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Tatiana Efremova

In our MADOU DSKN No. 4 of the city of Sosnovoborsk, there are specialized groups for children with visual impairments.

Children attending these groups have various visual pathologies and low visual acuity. Most often, the most common diagnoses are farsightedness with strabismus, farsighted astigmatism, myopia, and amblyopia.

Therefore, the problem of restoring the child's health comes to the fore in our kindergarten.

It should be noted that a child attending a specialized group must spend a certain amount of time daily for therapeutic training sessions, from which children of the kindergarten of ordinary groups are free.

This problem is solved by combining ophthalmic treatment with pedagogical activities aimed at preventing the restoration of visual acuity and eliminating strabismus. Activities for the correction of visual impairments are carried out systematically, taking into account the recommendations ophthalmologist doctor.

In pedagogical activities, special correctional games and exercises are used to correct and prevent visual impairments.

The presented correctional games and exercises can be used in various activities. educators of general education groups for the prevention of vision, and parents.

Correctional exercises and games for the development of visual perception.

1. Effective for enhancing visual acuity and development of fine motor skills of hands,with coordinated action of both hands exercises for sorting and stringing beads. The child is invited to make a decoration for the Christmas tree, for the mother - beads. To do this, he needs to string the beads on a thread. For example: when sorting, select first red beads, then yellow, green, orange, blue.

These tasks contribute to the formation binocular vision, color discrimination of primary colors.

2. Actively influence development visual acuity, eye mobility and cognitive development of the game "Labyrinth".

The child is invited to lead to the goal: animals, cars, etc., leading with a pencil or a button through the labyrinth.

3. To improve visual acuity I use a game exercise: "Cheerful contour"... I give the children the task of tracing contour images through tracing paper. First, a sheet of white paper with a contour image is placed on the table. On top of the image tracing paper. You need to circle the outline. The resulting image can be cut, shaded.

4. The ultimate goal of strabismus treatment is to develop binocular and stereoscopic vision... To develop simultaneous vision, the following exercise is performed: "Silhouette".

Superimposing one image on top of another. Outline images of leaves are drawn on a sheet of white paper. And exact copies of these images cut out of colored paper are given (superimpose copies on the drawn images).

5. For development binocular, stereoscopic vision the game is used "Confusion".

The child is shown an image of a picture with various overlapping vegetables and objects. They ask the child to name which objects are drawn and what color they are.

Name the vegetables on the right that are hidden in the confusion.

6. According to the method of V.A.Kovalev In some cases, children perform this gymnastics, following the simulator with their eyes. "Flag", "Mitten", "Colored palms", which is controlled by the educator, the trajectories of the flag coincide with the pattern of the mail envelope. All gymnastics takes 1-2 minutes.

7. Exercise on gaze fixation directed to convergence development, production binocular vision- developed Academician V.P. Filatov.

We stand or sit quietly. We stretch out our hand. We fix our gaze on the tip of the index finger, hold our gaze on our own finger approaching, with the other hand simultaneously feel this finger.

With this method, in addition to fixation (there is a coordinated work of the visual, motor analyzers).

8. Simulators for the development of perception and visual-motor motor coordination.

Place of drawing of schemes - simulators - the walls of the group.

Exercise machine "Butterfly"

Exercise machine "Ladoshki"

Trainer "Routes of the eyes"

1. Tracking eyes along a given trajectory;

2. Tracking eyes and tracing with the index finger (pointer) or the same index fingers and hands of the trajectory of movements.

The poster shows the lines - "Routes" for the eyes, each exercise is performed throughout the day.

9. Scheme of visual motor projections - developed Professor V.F.Bazarny it is applied for vision correction, prevention of myopia.

1. - Smooth eye movements horizontally: left, right.

2. - Smooth movements of the eyes vertically: up, down.

3. - Move your eyes clockwise on a red ellipse.

4. - Eye movements counterclockwise on the blue ellipse.

5. - Continuous eye movements along two ellipses.

10. "Mark on the glass" (after E. S. Avetisov).

Allows you to train the eye muscles, the contraction of the muscles of the lens. Promotes prevention of myopia... Exercises are performed from a standing position.

The child is invited to consider a circle pasted on the glass (slowly count to ten, then look at the farthest point behind the glass and also slowly count to ten.

It is a kind of gymnastics for the eyes and just helps them to relax.

Children rub their palms until you feel warm... After that, the palms are placed on the closed eyes in such a way that the center of the palm is just over the eye. The palms are a key part of palming. Keep your palms in front of your eyes for 2-3 minutes. At this time, you can turn on calm music or read poetry.

12. Relaxation- deep muscle relaxation, accompanied by the release of mental stress.

For recuperation and relieving emotional arousal in children, muscle relaxation is performed to calm them down. Children lie on their backs, relaxing all muscles, and close their eyes. Relaxation takes place to the sound of calm music.

Of particular interest are the following exercises:

Eyelashes go down ...

Eyes close ...

We are resting quietly ... (2 times)

We fall asleep magically ...

Our hands are resting ...

Get heavy, fall asleep (2 times)

The neck is not tense

And she is relaxed ...

The lips are slightly parted ...

Relax so nicely. (2 times)

Breathes easily, evenly, deeply.

We are having a wonderful rest.

We fall asleep magically ...

In free activity I use games on building coordination in system coordinated eye-hand skill and correction of its shortcomings.

Target: stimulation of visual and tactile analyzers, development of visual coordination.

"Assemble the whole from the parts"

"Lay out a figure from sticks"

"Mosaic",

"Collect a picture from geometric shapes"

flannelgraph "Seasons"

"Who quickly"

Regular corrective exercises have shown that:

In children, visual acuity increases, motor functions of the eyes develop, binocular vision develops;

Cognitive activity increases, the psychoemotional state and health of children improves.

Literature:

1. Ermakov V. P., Yakunin G. A. "Development, education and upbringing of children with visual impairment" - M., 1990

2. "Teaching and education of preschoolers with visual impairments" (from work experience), ed. Zemtsova M.I. - M., 1978.

3. Druzhinina LA Correctional work in kindergarten for children with visual impairments. - M.: "Exam", 2006.

4. Grