of figures, numbers or letters "written" on the right and left hand. Good to use in pairs. Especially in the lessons of the Russian language and mathematics. The game can be played to change the type of activity.

Also, as an option, children can be asked to identify shapes, numbers or letters on the cards. At the same time, use a different texture from which letters and numbers will be made: rough paper, wire, fabric, sand, etc.

Game 7. Plasticine molding of geometric shapes, letters, numbers. For school-age children, modeling not only block letters, but also capital letters. Then the recognition of the stuck together letters with closed eyes.

Game 8. "Rubber". For this exercise, you can use an elastic band with a diameter of 4-5 centimeters. All fingers are inserted into the elastic. The task is to move the elastic band 360%, first in one direction and then in the other direction, with the movements of all fingers. It is performed first with one, then with the other hand.

Game 9. Rolling the pencil between the fingers from the thumb to the little finger and back alternately with each hand.

Game 10. Graphic dictations. Performed on paper in a box under the dictation of an adult. The child is asked to draw a line as follows:

For example: Two cells to the left, two cells up, two cells to the right, two cells down, two cells to the right, two cells up, two cells to the left.

A correction is a correction. This section contains exercises mainly focused on preschool, primary school age and adolescents. These exercises can be used by both practical psychologists, trainers and teachers.

Correction of behavior, personality traits 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.

This section contains exercises aimed at psychological correction:

children adolescents adults

Exercise "Cave of fears"

Age

Material: Not required.

Holding: Children are divided into pairs. One lays down on the floor. The other draws a sun, a number, a rain, a letter with a finger on his back. The first one must guess what is drawn. After finishing drawing, with a gentle gesture of the hand, “erase” everything drawn.

Exercise "Goldfish"

Target: Removal of aggressiveness, development of communication skills.

Holding: Everyone stands in a circle, tightly pressed against each other with shoulders, hips, legs, holding hands. This is a network. Leading - a goldfish stands in a circle. His task is to get out of the circle, and the task of the others is not to release the fish. If the driver cannot get out of the net for a long time, an adult can ask the children to help the fish.

Exercise "It's me, get to know me"

Target: Development of empathy, removal of aggressiveness.

Holding: One child turns his back to the rest of the seated. Children take turns approaching him, stroking his back and calling him an 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 stone from the box and give it to whomever you want, but always with the words: “I give you this stone, because you are the most ...”

For those children who didn’t get anything, the host gives pebbles, but at the same time, be sure to note the best qualities of each child to whom he gives a gift.

Exercise "Seek Joy"

Target

Age: junior school.

Material: Notebooks, pens.

Holding

Game "Storks - Frogs"

Target: attention training, motor activity control.

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

When the facilitator claps his hands once, the children should stop and take the stork pose (stand on one leg, arms to the sides). When the hosts clap twice, the players assume the “frog” position (crouch, heels together, socks and knees to the sides, hands between the feet on the floor). For three claps, the players resume walking.

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

Sleep Wizard game

Target

You can make a magic wand with your child. By the light of a night lamp, with this stick, the child touches all the objects in the room and says: "Here the chest of drawers fell asleep ...". After all the objects have “fallen asleep”, the “wizard” himself lies down in bed and touches himself with a magic wand and says: “I will sleep too.” The light is turned off. Game over.

Exercise "Odyudyuk"

Leading. Now I will tell you a story... Once upon a time there was a fabulous forest. In hot weather, he sheltered all his inhabitants from the scorching rays of the sun. In the rain, he gave the wanderers shelter and protection. The forest was caring and attentive, and its inhabitants paid him the same. Every morning Pif the puppy swept the forest paths, cleaned up broken branches and kept the pond clean. He had a friend - a 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 most attentive animal in the forest. If there was a problem, he always came to the rescue.

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

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

– What happened?

Friends began vying to tell, and finally decided:

- We will catch the one who scared us, punish us and drive us out of the forest.

So they did. They caught it and wanted to warm it up well, but Uncle Misha offered not to punish the horror story, but to make friends with her - maybe something will work out.

Animals surrounded her and tore off the veil under which "It" was hiding. And the horror story of Odyudyuk appeared before everyone in all its glory and let's swear.

- What do you want from me? Apparently, I scared you a little!

“Wait a minute, don’t swear, it’s better to tell us why you came to our forest.”

She sees Odyuduk: she has nowhere to go, she had to talk about herself. The story is very sad.

- My mom and dad are hereditary Odyudyuki. 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, cleanliness and order everywhere... And 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 my blood freezes in my veins.

The animals began to hold advice. They thought and thought how best to punish her, and then suddenly someone offered to take pity on her. After all, no one had ever spoken kind words to her. (What do you think, what words did the animals say to Odyudyuka?) And then the animals taught Odyudyuka to smile, and she stopped being angry and scary.

Can you teach Oduduka to smile?

Amazing!

Let's join hands now 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 dream. Now close your eyes.

The grass rustled and a light rain fell.

The rain began to intensify.

Thunder boomed. The hail fell. It poured pouring rain.

There was a light rain.

A light breeze blew.

Finally, the first rays of the sun came out. Wake up baby How do you feel? Has your fear of thunder decreased?

The game "I do not want semolina"

Goals

Instruction:

Analysis:

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

The game "Speak!"

An adult invites children to play a game of questions and answers, but warns that questions can be answered only after the word “Speak!”. After the question to throw the ball, be sure to pause and only then say “Speak!”. 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!"

The inclusion of a ball in the game complicates it, but also makes it more interesting.

Exercise "Affectionate name"

The host 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.

The game "Daughters-mothers on the contrary"

Target: a game for problems with 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 naughty. And the real daughter must figure out how to calm the naughty. She can persuade her or punish her. You can help your child make a decision.

Exercise "Rainbow Portraits"

Target: Developing interaction skills, removing aggressiveness, getting to know your body.

Age: preschool, primary school.

materials: Audio recordings "Forest", "Lake". Colour pencils. Sheets of paper A3.

Holding: Children remember what parts of the body they know and name them. “Let's talk in detail about the part of the body that is at the top. 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 the eyelashes, wink at one neighbor with the right eye, and the other with the left, etc.). Next, "rainbow portraits" are drawn. Children, one at a time, lie on the floor and on a large sheet the leader draws the outline of the head with a felt-tip pen. Having received the contour of his head, the child, to the music, circles it with those pencils that correspond to his mood.

Exercise "Hour of silence" and "Hour is possible"

Target: to give children the opportunity to lose their accumulated energy, and for adults to learn how to control their behavior.

Agree with the children that when they are tired or busy with an important task, there will be an hour of silence in the group. Children should be quiet, calmly play, draw. But as a reward for this, sometimes they will have an hour “you can”, when they are allowed to jump, shout, run, etc. “Hours” can be alternated during one day, or you can arrange them on different days, the main thing is that they become habitual 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 activities, feel their accumulated aggressive energy and "spend" it during the game.

Holding: Say the following: How many of you have ever chopped wood or seen how adults do it? Show how to hold an axe. What position should the arms and legs be in? Stand up so that there is some free space around. Let's chop wood. Place a piece of log on a stump, raise the ax above your head and bring it down with force. You can even scream: "Ha!" To conduct this game, you can break into pairs and, falling into a certain rhythm, hit one chock 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 until I say. And you guys, quietly come up and gently, gently stroke Lena on the legs, back. Now run on tiptoe. Lena, open your eyes and tell us if you liked the "chair of love"?

Exercise "Ask for a toy"

Target: To teach children effective ways of communication.

Material: Any objects, toys.

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

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

Instruction to participant 2: "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: To teach children to throw out accumulated anger in an acceptable form.

Holding: Guys! Now we will play the role of little good ghosts. We wanted to have a little mischief and scare each other a little. According to my clap, you will make the following movement with your hands: (the teacher raises his arms bent at the elbows, fingers spread out) and pronounce the sound “U” in a terrible voice. If I clap softly, you will say “U” softly, if I clap loudly, you will scare 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 be kids 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 pillow will always begin the story with the words: "I want ..." Everyone else will listen 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 it in a whisper, but be sure to put it in this box. Then I will seal it up and take it away, and with it, let your unpleasant experiences disappear.

Exercise If "Yes" - clap, if "No" - stomp

The adult calls the sentences, and the children should 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 the toy from Petya and beat him, Petya quarreled with him." “Lena really likes Seryozha, so she beat him.” “Maxim gave Dasha sweets, and she was very happy.” “Seryozha saw that Maxim gave Dasha sweets, was offended that he himself did not do this and therefore quarreled with Maxim.”

Situations can be selected from the immediate life of children. Surely there will be a lot of them.

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

Leading

"What if..." conversation

Target: a game for problems with falling asleep.

How would they spend the night when everyone else is asleep? How would they feel if the whole house was at their disposal? What would your kids do if they get 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 overnight camp? How would they explain why they didn't dream?

Teenagers

Anxiety Relief Exercise

Goal: relieve anxiety, anxiety, prepare for the expected stressful situation.

Required time: 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, spill over it, all of it is filled with a 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 dispersed by a gentle wind. You are free from worries, you are cleansed, you are light and joyful!

Game "Silence"

Target: development of auditory attention and perseverance.

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

Note. The game can be made more difficult by giving the task to children to count the sounds outside the room, in another class, on the street.

Exercise "Candle of Trust"

Target

Exercise "Tuh-tibi-spirit"

Target: Removal of negative moods and restoration of strength.

Age: preschool, primary school.

Material: Not required.

I will tell you a secret word. This is a magic spell against bad mood, against resentment and disappointment. 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 say the magic word three times, angrily, angrily: "Tuh-tibi-dukh." Then keep walking around the room. From time to time, stop in front of someone and again angrily pronounce this magic word. For the magic word to work, it is necessary to speak it not into the void, but looking into the eyes of the person standing in front of you. This game contains a comical paradox. Although children should pronounce the word “Tuh-tibi-dukh” angrily, after a while they cannot help but laugh.

Exercise "Do you want - do not want"

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

Game "Kangaroo"

Target: To work out the skill of interaction with a partner, to promote group cohesion.

Content: Participants are divided into pairs. One of them is a kangaroo - stands, the other - a 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 separating their hands, to go 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 of the game in a circle share their impressions, feelings that they have while performing various roles. They then discuss the ways in which play can be used in daily practice and how play can be used with anxious children.

Exercise "Counter humor"

From this day on, try to respond to ridicule and jokes in the same way, but just don’t do it evil, try to be more good-natured. And in order to always have a few worthy jokes at hand, start collecting funny stories, stories, anecdotes.

Game on the bridge

Age: preschool, teenage, adults.

Before the start of the game, an imaginary situation is created. An adult divides all the children into two groups, separates them in different directions and invites them to imagine that they are on opposite sides of a mountain gorge, but they must definitely go 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 go towards each other and go to the opposite side without stepping over the line (otherwise you will fall into the abyss). Participants are divided into pairs and carefully walk along the bridge towards each other. The rest follow their movement and get sick. The one who steps over the line is out of the game (falls into the abyss).

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

Exercise "Contemplator"

Exercise "Eye to eye"

Target: Develop a sense of empathy in children, set up in a calm way.

Age: preschool, primary school, teenage.

Material: Not required.

Holding: Guys, join hands with your desk mate. Look into each other's eyes only 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 passed down, which were easy to guess and which were difficult.

Exercise "Seek Joy"

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

Material: Notebooks, pens.

Holding: The psychologist asks the children to name in turn all the things, events, phenomena that bring them joy. Suggests to start a book-notebook with the following chapters:

qualities that you like in people; things that can be done well; things that I love; favorite books, films, cartoons; favorite places; pleasant dreams; our dreams.

The game "I do not want semolina"

Goals: It is very important that children learn to defend their interests in front of adults. These interests include the right to choose food, clothes, hair. However, it is important that children communicate their desires tactfully, especially if they have not very confident parents. This game gives you the opportunity to learn how to express your desires politely and at the same time decisively.

Instruction:

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 a child. Mom or dad should insist that the child eat something like that. And the child can not stand this dish. Please act out two options for a conversation. In one case, let the child really piss off the parents, and in the second, show that the child speaks with the parents so well that they are ready to give in to him.

Exercise "Group drawing in a circle"

Target: The development of empathy, a friendly attitude towards each other.

Material: Paper, pencils.

Holding: On a piece of paper, you need to draw a simple picture or just color spots, and then pass the baton to the next participant to continue the drawing. As a result, each drawing returns to its first author. After completing this task, the initial plan 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, resentment. Therefore, the psychologist should warn the participants about the careful attitude to 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" 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 who has his back to everyone else to overcome the barrier in communication, to overcome anxiety when meeting.

Exercise "Japanese Dialogue"

Leading. There is no word for "no" in Japanese. If a Japanese does not want to comply with someone's request, he will talk about anything, but will not give a direct refusal. Want to know what it's like? Break into pairs. One in a pair is Japanese, the other is European. The European asks the Japanese about something very important. The task of the Japanese is to refuse without saying it 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 the state of a person. To this end, we will perform the following exercises.

Sasha, please put 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 are doing the same, but you must say: “I am weak”, pronouncing it with the appropriate intonation, that is, quietly, dejectedly ...

You see how words of encouragement help us to overcome difficulties and win.

states.

eyes and relax.

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

"What if..." conversation

Target: a game for problems with falling asleep.

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

How would they spend the night when everyone else is asleep? How would they feel if the whole house was at their disposal? What would your kids do if they were bored with so much free time?

How would they relax? Since the children would not be able to forget all the events of the past day and refresh their heads with sleep, how would they disperse 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 overnight camp? How would they explain why they didn't dream?

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

adults

Anxiety Coping Exercises

Exercise 1 "Breathing"

Breath is life. Detaining it, you deprive the body of the need, in comparison with which everything else fades into the background and, at least for a moment, loses its relevance. This moment is your win. Use it to get out from under the direct effects of stress. To do this, relax with an exhalation and with the next breath, lean back a little, raise your chin and tilt your head slightly. Sit up straight and exhale all the air from your lungs. Relax with an exhale. Firmly grasp the edges of the seat with both hands and, while inhaling, pull it up, as if trying to lift a chair. Tighten your arms, stomach and other muscles of the body, as if continuing to lift the chair you are sitting on. Maintaining tension throughout the body, hold your breath. Exhale slowly through your nose, relaxing your body and releasing the seat. Relax completely after exhaling. No tension should remain anywhere in the body. Do three to five of these cycles. Determine the time of inhalation, exhalation and breath holding in accordance with your state of health and your breathing rhythm. If you have high blood pressure, then practice only a relaxing way of breathing, without a phase of tension on inspiration. Then, with each exhalation, release the remaining tension in you, as if "blowing" its reading from the scale of your personal counter-meter.

Exercise 2 "Burning Candle"

The relaxing property of exhalation is used even more fully when breathing with a burning candle. Put a lit candle on the table and sit in front of it so that the flame is at a distance of 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 careful, slow and strong blow of air. Try to blow in such a way that the angle of the flame is the same from the beginning of the exhalation to its completion. Do this exercise for five minutes. In this way, you will learn a smooth, long relaxing exhalation, which will "carry" out of you and burn all the accumulated mental "garbage" in the flame of a candle, release 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 are watching a movie about yourself. Set a comfortable distance 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 the service: you begin to see how and what you are doing without becoming what you see. You can observe your emotions, like anger, but you don't act on that anger. The main thing - do not let yourself "get involved" in 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 take things more seriously from this new perspective. Most of us find the best solutions, leaving all emotions aside. Now you are looking at external circumstances as a spectator, a silent witness who stepped back for a moment to assess the situation. The whirlpool no longer whirls you around like a cork in a fast-moving, turbulent stream. Assess the situation and decide on further actions: how you should behave in the best way; what resource is needed for this; where can you get it right now.

Exercise 4 "Resource state"

The most reliable source of a resource is yourself, because everything you need has already been in you for a long time. It is only important to be able to use it in time. The technology of updating resource states provides such an opportunity. Let's say you see that you need a sense of confidence for optimal behavior. 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 memory it is. The main thing is that at the moment it is positive and strong for you. Experience it fully once again, as if it were all happening now. Feel confident and powerful. With this feeling, enter a stressful situation and act on your confidence. Act on the basis that in the foreground you no longer have a drama, but an existing chance to cope with it. Use it. Victory brings a sense of pride in oneself, a sense of strength and the ability to meet a serious challenge. Your self-confidence grows and you find that you have enough stamina to endure any test that comes your way. With the help of the method of actualizing resource states, you can call to your aid any feeling you need: 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 the experience of experiencing the desired feeling, use the technique - as if you are mastering this feeling. The only thing you can do without having, for example, courage, is to pretend to be brave, and coordinate your behavior with it. You can also borrow the required resource from your hero, imitating his demeanor.

Exercise 5 "Mood"

Sit down at the table and take colored pencils or felt-tip pens. In front of you is a blank sheet of paper. Draw any plot - lines, color spots, shapes. At the same time, it is important to immerse yourself in your experiences, choose a color and draw lines the way you want, in full accordance with your mood. Imagine that you transfer your worry and anxiety to a piece of paper, trying to splash it out completely, to the end. Draw until the entire space of the sheet is filled, and you feel calm. Your time is not limited now: draw as much as you need. Then turn the paper over and write a few words that reflect your mood. Do not think for a long time, 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 sheet and throw it into the trash. Everything! Now you have got rid of your tense state! Your tension has passed into the drawing and has already disappeared, like this drawing that is unpleasant for you.

Exercise "Counter humor"

You are delivered many unpleasant minutes of ridicule at you, jokes of colleagues and other people. How do you react to them? Are you embarrassed, upset, withdraw into yourself?

From this day on, try to respond to ridicule and jokes in the same way, but just don’t do it evil, try to be more good-natured. And in order to always have a few worthy jokes at hand, start collecting funny stories, stories, anecdotes.

So, you need to learn how to manage your emotional state, think in a constructive way, so as not to “get stuck” on negative experiences and not hinder your creative growth and the 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 relate to 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, just people around you, ask yourself: “What would a wise man do in my place human? What would he say and do?

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

Exercise "Candle of Trust"

Target: The development of empathy, respect for each other, trust in the world is formed.

All participants stand in a circle shoulder to shoulder, arms bent at the elbows, put forward. The palms are raised up. One of the participants becomes in the center of the circle. Hands are lowered along the body, eyes are closed. He relaxes into the hands of those standing. The group picks it up and slowly, carefully passes it around. Each participant must visit the center. The exercise is followed by a discussion.

Exercise "I am strong - I am weak"

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

For example: Sasha, please stretch 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 are doing the same, but you must say: “I am weak”, pronouncing it with the appropriate intonation, that is, quietly, dejectedly ...

You see how words of encouragement help us to overcome difficulties and win.

Figurative-reflexive exercise "Give yourself a name"

Goal: achievement by each participant of resource emotional states.

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, fortunate, achieved a goal, etc.). Remember where and when this event happened. Recall your feelings at that moment. Relive this event."

3) After enough time to complete the task (5-7 minutes), the trainer invites the 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 the obligatory reflection of the source of his positive feeling (confidence, success, good luck, etc.).

5) At the end of the story, the trainer, with the help of the group, comes up with a new name for each participant. which would reflect the very essence of obtaining a resource emotional state: “I am the one who (th) ... (does this and that)” or “I am confident (a) 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 the internal psychological map of a person and are associated with a stable “self-image” (in the language of physiology, called the “body schema”) that affects 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 psychotechniques, where special attention is paid to the three “ends of the body”:

1. crown - to enhance the sensation of ascending flows of "energy" (the border "man - sky");

2. palms - reproduction of the feeling of emphasis in the fingers and palms (the border "person - person");

3. feet - increased sensation of downward flows of "energy" (the border "man - earth").

Obviously, in the process of age-related formation of the physical “self-image”, the feeling of “boundaries” (or the distinction between “I - not-I”) is one of the initial stages associated with early childhood. Therefore, an important point for productive work with "boundaries", along with concentration of attention, is the transition to a state of childish-contemplative perception. When performing the exercise, a person should strive to feel literally the way a child feels, who for the first time begins to become aware of his own body and the world around him.

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

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

The distribution of "body-directed" attention simultaneously to a large number of objects close to the maximum capacity of the channel of conscious perception according to G. Miller - 7 ± 2 units (Miller GA, 1956) or exceeding it, causes the so-called sensory overload and contributes to the formation of a special state consciousness. In a similar way, it affects the state of consciousness and the alignment of sensations in remote areas of the left and right halves of the body, contributing to the achievement of a balance in the activity of the left and right hemispheres of the brain.

Note. Exercise, in addition to health purposes, has important practical applications in everyday life. It helps a person to quickly recover in situations of sudden stress, when “the earth is floating underfoot” and emotional balance and self-control are lost. It is especially necessary for people who are overly worried before public speaking (artists on stage, speakers in front of the podium or athletes before going to the start). This exercise can be vital for people suffering from panic attacks, for whom it helps to get rid of the sensations of "impending blackout." To do this, you just need to take a few deep breaths in and out and switch your attention to each of the described boundaries in turn, starting from the “ground”.

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

Exercise "Meeting with the Wrecker"

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

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

Draw the Wrecker or the force that pushes for sabotage, opposes the fulfillment of the plan.

Now, be yourself in the role of the Wrecker and deliberately interfere with the implementation of your project. Tell us how you benefited from it.

From the point of view of "I" imagine meeting with the Wrecker and negotiate with him.

Wrecker may also be called: Stubborn Child, Why Try - Everything is Useless If You Can't Be the Best - Quit It, Quibbler, Destroyer, Loser. Sometimes the Wrecker is also the Victim, a subpersonality that likes to feel helpless, to get attention by the skillful ability to appear inept, awkward, etc.

What would you name your Wrecker?

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

Exercise "Dance of Identifications"

“Identify yourself sequentially with the four elements: Air, Fire, Earth and Water. Feel the specificity and energy of each of the elements, surrender to it entirely. Performing this exercise, you can also identify with the forest, sky, river, grass, any, including fabulous, animals, the four cardinal points, etc. In the dance, you can identify with anything, even with a doorknob - this it greatly contributes to psychological liberation, blurring the boundaries of the "Ego", weakening attachment to oneself. It is very good to identify with the character of a piece of music, such as a song. Play with "pop" - this is great for developing acting skills and reducing 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 appearance of this subpersonality? Does this subpersonality help you to act in this situation? How does she help you? Does she hinder you in any way? What is happening to your body? What happens to your emotions? What is happening to your thoughts?

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

Exercise "Dialogue with subpersonalities"

For a better acquaintance with subpersonalities, the following questions are used:

"What is your purpose?" The question allows the subpersonality to talk about the purpose of its existence. This allows us to determine how 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 prevent 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 personality).

"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 possibility of satisfying these desires.

"What do you offer me?" - shows the hidden qualities of subpersonality. Although they are there, you need to get to them. At the same time, they point to the possibility of subpersonality transformation and the potential impact of such transformation on the personality.

"What are you protecting me from?" - allows you to understand the motivation of the subpersonality. Its primary motivation is to protect the personality, 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. The recognition of the primary protective function of the subpersonality is extraordinarily useful. The manifestation of sincere understanding and compassion is especially important when we are dealing with difficult subpersonalities. Recognition of the original protective 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, it is impossible to accept. This is followed by 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 (this is, of course, not about things or gifts). Because you can't look at other people's lists, here are the most common desires:

finish your studies; not to get sick, and so that none of the close people 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 she would also like to have all this? Or a subpersonality that condemns people who have desires that you do not have or that are insignificant to you? Now make a list of your own desires.

When you hit 20 items on your list (or when you feel like you've written down all your wishes), go through the list and pick the 5-6 most important ones. Maybe you want to change something in it. For example, the desires to "ski," "swim," "play tennis," and "hike" can be combined into one general "do sports in the fresh air." Now highlight your most important desires and do not include those that your "What Will People Think" sub-personality wants to prioritize?

On a large sheet of paper, draw a circle about 20 cm in diameter. Inside it is a smaller circle. It turned out a ring, the central part of which is your "I". And in the ring itself, place those 5-6 subpersonalities that are the spokesmen for your desires.

Draw (preferably with colored pencils or paints) symbols that reflect your desires. Lack of artistic ability in this case does not 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 sound like nicknames: Adventurer, Prudent, Defenseless Baby, Big Guy, Lover Hero, Healer, Connoisseur. Others will be more romantic, such as Primal Horse and Hound Lover, Country Girl, Forest Fairy, Miss Perfect, etc. It's important to come up with your own names that make sense to you.

Now color your "I".

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

This exercise can be repeated many times, and the names of some subpersonalities, including the most important ones, may 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 personality. But first you need to identify and realize the polar qualities of your personality (character), and only then try to reconcile them and swagger, struggle with authorities and deification of an 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 polarity 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 pattern of opposite polarity. The quality of the drawing doesn't matter. So, two poles against each other. Think about their content, the possibility of their interaction.

Now below (or on another sheet) depict the interaction of these two poles. These can be: conflict clash, trial contact, disgust, etc.

Continue drawing and let the interplay 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 was your state in which this synthetic image appeared.

Then, on the back of the drawing, write down everything you experienced and suggest how the new synthesis could come about in your life.

Exercise "Workbook"

Such a notebook is intended for regular recording of the processes of development of inner life. External events can be recorded insofar as they are related to the dynamics of the inner world. Record keeping has several purposes:

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

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

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

Exercise "I am not a role"

Sit comfortably, relax, then mentally say to yourself:

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

Exercise "What am I?"

The purpose of this exercise is to help you achieve a high level of 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 various layers that hide the most important thing: our essence. These layers can be positive or negative. They reflect various aspects of our personality and our relationship with the outside world. Some of these layers are like a facade or a mask that hides what we don't like about ourselves. Behind others, there are some positive qualities that we are unable to fully comprehend. 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 in 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 to ourselves.

Choose a place where you can be alone with yourself 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 open and honest as possible. Periodically stop 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 watch. Then open your eyes and describe in detail everything you saw. Describe the feelings 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 the vibrations of your body. Trust his wisdom, the movement should unfold until you have a sense of its completeness. Perhaps you should accompany what is happening with some kind of sound or singing. At the end, write down your experience on paper.

Practical psychologist in kindergarten. A manual for psychologists and teachers Veraksa Alexander Nikolaevich

Corrective games and exercises aimed at overcoming difficulties in the emotional, personal and cognitive spheres in children of senior preschool age

The problem of difficult education and learning difficulties is very relevant at the present time. A large number of scientific publications of various specialists is devoted specifically to the problem of difficult children or, as they are commonly called, children at risk. Children at risk are children who do not have a pronounced clinical and pathological characteristics. However, they have features that prevent them from adequately adapting to the social conditions of life. Recently, there has been a growing trend in the number of primary school students with school maladaptation. In this regard, the question arises of earlier diagnosis, which makes it possible to identify children at risk and organize remedial and developmental classes.

In order to identify older preschoolers with certain difficulties in mental development, you can use the following questionnaire, which is filled out by the teacher of the group (in some cases, together with a psychologist).

Surname and name of the child ______________________________________________

Age________________________________________________________

Basis for allocation to the risk group:

- behavioral difficulties

– learning difficulties __________________________________________

1. Features of the emotional-volitional sphere, attention

Does the child show:

1) nervousness, anxiety:

c) very rarely.

2) restlessness, restlessness, impulsivity:

c) never.

3) distraction, distractibility, restlessness:

c) never.

4) fatigue, exhaustion:

c) never.

5) irritability, aggressiveness:

c) never.

6) lethargy, passivity:

c) never.

7) stiffness, timidity, tearfulness:

c) never.

2. Features of cognitive activity

1) Cognitive activity:

a) high;

b) average;

c) low;

d) absent.

2) As understands explanations:

Oh good;

b) mediocre;

3) Level of speech development:

a) high;

b) average;

c) low.

4) Level of memory development:

a) high;

b) average;

c) low.

5) The level of mastery of mental actions:

a) high;

b) average;

c) low.

3. Are there any violations in the motor sphere:

In addition to the questionnaire, the psychologist needs to rely on the results of the diagnostics. To do this, it is advisable to divide children into two subgroups: children who have problems with attention, aggressiveness, and communication difficulties; preschoolers with low self-esteem, anxiety.

Classes with children should be carried out no more than once a week, for 30 minutes. At the same time, you need to communicate with children delicately, with humor. For example, aggressive children often scream loudly. You can ask them: “Guys, do we have deaf children here? Am I that old? Then why are you talking so loudly, I can hear well!” In addition, it is advisable to introduce some external means into a situation that requires self-control skills: “Let's pick up the remote control and make it a little quieter.” Conversely, anxious children who speak softly can be asked to "turn up the volume on the remote." When dealing with some imaginary object, the kids do not perceive the psychologist's remarks as reproaches and really change their behavior.

Although many tasks in the classroom are aimed at developing one or another cognitive process (thinking, memory, attention, etc.), the success of the correction is determined not so much by the content of the task itself, but by the goal that the psychologist sets for himself when offering it to children. Let's take a simple example. The game "dominoes" is familiar to many children - it requires attention and compliance with certain rules. However, in a joint game, the ability to keep a queue and cope with negative emotions comes to the fore. All children want to win, many cry when they realize that losing is inevitable. You can avoid such competitive situations in kindergarten, but at school, children will still meet with them, so it is better to overcome unpleasant emotions in remedial classes. The task of a psychologist is to teach preschoolers to experience such situations, to show children that losing, like winning, is a normal phenomenon in any game. The psychologist, along with the children, can clap the hands of the losing child to smooth out the unpleasant aftertaste. Over time, children begin to support each other themselves - “nothing happens”, “bad luck”, etc.

Below are examples of activities with older preschool children. In lessons 1-8, preschoolers are divided into two subgroups: children of the first subgroup are characterized by a fast reaction, children of the second subgroup are slower. Starting from the 9th lesson, the groups unite. Preschoolers with quick reactions learn to wait for slow children, which contributes to the development of their arbitrariness. Slow children, in turn, looking at "nimble" peers, try to change the pace of their activities; they become more confident in their actions. In addition, the association of subgroups contributes to the development of communication skills.

Lesson 1

Game "Introduction"

Target: correction of the emotional sphere, the establishment of friendly relations.

Children pass the ball to each other and say: “My name is ...” (as they are affectionately called in the family). This stage of the lesson is especially important if the subgroup includes a child who has not previously attended kindergarten. In this case, he talks about himself, about what he loves, what interests him; establishes contact with peers.

Game "What has changed?"

Target: development of attention, memory.

There are 5-6 toys on the table. The psychologist asks the children to memorize them and close their eyes. At this time, he removes one toy. Children open their eyes and guess what has changed.

1st subgroup

Exercise "Kicking"

Target: emotional release, release of muscle tension.

Children lie on their backs on the carpet, legs spread freely. Then they begin to kick slowly, touching the floor with their entire feet. During the exercise, children alternate legs and raise them high, gradually increasing the speed and strength of kicking. At the same time, for each kick, the child says “No!”, Increasing the intensity of the kick.

2nd subgroup

The game "Zhmurki"

Target: development of courage, self-confidence, ability to navigate in space.

Game "Collect the whole"

Target: development and correction of the cognitive sphere of the psyche; development of visual-figurative thinking.

The psychologist invites children to collect split pictures from 3-8 parts.

Lesson 2

Game "Edible - inedible"

Target: development of attention, acquaintance with the essential properties of objects.

Children form a circle.

The leader takes turns throwing the ball to the children and naming objects and food. If something edible is called, the child catches the ball, if it is inedible, he hides his hands.

Domino "Associations"

Target: development in children of attention, thinking, associative representations.

An adult offers children to decompose dominoes according to associative representations. For example, a cow is dairy products, a dog is a bone, etc.

1st subgroup

Stop game

Target: development of attention, speed of reaction, overcoming motor automatism.

Children go to the music. Suddenly, the music stops, but the children must continue to move at the same pace until the leader says “Stop!”.

2nd subgroup

Freeze game

Target: development of attention, auditory perception, overcoming motor automatism.

Children jump to the music. Suddenly the music stops. Children freeze in the position they were in when the music stopped. Those who did not have time to "freeze" leave the game, the rest continue to play until only one child remains, who is declared the winner.

Exercise "Pick a pattern"

Target: development of visual perception, attention, imagination.

An adult distributes cards to children depicting various patterns consisting of geometric shapes. The children look at the figures. Then the adult begins to show geometric shapes, and preschoolers find the corresponding images on the cards.

Lesson 3 1st subgroup

The game "Good and evil cat"

Target: reduction of mental stress, correction of the behavior of aggressive children, reduction of aggression.

The psychologist asks the children to portray evil cats first, and then to the calm music of kind cats (relaxation).

2nd subgroup

The game "Who called?"

Target: development of auditory perception, improvement of attention, removal of mental stress.

Children stand in a circle. The driver with his eyes closed is in the center of the circle. On a signal from an adult, one of the children calls the name of the child standing in the middle of the circle. He guesses who called him.

Domino game

Target: development of attention, the ability to follow the rules of the game, fostering a sense of collectivism.

Children at the table play dominoes (with the image of various objects). The leader monitors compliance with the rules of the game.

The game "Flies, does not fly"

Target: development of attention, ideas about the environment.

Children form a circle. The host calls various objects and animals. If an object that flies is called, the children raise their hands, if an object that does not fly is called, they squat.

Exercise "Assemble the whole"

Target: correction and development of the cognitive sphere of the psyche; development of visual-figurative thinking, attention.

Children collect pictures from parts (puzzles).

Lesson 4 1st subgroup

Game "Two sheep"

Target: reduction of mental stress, aggression and weakening of negative emotions.

Players are divided into pairs. “Early, early, two sheep met on the bridge,” says the host. With legs wide apart and leaning forward, the children rest on each other's palms. They must confront each other without moving. Who moves - lost. In this case, you can make the sounds "Be-e-e."

Then relaxation takes place.

2nd subgroup

Game "Club"

Target: development of the ability to communicate, not embarrassed to express their attitude to the environment; the formation of cohesion between children.

Children sit in a circle, the leader has a ball in his hands. He wraps the thread around his finger and betrays the ball to the child sitting next to him. At the same time, the facilitator asks the child about something, for example: “What is your name? Do you want to be friends with me? Who do you love and why? etc.

The child takes the ball, also wraps the thread around his finger, answers the question and asks the next player a question, etc.

Exercise "Pyramid"

Target: development of perception of size, improvement of attention.

An adult invites children to arrange objects (matryoshkas, bowls, pyramid rings) in ascending and descending order.

Game "Don't Move"

Target: improvement of attention, regulation of behavior, overcoming motor automatism.

Children jump to the sound of a tambourine. Suddenly, the sounds cut off and the children freeze in place. Whoever moves is out of the game.

Exercise "Collect a circle"

Target: correction and development of the cognitive sphere; development of visual-figurative thinking.

Children according to the scheme assemble a circle from parts.

Lesson 5 1st subgroup

The game "Good and evil cat"

Target: correction of the behavior of aggressive children; reduction of mental stress, weakening of negative emotions.

An adult invites children to first portray evil cats, then to calm music - good cats (relaxation).

2nd subgroup

The game "In the mirror store"

Target: correction of the emotional sphere; development of self-confidence, looseness.

An adult invites children to visit a mirror shop. One child is chosen to play the role of a monkey, the rest of the children portray mirrors. A child pretending to be a monkey enters a store and sees his image in the mirrors. He thinks they are other monkeys and starts making faces at them. Reflections are the same. The "monkey" threatens them with his fist, and they threaten her from the mirrors; she stomps her foot, and the monkeys stomp too. Whatever the "monkey" does, the reflections in the mirrors exactly repeat its movements.

The game "The Fourth Extra"

Target: correction and development of the cognitive sphere of the psyche; development of thinking, the ability to generalize objects on a certain basis.

The facilitator shows the children tables consisting of four pictures and suggests identifying an extra item. Children find an object and tell why they are superfluous.

Game "Say the other way around"

Target: development of thinking, attention, speed of reaction.

Children form a circle. The leader throws the ball to one of the children and calls an adjective or adverb. The child returns the ball, naming a word with the opposite meaning.

Game "What has changed?"

Purpose: development of attention, memory.

The host puts 5-7 toys in front of the children and asks them to close their eyes. At this time, he removes one toy. Opening their eyes, the children must guess which toy has disappeared.

Lesson 6 1st subgroup

Game "Kicking"

Target: correction of the emotional sphere; emotional release, release of muscle tension.

Children lie on the carpet on their backs, legs spread freely. Then they begin to kick slowly, touching the floor with their entire feet. During the exercise, children alternate legs and raise them high, gradually increasing the speed and strength of kicking. At the same time, for each blow, the child says “No!”, Increasing the intensity of the blow.

Then the children listen to calm music (relaxation).

2nd subgroup

The game "Zhmurki"

Target: correction of the emotional sphere; development of courage, self-confidence, ability to navigate in space.

The driver is blindfolded. One of the children twists it in place to make orientation difficult. Then the children scatter around the room, and the driver tries to catch them. If he succeeds, he tries by touch to determine who he has caught.

Game "ABC of mood"

Target: familiarity with the different emotional state of the people around, the development of the ability to understand this state.

The leader gives a set of cards (6 pieces) to the children sitting at the table, each of which depicts different emotional states of the character. The facilitator asks the children to find cards on which the character is happy, offended, angry, etc. Preschoolers show the corresponding cards. The adult then asks the children to share experiences in their lives when they experienced the same feelings.

Game "Dwarfs and Giants"

Target: development of attention, speed of reaction.

At the command of the host "Dwarfs!" children squat, at the command "Giants!" - get up. An adult gives commands at random and at a different pace.

Exercise "Nonsense"

Target: development of attention, the ability to understand pictures with a ridiculous plot.

An adult shows the children pictures and offers to find on them something that does not happen in life.

Lesson 7 1st subgroup

The game "Yes or not?"

Target: correction of the emotional sphere; development of attention, speed of reaction, ability to obey certain rules.

The players stand in a circle and hold hands. The leader is in the center of the circle. He asks the children to listen to his statement and decide whether they agree with it or not. If you agree, then you need to raise your hands up and shout “Yes!”, If you do not agree, you should lower your hands and shout “No!”.

Are there fireflies in the field?

Are there fishermen in the sea?

Does a calf have wings?

Does a piglet have a beak?

Does the burrow have doors?

Does a rooster have a tail?

Does the violin have a key?

Does the verse have a rhyme?

Does it have any errors?

2nd subgroup

Game "Crow"

Target: correction of the emotional sphere; improvement of attention, development of activity, cohesion of the players, creation of healthy emotional arousal.

The leader in the center of the circle imitates the flight of a crow. Then he stops and starts plucking his wings: “The crow is sitting on the roof. She plucks her wings. Sirlalala, sirlalala!" Suddenly, the host says: “Who will sit down first?” Then: "And who will get up first?"

Whoever is late to execute the command is out of the game.

Game "Guess what's hidden?"

Target: training of attention, memory, development of ideas about surrounding objects.

The bag contains various items. The adult invites the child to find an object in the bag by touch, describe it and guess what it is.

Game "Remember your place"

Target: memory improvement; creating an uplifting mood.

Children stand in a circle or in different corners of the room. The leader asks them to remember their places. Then he turns on cheerful music and the children scatter. With the end of the music, they should return to their places.

Exercise "Find the Differences"

Target: development and correction of the cognitive sphere of the psyche; improving attention.

An adult shows the children two almost identical drawings and asks them to determine how one drawing differs from the other.

Lesson 8 1st subgroup

The game “Roar, lion, growl; knock, train, knock"

Target: correction of the emotional sphere of the psyche; removal of barriers in communication, muscle tension.

The host tells the children: “We are all lions, a big lion family. Let's have a competition to see who can growl the loudest. As soon as I say 'Roar, lion, roar!', start roaring loudly."

Then the facilitator invites the children to portray a steam locomotive. Children stand in a line, putting their hands on each other's shoulders. The “locomotive” travels in different directions, either quickly or slowly, then turning, then bending, making loud sounds and whistling. The driver at the stations changes. At the end of the game, a "crash" occurs and everyone falls to the floor.

Then the children listen to calm music (relaxation).

2nd subgroup

The game "The wind blows on ..."

Target: correction of the emotional sphere; development of a sense of cohesion, removal of barriers in communication.

"The wind blows on ..." - the host starts the game and clarifies: "The wind blows on the one who has blond hair." All the blonde children gather at one end of the room. The host continues: “The wind blows on the one who has a sister (who loves animals, who cries a lot, who has no friends, etc.). Children who identify themselves as belonging to one group or another get together.

Exercise "What it looks like"

Target: correction of the cognitive sphere of the psyche; development of thinking, ideas about surrounding objects.

The facilitator shows the children geometric shapes (circle, oval, rectangle, triangle) and suggests naming objects that have a similar shape.

The game "Flies, does not fly"

Target:

Children form a circle. The host calls various objects and animals. If an object that flies is called, the children raise their hands; if an object that does not fly is called, preschoolers squat.

Exercise "Assemble the square"

Target: development of thinking, attention, perception of a holistic image of objects.

Children according to the scheme assemble a square from parts.

Lesson 9

Exercise "Compliments"

Target: correction and development of the emotional sphere of the psyche; relieving mental stress, overcoming barriers in communication, developing the ability to see one's positive sides.

Children join hands and form a circle. Looking into the eyes, the children take turns saying a few kind words to each other, praising them for something. The recipient of the compliment nods his head: “Thank you, I am very pleased!” He then gives a compliment to his neighbor. The exercise is carried out in a circle.

Game "What is missing?"

Target: correction and development of the cognitive sphere of the psyche; attention development.

The facilitator offers the children cards with the missing details. Children find the missing part and name it.

The game "Fire - ice"

Target: development of attention, speed of reactions.

At the command of the leader “Fire!”, The children standing in the circle begin to move. At the command "Ice!", they freeze in the position in which the team found them.

Noisy pictures exercise

Target: correction of the cognitive sphere of the psyche; development of attention, visual perception.

An adult puts a picture in front of the children, on which randomly intertwined lines are drawn, and offers to find the image hidden behind these lines.

Lesson 10

Game "What does the mood look like"

Target: correction of the emotional sphere of the psyche; development of the ability to understand the emotional state of another person and the ability to adequately express one's mood.

Children form a circle. The facilitator asks them to take turns telling what season, natural phenomenon, weather, their current mood is like. The host begins: “My mood is like a white fluffy cloud in the blue sky. And your?"

Domino "Associations"

Target: development of thinking, attention, ability to obey a certain rule.

An adult offers children to decompose dominoes according to associative representations. For example: cow - dairy products, dog - bone, etc.

Game "Forbidden Movement"

Target: development of attention, memory, speed of reactions; relieving mental stress.

An adult explains the rules of the game to the children: “I will perform different movements, and you will repeat them after me. One movement cannot be repeated. The leader shows this movement. Then he starts to perform different movements and suddenly shows a forbidden movement. Whoever repeats it becomes the leader.

The game "The Fourth Extra"

Target: correction and development of the cognitive sphere of the psyche; development of thinking, attention, the ability to generalize objects on a certain basis.

The facilitator shows the children tables consisting of four pictures and suggests identifying an extra item. Children find objects and tell why they are superfluous.

Target: correction of the emotional and personal sphere of the psyche; development of attention, auditory perception.

Children sit in a circle and cover their eyes with bandages. The leader transplants several people and touches the child with his hand. The one touched by the host says: “I'm here!” Children have to guess who said these words.

Exercise "Make a figure out of counting sticks"

Target: correction of cognitive and creative abilities; development of attention, fine motor skills of the hand, the ability to work, focusing on the sample.

Children, following the model, lay out different figures from counting sticks.

Target:

Children stand in a circle. The leader alternately throws the ball to the children, saying: “Water” (“Air”, “Earth”). The child returns the ball by naming an animal that walks on the ground (floats in water or flies). At the word "Fire", the child should turn around and clap their hands.

Exercise "Magic Figures"

Target: development of creative abilities, imagination, fine motor skills of the hand.

An adult invites children to become "wizards" and turn the figures into various objects or draw a picture by completing the figures. An adult notes the best drawings.

Lesson 12

Exercise "How do you feel?"

Target: correction of the emotional sphere of the psyche; development of the ability to understand their emotional state and the state of others.

An adult shows the children cards with the image of various shades of mood. Children should choose the one that best conveys their mood (the mood of mom, dad, etc.).

Exercise "Logical endings"

Target: development and correction of the cognitive sphere of the psyche; development of thinking.

The facilitator invites the children to complete the sentences: “Lemons are sour, but sugar ..., A bird flies, but a snake ..., You see with your eyes, but you hear ..., Apples and pears ..., A knife and a piece of glass ...”, etc.

Ear-nose game

Target: development of attention, dexterity, speed of reactions, creation of healthy emotional arousal, cheerful mood; relieving mental stress.

An adult invites children to perform appropriate actions on command. At the command "Ear!" the guys should touch the ear, at the command "Nose!" - to the nose. The leader performs actions together with the children, but after a while he “mistakes”. Children, not paying attention to "mistakes", should show that part of the face that the leader calls.

Exercise "Fold the Pattern"

Target: development of spatial thinking, the ability to create different patterns according to the model, the ability to work according to the scheme.

The host lays out a pattern from the cubes and invites the children to make exactly the same pattern from their cubes (Nikitin's cubes).

Lesson 13

Game "Wish"

Target: correction of the emotional and personal sphere of the psyche and relationships of children; fostering kindness, respect for peers, the desire to see the good in people and not be shy about talking about it.

Children sit in a circle and throw a ball to each other, saying good wishes.

Game "What has changed?"

Target: development of attention, memory.

The host puts 3 ^ 7 toys in front of the children and lets them look at them for a few seconds. Then he asks the children to turn away. At this time, he swaps several toys. Turning and looking at the toys, the children should say what has changed.

Game "Four Elements"

Target: development of attention, the ability to obey certain rules, the cohesion of the players, dexterity, speed of reaction; relieving mental stress.

The players sit in a circle. At the command of the leader “Earth”, the children lower their hands down, at the command “Water” they stretch their arms forward, at the command “Air” they raise their hands up, at the command “Fire” they rotate their hands in the wrist and elbow joints. Whoever makes a mistake is considered a loser.

The game "The Fourth Extra"

Target: correction of the cognitive sphere of the psyche; development of thinking, attention, the ability to generalize objects on a certain basis.

The facilitator shows the children tables consisting of four pictures, and offers to determine the extra item. Children find objects and tell why they are superfluous.

Lesson 14

Exercise "What and when I feel"

Target: correction of undesirable character traits, behavior of children; development of the ability to express one's feelings, to correctly assess the attitude of other people towards oneself.

The facilitator asks the children how people might feel.

(Anger, disappointment, surprise, joy, fear, etc.) Then he invites each child to choose one card from a set of pictures with a schematic representation of the emotional state and tell when he experiences such feelings (“I am happy when ...”, “I it can be scary when ... ", etc.).

Exercise "Describe from memory"

Target: development of memory, attention.

The facilitator briefly shows the children a doll (any toy), then removes it and offers to answer the questions: “What kind of hair does the doll have? What dress? What eyes? Does the doll have bows (shoes, socks)? Is she standing or sitting? etc.

Game "Earth, air, water, fire"

Target: development of ideas about the environment, attention, speed of reactions.

Children form a circle. The leader alternately throws the ball to the children, saying: “Water” (“Air”, “Earth”), The child returns the ball, naming the animal that walks on the ground (swims in water or flies). At the word "Fire", the child should turn around and clap their hands.

Domino game

Target: correction of the cognitive sphere of the psyche; development of attention, thinking.

Children at the table play dominoes (with the image of various objects). The facilitator makes sure the rules are followed.

Lesson 15

Exercise "Kind word"

Target: correction of the relationship of children; the development of friendly relations between children, the ability to better understand themselves and other people, the removal of barriers in communication.

Children sit in a circle. Everyone takes turns saying something nice to their neighbor. At the same time, the speaker must look into the eyes of the person he is talking about.

Exercise "Guess the riddle"

Target: development and correction of the cognitive sphere of the psyche; development of thinking, attention, ingenuity.

The host makes riddles about animals and plants for the children, and the children guess them.

The game "Flies, does not fly"

Target: development of attention, ideas about the world around; creating a cheerful mood, healthy emotional arousal.

Children form a circle. The host calls various objects and animals. If an object that flies is called, the children raise their hands, if an object that does not fly is called, they squat. How unfortunate parents form anxiety in preschool children Emotions play an important role in children's lives: they help to perceive reality and respond to it. Manifested in behavior, they inform the adult about what the child likes, angry or upsets.

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Tasks:

To develop agility, speed of reaction, orientation in space, coordination of movements, endurance, speed-strength qualities;

- consolidate skills in running, stepping, walking, jumping;

- to form interest, need and conscious attitude to physical exercises;

- create conditions for positive interaction with peers.

Equipment: large balls, small balls, rope, balloons, bags, inclined gymnastic boards.

Attributes: emblems for participants, medals, balloons to decorate the hall.

(the song “Together it’s fun to walk” sounds, the children enter into a festive

decorated hall in sportswear and line up in two lines)

Moderator: You can hold competitions both in jest and in earnest. That's what

secret:

- Never lose heart! Give sports a hand!

Attention! Attention! We invite you to the competition!

We invite everyone to the sports festival! I suggest taking

speed, resourcefulness, courage.

Two teams arrived to us: “Good fellows” and “Dared”. Let's

let's greet them.

(children read poems)

1. Everyone knows, everyone understands

What a pleasure to be healthy.

Just need to know

How to become healthy.

2. There is no better recipe in the world-

Be inseparable from sports.

Live a hundred years

That's the whole secret!

3. Train yourself to order -

Do exercises every day.

Laugh more cheerfully

You will be healthier!

Host: - Today's competition will be judged by the jury in the following composition (I represent the members. For each relay race won - one point. The team that scores more points wins.

Warm up

(Each team puts their emblem on the board)

Relay 1

"Running in sacks" - children take turns jumping in sacks to the finish line

"Hit the target" - children throw small balls at the target

(the jury summarizes the results of the first relay race and warm-up)

(music sounds and Carlson “flies” into the hall)

Carlson: - Hello, kids: girls and boys! I've been following you for a long time

watching. How well do you do - indulge! I also

I like to indulge, somersault and eat jam.

Host: - Hello, Carlson! Guys don't play around - they do

sports.

Carlson: - And how is it to play sports?

Leading: - Now the guys participating in the competition will show it to you.

Relay 2

“Who is faster” - children in pairs, holding hands, run, carrying air

balls to the finish line, run around the cube and return to the team.

“Who will move down the hill faster” - the children take turns moving down the slope

bench down and return to the team.

(the jury evaluates the result of the second relay)

Carlson: - I brought delicious strawberry jam and riddles about sports with me.

Relay 3

"Savvy"

1. They kick him, but he does not cry,

They throw him - he jumps back. (ball)

2. This horse does not eat oats,

Instead of legs - two wheels.

Get on top and ride it.

Just better drive. (bike)

3. When April takes its toll,

And the streams run ringing.

I jump over it

And she through me. (jump rope)

4. Growth is small - yes daring

Jumped away from me (ball)

Host: - While the jury members are evaluating the results of the relay, I suggest that the teams measure their strength.

Relay 4

"Who is stronger"

(teams pull the rope)

Carlson: - Well done guys!

Strong and brave

Dexterous, skillful.

Host: - We have one game,

You will like her!

Come out to the platform

Line up in order!

Relay 5

"Pass the ball"

(teams line up in two columns and pass the ball first over their heads,

then between the legs)

Host: - And now I propose the jury to sum up the results of the relay race and invite the teams for the solemn rewarding.

Leading: - To become strong and dexterous, you need to do every day

exercise and a lot of hard work.

(children read poems about sports)

1. Who is boldly friends with charging,

Who will drive away laziness in the morning

Be brave and skillful

And fun every day!

2. Sports, guys, are very necessary.

We are close friends with sports:

Sports helper,

Sport is a game.

To all participants -

(all children) physical education - cheers!

Carlson: - Goodbye, kids!

It's time for me to fly.

Grape health to you,

chocolate mood,

strawberry joy,

Strawberry smiles!

Here's strawberry jam for tea! (flies away)

Leading: - Nicely we had fun,

We became very close friends

They danced, they played

All around became friends.

Be friends with sports

Jump, run.

And then boredom will be nothing to you.

We are finishing the holiday and we wish you

Health, success and happiness in everything!

(children under a cheerful sports march leave the hall

Physiotherapy courses

Teaching physical exercises and subsequent training of the patient is a pedagogical process, but its success depends not only on the qualifications of the exercise therapy instructor. Extremely important are the active participation of the patient himself, his conscious attitude to the use of exercise therapy, which plays a big role in achieving the final result. And this therapeutic physical culture is significantly different from other means of treatment and rehabilitation.

Exercise therapy is not only a therapeutic and prophylactic, but also a therapeutic and educational tool that educates the patient in a conscious attitude to the use of physical exercises, as well as active participation in the treatment and rehabilitation processes, which is based on training in physical exercises. Exercise therapy is indicated for almost all diseases and injuries.

The main means in therapeutic physical culture are:

Physical exercise;

Natural factors (sun, air, water);

Massotherapy;

motor mode.

We offer sets of exercises for the most common diseases:

1 . Warm-up for 19 days with cerebral palsy

Exercises on a roller or ball.

A set of exercises on the back;

A set of exercises on the abdomen;

Exercises on the ball;

For the development of the support function of the feet: reflex exercises;
- Exercise for 19 days with cerebral palsy.

2 .Approximate set of special exercises for bronchial asthma.

3 .Approximate complex of therapeutic exercises for obese children (introductory period).

4 . Corrective exercises to normalize posture.

5 . A set of exercises of physical culture minutes (FM):

FM to improve cerebral circulation;

FM to relieve fatigue from the shoulder girdle and arms;

FM to relieve tension from the muscles of the body.

6 . Hygienic rules and rational mode of load on the lower limbs for students with violations of the formation of the arch of the foot

7 . Exercises used for scoliosis

8 . Exercises for the formation and consolidation of the skill of correct posture.

9 . Exercise to strengthen the "muscular corset":

For back muscles;

For the abdominal press;

For the lateral muscles of the body.

Expected results: increasing social adaptation and social - environmental orientation of a child with disabilities.

^ Program effectiveness evaluations: The effectiveness of the rehabilitation courses.

Active participation of the child in activities.

Free, interested communication of children with each other.

The results of a comparative study, the degree of agreement between the expected and actual results.

Application No. 5

Exercise instructor training

Warm-up for 19 days with cerebral palsy

On a Swedish wall or on a chair with a ladder instead of a back.

Fix the child's hands on the rung of the stairs at chest level, put the legs straight. Raise your right foot to the first step and lower it, then lift your left foot to the first step and lower it. (Start with 5 - 7 times, then increase to 10).

Starting position - Fix the child's hands on the rung of the stairs at chest level. Raise your right hand to the crossbar above, then raise your right foot to the first rung of the stairs. Raise your left arm one step higher, then lift your left leg. Climb up 3 steps. Then go down: first lower the right arm, then the right leg, after the left arm, then the left leg.

Fix the child's hands on the rung of the stairs at the level of the abdomen. Put the child with his back to him and fix his knees. Fix the legs with your hand at the knee joint, make sure that the feet are straight. Squat.

Starting position - stand up straight, legs straight, arms along the body. Put the child with his back to him and fix his knees. "Forward bends".

Starting position - stand up straight, legs straight. Reversible step left and right up to 12 times.

^ Exercises on a roller or ball.

A set of exercises on the back.

First week.

I.p. on the back, on the roller. Circular rotation in the shoulder joint clockwise and counterclockwise. Also with the other hand (monitor the position of the head and torso)

I.p. on the back, on the roller. Flexion and extension of the right arm in the elbow joint, head turned to the right. Also with the other hand, circular rotation of the arms in the elbow joint.

I.p. on the back, on the roller. Flexion and extension of the arm in the wrist joint. Alternate left and right hands.

Thumb abduction to the side.

Rotate palms up and down.

I.p. on the back, on the roller. Stretch your arms forward, tilt the roller forward so that your hands touch the floor, fix your open palm on the floor for 5-10 seconds, then return to ip.

I.p. on the back, on the roller. Hands to the sides, palms up, legs extended:

Turn right, left hand touch right hand

Back to starting position

Turn left, right hand touch left hand

To the starting position. Sitting down with support on the elbow, then on the hand.

A set of exercises on the abdomen

I.p. on the stomach, on the roller. Stretch your arms forward, tilt the roller forward so that your hands touch the floor, fix your open palm on the floor for 5-10 seconds, then return to ip.

Starting position on the stomach. Hands under the chest, straight legs imitation of the Brasso hands.

Starting position on the stomach "Boxing".

Starting position on the stomach "Fish".

Half push-up.

I.p. (see item 1)

Raise your head, touch your chin to your chest

Back to starting position

Turning the head to the right and left

Ball exercises

second and third week.
1. I.P. kneeling on the floor in front of the ball, resting your hands on the ball. Alternately, rising on each leg, stand on both legs, roll the ball forward and return back to I.P.

2. I.P. lying on the ball with your stomach, hands resting on the floor. Rolling on the stomach back and forth, moving the hands along the floor. Return to I.P.

3. I.P. lying on the ball with your stomach, resting on your legs. Circular rotations on the ball, moving the legs along the floor - in one direction and the other.

4. I.P. "riding" the ball. Swing from side to side, with alternate support on each foot.

5. I.P. sideways on the ball, leaning with one hand on the floor. Adult supports. Roll back and forth, moving your supporting hand along the floor.

6. I.P. lying with his back on the ball, an adult supports his hands. The child pulls the body forward with the help of hands. Return to I.P.

7. I.P. standing in front of the ball. Rolling the ball with one foot, the foot is on top. Keep your back straight. Repeat with the other leg.

8. I.P. sitting on the ball. Perform body turns to the sides. The back is straight.

9. I.P. sitting on the ball. Perform tilts to the sides, leaning alternately on each foot.

^ For the development of the support function of the feet: reflex exercises

Grasp the feet with the index and middle fingers, and press the sole at the base of the toes with the thumb - this causes the flexion of the foot. Then draw with pressure along the inner edge of the foot to the heel and along the outer edge - to the little finger, the foot is extended.

Acupressure foot massage: press with your fingertip at the transition point of the rear of the foot to the shin. This causes dorsiflexion of the foot.

^ Exercise for 19 days with cerebral palsy

1. Muscle stretching exercises: relieve muscle tension, prevent teratogenesis, expand the range of motion.

2. Exercises to develop muscle sensitivity; to generate force, making it possible to regulate a certain area of ​​\u200b\u200bthe muscle.

3. Exercises to improve the functional state of the nervous tissue by training the sensitivity of the nerves.

4. Exercises of mutual influence to strengthen the leading and antagonistic muscle groups.

5. Endurance exercise, to maintain the efficiency of organ functioning.

6. Relaxation training to eliminate spasms, tension and cramps.
7. Walking training (for teaching normal walking).

8. Sensory training: exercises to stimulate the sense organs through increased muscle sensitivity.

9. Incline climbing exercises to improve balance and propulsion.

10. Resistance exercise: gradually increasing resistance training to develop muscle strength.

^ Approximate set of special exercises

for bronchial asthma.

I.p. – o.s. Slowly raise your arms to the sides - inhale; lowering your hands, make a long exhalation with the pronunciation of the sound "sh sh sh".

I.p. Standing, clasp the lower part of the chest with your hands. Take a breath; on the exhale, slightly squeezing the chest, drawl out "g".

I.p. - standing, feet shoulder-width apart, hands on the chest (fingers facing forward), abduct the elbows to the sides - back, jerkily pressing the ribs with the brushes and pronouncing the sound "O".

I.p. - the same, but evenly take your shoulders back - inhale to bring your shoulders together - exhale.

I.p. - sitting, hands on the belt, take the right hand to the side - back with the body turning to the right - inhale; return to i.p. - prolonged exhalation. The same, but to the left.

I.p. - standing, feet shoulder width apart; arms are spread apart, at shoulder level and laid back as much as possible. Take a breath at the expense of times; on the count of two - quickly cross your arms in front of your chest so that your elbows are under your chin, and with your hands whip hard on your back, above your shoulder blades - exhale.

I.p. - lying on your back; arms bent at the elbows, put under the lower back. While inhaling, bend your back with support on the back of the head and elbows; on exhalation, return to I.P.

I.p. - the same, but arms along the body. Spread your arms to the sides - inhale; pull one knee to the chest, clasping it with your hands - a slow exhalation. The same, but on the other hand.

I.p. - the same, but take a breath; lifting the torso, lean forward, touching the knees with the forehead (hands reach for the toes), - a slow exhalation.

I.p. - the same, but raise straight legs up - inhale; lowering your legs, sit down - exhale.

I.p. - the same, but tightly grasp the lower part of the chest with brushes - inhale; while exhaling, squeeze the chest with your hands.

"Diaphragmatic breathing". I.p. - lying on your back, legs bent at the knees; one hand rests on the chest, the other on the stomach. On inspiration, the abdominal wall rises up along with the arm; the hand lying on the chest remains motionless. On exhalation, the stomach is drawn in; the hand lying on it presses on the stomach. Inhale - through the nose, exhale through the mouth (lips folded in a tube).

I.p. - lying on the stomach, arms along the body, alternately lifting the straight legs up: raise the leg, inhale, lower - exhale, the same, but with the other leg.

I.p. - emphasis lying on the stomach; arms are bent at the elbows at chest level. Unbending your arms, raise your upper body and bend your back - inhale; will return to I.P. - exhale.

I.p. - lying on his stomach, arms extended forward. Raise up straight arms and legs - entrance; hold your breath and return to sp. - slow exhale.

I.p. – o.s. Raise shoulder girdle; then, relaxing the muscles, lower them.

I.p. - standing, feet shoulder-width apart, arms lowered, connect the shoulder blades. Then relax the muscles of the shoulder girdle and back and lean forward slightly.

I.p. - sitting, hands on the belt, relax the muscles of the right hand and lower the arm. Relax the muscles of the left hand and lower. Relax your neck muscles and tilt your head forward.

^ Approximate complex of therapeutic exercises for obese children (introductory period).

Walking with high knees, turning into easy running in place. Then walking again with a gradual slowdown. Breathing is even.

I.p. - feet at the width of the foot. Tilt your head forward and touch your chin to your chest. Then tilt your head back to failure.

I.p. - Feet hip-width apart, arms out to the sides. Circular movements with straight arms, first in one direction, then in the other direction.

I.p. - Feet together, hands down. Raise both hands with straightened fingers, raise the right hand above the left (pick an apple), then vice versa. Return to I.P. Breathing is arbitrary.

I.p. - Feet wider than shoulders, hands on the belt. Turns of the torso with the abduction of the outstretched arm to the side - inhale, return to I.P. - exhale.

I.p. - legs wider than shoulders, arms freely lowered. Leaning forward, slide your palms down on your legs - exhale, straightening up in ip. - breath.

I.p. - legs together, hands on the belt, Squatting on toes and spreading your knees to the sides, spread your arms to the sides - inhale, and straightening up, return to ip. - exhale.

I.p. - sitting on a chair, legs wider than shoulders, hands on knees. Spread your arms to the sides - inhale, springy lean forward - reach your toes with your hands - exhale.

I.p. - sitting on a chair, bend over, put your hands behind your head - inhale, lower your hands freely, tilt your head to your chest - exhale.

I.p. - lying on the floor on your back, raise straight legs to a vertical position. The pace is slow, breathing is arbitrary.

I.p. - legs together, arms bent at the elbows. Running in place for 15-30 seconds, then switching to walking, gradually slowing down the step.

(main period)

Walking with high knees, turning into easy running in place. Then walking with a gradual slowdown. Breathing is arbitrary.

I.p. - Feet shoulder-width apart, arms down. Circular movements of the head to the right - to the left. Breathing is arbitrary.

I.p. - legs together, arms bent at the elbows. Raising your arms up, putting your foot on the toe, raise your head and bend over - inhale, bending your arms, return to I.P. - exhale.

I.p. - sitting on a chair, leaning back, vigorously draw in the stomach, then relax it. Breathing is arbitrary.

I.p. - put one foot in front of the other at a distance of a large step and bend it at the knee, raise your hands up. Slightly tilting the torso and at the same time lowering the arms forward, take them back - exhale, straightening the torso, raise the arms up - inhale.

I.p. - lying on the floor, arms at the sides. Quickly raise your legs vertically up, and then, spreading your legs apart, slowly lower them to the sides, touching the floor. Breathing is arbitrary.

I.p. - lying on the floor, hands under your head. Inhale and raise your legs to a right angle, without lifting your pelvis off the floor. Then slowly lowering the legs, make circular movements in the hip joints inward or outward - exhale.

I.p. - sitting on the floor. Tilt your torso forward, trying to grab your feet with your hands. Breathing is arbitrary.

I.p. - Lying on your back. Put a light toy on your stomach. When inhaling, raise the toy, when exhaling, lower it. Static diaphragmatic breathing.

Posture Improvement Exercises

1. I. p. - stand against the wall in the position of correct posture. Taking a step forward, maintain the pose for 2-3 seconds. Return to i. n. Check your posture. 8-10 times. 2. I. p. - the same. Step forward, hands to the sides. Sit down, hands forward. Sitting, move your hands to the sides, lower them down. Return to i. n. Keep the correct position of the head, shoulders, abdomen, pelvis. 8-10 times. Performing exercises 1 and 2, you can put a book on your head. 3. I. p. - sitting on a chair. Raise your arms to the sides - up, bring the shoulder blades together. In this position, bend your arms, place your palms on your shoulder blades as low as possible. Expand your elbows as much as possible. Return to i. n. 10-12 times. 4. I. p. - about. from. Right hand up, left hand down. Bend your elbows and try to connect the fingers of both hands behind your back in a lock. Return to i. n. Repeat the exercise, changing the position of the hands. 6-8 times with each hand. 5. I. p. - about. from. For each count, raise your shoulders back and forth. 10-15 times. 6. I. p. - sitting on the edge of a chair. Rest your hands on the seat, elbows back. Bend strongly in the thoracic part of the spine, head back. Return to i. n. 10 times. 7. I. p. - kneeling with support on hands, head down. On the count of times - bend over, head up, try to tighten the muscles of the lower back more strongly. On the count of two, bend your back, head down. 10-15 times. 8. I. p. - about. from. Put a book on your head and walk around the room with various hand movements (sideways, forward, up) with light and deep squats.

^ Target: Providing the necessary information to parents of children with disabilities in physical development.

Tasks: 1. With the help of therapeutic physical culture, strengthen and maintain health at the proper level.

3. Monitor health status and conduct regulatory tests.

^ Inventory and equipment: Gymnastic sticks, gymnastic bandages and chairs, gymnastic bench, sandbag, gymnastic mat.

A set of exercises of physical culture minutes (FM)

FM to improve cerebral circulation

Starting position (I.p.) - sitting on a chair. 1-tilt your head to the right, 2-ip, 3-tilt your head to the left, 4-ip, 5-tilt your head forward, do not raise your shoulders, 6-ip. Repeat 3-4 times. The pace is slow.

I.p. - sitting, hands on the belt. 1 - head turn to the right, 2 - ip, 3 - head turn to the left, 4 - ip Repeat 4-5 times. The pace is slow.

^ FM to relieve fatigue from the shoulder girdle and arms

I.p. - standing, hands on the belt. 1 - right hand forward, left up, 2 - change the position of the hands. Repeat 3-4 times, then relax your arms down and shake your hands, tilt your head forward. Then repeat 3-4 more times. The pace is average.

I.p. - standing or sitting, brushes with the back side on the belt. 1-2 - bring your elbows forward, tilt your head forward, 3-4 - elbows back, bend. Repeat 5-6 times, then lower your arms down and shake relaxed. The pace is slow.

I.p. - sitting, hands up. 1 - clench the brushes into a fist, 2 - unclench the brushes. Repeat 6-8 times, then relax your arms down and shake your hands. The pace is average.

^ FM to relieve tension from the muscles of the body

I.p. - stand legs apart, hands behind the head. 1-5 - circular movements of the pelvis in one direction, 4-6 - the same in the other direction, 7-8 - lower your arms down and shake your hands in a relaxed manner. Repeat 4-6 times. The pace is average.

Corrective exercises to normalize posture

Standing, heels together, socks apart, shoulders retracted, connect the shoulder blades, tighten the stomach, raise the chin.

Walking is normal, following the posture.

Walking on toes, hands behind the head.

Walking on heels, hands on the belt.

Walking on the outer edge of the foot, fingers tucked in, hands on the belt, elbows laid back.

standing exercises

Raise your arms up, moving your leg back, inhale, return to the starting position (main stance - exhale). The same with the other leg.

Feet shoulder-width apart, hands on the belt, 1-2 - spread the elbows to the sides, bringing the shoulder blades together - inhale, 3-4 - starting position - exhale.

Squat with a straight back on your toes (do not fall on your heels), spread your knees to the sides, arms forward or to the sides at the expense of 1-2, slowly return to the starting position by 3-4.

Feet shoulder width apart, hands to the shoulders. Rotation in the shoulder joints back.

Feet shoulder width apart, hands to the shoulders. Tilt the body forward with a straight back.

"Mill". Connect the hands behind the back (from above, then the right, then the left hand).

Feet shoulder width apart, arms to the sides. Hand rotation back.

Raising straight arms through the sides up - inhale. Return to starting position - exhale.

Feet shoulder width apart, hands behind the back. Lateral tilts of the body to the side on exhalation.

Walking on a bench on the floor, or on the rail of an inverted bench, arms to the sides, a bag of sand on the head (weight varies, depending on age and fitness).

stick exercise

Raise your arms with a stick up with one leg moving to the side or back.

Feet together, arms down, wand in hand. 1 - raise your hands with a stick up - inhale, 2 - lowering the stick, raise one leg bent at the knee, touch the knee with a stick - exhale, 3-4 - with the other leg.

Feet shoulder-width apart, stick on the chest: 1 - raise the stick up; 4 - starting position.

Feet together, arms lowered, wand in hands: 1 - hands with a wand on the chest, one knee to the stomach; 2 - arms up, straighten the bent leg forward (raised above the floor); 3 - repeat the first position; 4 - starting position, the same with the other leg.

The stick stands upright, one end rests on the floor, on the other end of the hand. Squat based on a stick with the knees apart, the back is straight, the heels do not touch the floor.

The wand is on the floor. Roll on a stick from heels to toes, hands on the belt.

Walking on a stick with an added step (socks and heels touch the floor).

rubber band exercise

Standing on a bandage, hands with a bandage on the belt, self-extension (with the crown to reach up).

Standing on a bandage, feet hip-width apart, arms down, bandage in hand. Raising straight arms through the sides up (the bandage is stretched), followed by lowering the arms.

Starting position standing on the bandage, feet shoulder-width apart, hands to the shoulders. Rotation in the shoulder joints back (bandage on the shoulder blades vertically).

Squat on socks, standing on a bandage, with knees apart and straight arms up.

Bandage on the chest (one or two layers). Stretching the bandage on the chest with the abduction of the elbows to the sides and the reduction of the shoulder blades.

Note. To create a good muscle corset, it is advisable to apply exercises in the initial prone position:

a) on the back (to strengthen the abdominal muscles);

b) on the stomach (to strengthen the muscles of the back);

c) exercises with weights (lying down) dumbbells; rubber bandage, gymnastic stick.

^ Hygienic rules and a rational mode of loading on the lower limbs for students with violations of the formation of the arch of the foot

(carried out at home under the supervision of parents)

It is necessary to do a hygienic foot bath every day at home (36-37˚).

It is necessary to develop a gait without a strong dilution of the feet.

It is useful to walk barefoot on loose soil, sand.

Persons with a tendency to flat feet should avoid prolonged standing (especially with spread feet), carrying heavy loads.

If you need to stand for a long time, it is useful to transfer the load to the outer edge of the foot for a while.

Self-massage of the legs is recommended when there is a feeling of fatigue in the legs, with unpleasant sensations in the muscles of the lower leg or foot. Massage mainly the inner surface of the lower leg and the plantar surface of the foot. The shin massage is performed in the direction from the ankle joint to the knee joint, and the foot massage is performed from the fingers to the heel area. On the lower leg, the technique of stroking, rubbing with the palms and kneading is used, on the foot - stroking and rubbing (with the base of the palm, the back surface of half-bent fingers).

^ Exercises used for scoliosis

Exercises for the formation and consolidation of the skill of correct posture.

I.P. child - standing. Correct posture is ensured by touching the wall or gymnastic wall with the gluteal region, calves and heels.

I.P. child - lying on his back. The head, torso, legs form a straight line, arms are pressed to the body. Raise your head and shoulders, check the straight position of the body. Return to starting position.

I.P. Same. In the correct position, press the lumbar region to the floor. Get up to take the correct posture, giving the lumbar region the same position that was taken in the prone position.

^ Exercise to strengthen the "muscle corset"

For back muscles

I.P. child - lying on his stomach, chin on the back of the hands, laid one on top of the other. Transfer your hands to the belt, raising your head and shoulders, connect your shoulder blades, do not raise your stomach. Keep the accepted position about the team.

I.P. Same. Raising your head and shoulders, slowly move your hands up, to the sides and to your shoulders.

I.P. Same. Raise your head and shoulders. Hands to the sides to squeeze and unclench the hands.

I.P. Same. Hands under the chin. Alternately lifting straight legs, without lifting the pelvis from the floor. The pace is slow.

I.P. Same. Hands under the chin. Raising both straight legs while holding them up to 10-15 counts.

I.P. Same. In pairs against each other, the ball is in bent arms in front of you. Rolling the ball to a partner and catching while maintaining an elevated position of the head and shoulder girdle.

For the abdominals.

I.p. lying on your back, lower back pressed against the support (for all exercises).

1. Bend and unbend the legs at the knee and hip joints alternately.

2. Bend both legs, straighten forward, slowly lower.

3. Alternate flexion and extension of the legs on the weight of the "bike".

4. Hands behind the head, alternately raising straight legs forward.

For the lateral muscles of the body.

I.p. o.s. Raise your left hand up, and take your right hand back, the same with a change of hands.

And about. O.s. Pump exercise.

I.p. O.s. Springy slopes alternately in different directions.

I.p. lying on the stomach. Back bending. Left hand up, right back. Then change hands.

I.p. lying on the right side, the straight right arm is raised up, the left is located along the body. Keeping the body in a position on its side, lift and release the left leg, the same, lying on the other side.

I.p. sitting on all fours. Back bending. Left hand up, right leg stretched back. Repeat with a change of arm and leg.

^ Efficiency mark.

Strengthen and maintain health, control the state of health. Two, three times a year to take a course of physical therapy, and if necessary, more.

Application No. 6

Massage

FLATFOOT

Massage tasks. To help strengthen the muscles of the arch of the foot, relieve existing fatigue in individual muscle groups, strive to reduce pain. Restore the function of the foot, its spring properties.

Methodology. The position of the patient - lying on his stomach, then on his back. Begin massage from the thigh area, then massage the lower leg and ankle joint. Apply techniques: stroking, rubbing, kneading, vibration. Particular attention should be paid to the anterior and posterior surfaces of the calf muscles, then directly to the arches of the foot. Use techniques: rubbing, pressing, shifting. Massage must be combined with corrective gymnastics, special developmental exercises - such as cycling, the pedals of which have a cone-shaped roller designed to form the arch of the foot. Swimming, walking on sand, pebbles, rope climbing, special exercises are also useful - squeezing the toes into a “fist”, clapping with soles, shifting small objects with the foot, squeezing a rubber bulb with the foot, lifting the ball, medicine ball, various types of walking with an emphasis on installation stop. At the end of the massage, passive and active movements should be combined. The duration of the procedure is 10-15 minutes.

The course of treatment is 12-15 sessions, preferably every other day.

It must be remembered that flat feet will progress if no action is taken, but this can be avoided and, even in advanced cases, completely cured. In children, flat feet usually develop slowly, and they do not particularly complain about pain in the feet, therefore, in order to prevent the development of a more severe deformity, it is necessary to periodically examine the feet of children and, if signs of flat feet are found, consult a doctor.

^ CEREBRAL PALSY

Massage tasks. Promote relaxation of muscle hypertonicity, sedative effect on hyperkinesis of individual muscle groups; stimulation, toning the function of paretic muscles; reduction of vegetative and trophic disorders; general improvement - child and improvement

Depending on the form of the disease, the therapeutic massage specialist chooses the most effective type of massage. So, to relax the muscles, techniques such as stroking, shaking, felting, light vibration are used. In order to stimulate individual muscle groups, deep continuous and intermittent stroking with fingers, combs, rubbing with weights, comb-like, tapping, tong-shaped kneading, hatching, planing are used.

When conducting segmental massage, all methods of paravertebral exposure are used. The massage plan is based on the general variant of exposure: back, collar zone, periscapular region, upper limbs, lower limbs. Massage of the arms and legs always starts from the overlying areas, i.e. shoulder, forearm, hand and thigh ^ shin, foot.

The main thing in conducting massage is to use all techniques selectively, taking into account the clinical characteristics of the patient's condition. All special medications should be used and thermal procedures should be carried out before the massage, with all types of massage, the possible posture of the patient should be taken into account. The course of classical massage - 25-30 procedures, segmental massage - 10-15, linear - 10-15, and acupressure - 20-25 procedures. All types of massage must be combined with special exercises in the process of individual lessons with the child.

^ SCOLIOSIS

Massage tasks. Increasing the general tone of the body; normalization of the functional capabilities of the cardiovascular and respiratory systems; formation of correct posture; contributing to the strengthening of the muscles of the body, the development of a muscular corset.

The position of the patient is lying on his stomach (the massage therapist is on the right), lying on his back (the massage therapist is on the left of the patient) or lying on the opposite side of the thoracic scoliosis (the massage therapist is behind his back - behind). With a double curvature of the spine in different departments, the technique is divided (conditionally) into 4 parts, in each specific case they are approached differently.

Methodology. The patient lies on his stomach, the masseur stands on the side of the thoracic scoliosis (Fig. 179). First, general stroking of the entire surface of the back is carried out (flat, encircling, rake-like, ironing), then a sedative, relaxing effect on the upper part of the trapezius muscle is performed (stroking, rubbing with fingers - circular, labile continuous vibration), rubbing, kneading, vibration on elevation in the area of ​​thoracic scoliosis (comb-like rubbing, tapping, chopping, forceps-like kneading along the long muscles of the back); all techniques for the purpose of toning, stimulation should be carried out locally. After that, the region of the lumbar concavity is massaged (all techniques for relaxation, stretching, sedative effect - stroking, rubbing, vibration is only labile, uninterrupted).

The patient turns to the left side. In this position, pulling techniques for the right iliac crest are used. After that, the patient lies on his stomach. They continue to massage the scoliosis area in the lumbar region, in the bulge area (all methods of stimulation, toning - kneading, intermittent vibration, all varieties to strengthen the muscle roller). Then, relaxation and stretching of the subscapular region (left scapula) is carried out, paying attention to the intercostal spaces (rake-like stroking, rubbing, labile vibration), pulling the left corner of the scapula from the concavity of the spine, stimulation and toning of the shoulder girdle, muscles above the left scapula, upper part of the trapezius muscle (rubbing, kneading, intermittent vibration, as well as percussion techniques).

The patient rolls onto his back. In this position, massage the anterior surface of the chest.

In the subclavian and supraclavicular regions, as well as in the region of the pectoral muscles on the left, all techniques are used to stimulate, strengthen the muscle corset (rubbing, kneading, intermittent vibration, shock techniques). In the area of ​​​​the anterior costal hump (protrusion), techniques are performed with pressure on

this area with posterior movements, alignments; massage manipulations for the purpose of stimulation, toning. On the anterior abdominal wall, abdominal press, all methods of stimulation, toning (comb-like rubbing, kneading, intermittent vibration, shock) are performed. On the upper section of the pectoral muscles on the right, all techniques are performed to relax and pull the shoulder back, aligning the planes of the levels of the shoulder girdle. Complete the massage with a general stroking of the entire back, shoulder girdle.

Methodical instructions. In the area of ​​sunken ribs and muscles, do not apply hard pressure techniques. Strive in the technique to create body symmetry. Use passive correction techniques. With practice, the massage therapist can massage individual areas at the same time, using both stimulation and relaxation techniques. This type of massage is an important corrective method and an additional method in combination with other types of treatment. Procedure time - 20-30 min. The course of treatment is 20-25 procedures.

Corrective exercises for children with moderate and severe mental retardation

Exercises for the development of motor skills and attention

1. The child must, according to the instructions:

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

point out with an outstretched hand to 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 the 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 items scattered on the floor in a box.

3. Two points are put in a notebook with a pencil, the child must draw a line connecting them with a finger (points are given in different directions).
4. The child must:

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

run along the plank, carrying some object.

Exercises for the development of memory and attention

1. The teacher shows the child pictures and quickly removes them. The child must name from memory, show what he saw.
2. A rhythmic knock is made (with a stick on the table, by 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, the teacher touches him. The child must determine how many times he was touched.

Corrective exercises to achieve a certain speed of movement

These exercises are advisable to carry out with inert, sedentary children.
1. Remove hands from the table quickly on command.
2. Quick hand movements on command (raise your hand, stretch it to the side, etc.).
3. Tap the table quickly 3,4,5 times.
4. Quickly leave the table, say your name (or age, or address) and sit down.
5. Quickly pick up some object (previously the teacher drops it)
6. Wipe the board quickly.
7. At a fast pace, name the displayed subject pictures.
8. When a child learns to fold a pyramid, collect a nesting doll, you can arrange a competition with him "Who is faster." The teacher simultaneously folds the same pyramid with him, sometimes ahead of the child, sometimes giving him the victory.

Exercises to distinguish colors, shapes, sizes

1. Some figure from a colored geometric mosaic (rhombus, circle, triangle) is shown. The child must choose the same in shape (in color).
2. A certain figure is shown (from the same mosaic), and then it is removed. The child must choose the same one from memory.
3. Arrangement of multi-colored balls, sticks in heaps by color.
4. Folding various pyramids.
5. Folding nesting dolls.
6. Line up a chain of cubes of the same size and the same color. Aligning cubes of different sizes in a row according to the principle of gradually decreasing the size of each subsequent cube.
7. They line up homogeneous objects of different sizes (mushrooms, boats, dolls, etc.). The child is offered 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 learn to name these colors correctly; new ones are gradually introduced. Through exercises 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, objects made of 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 may include:

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

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

4. Silently stand up and sit down.
5. Silently walk to the window (to the door), return to your seat and sit down.
6. Quietly raise and lower the book. Can be several times.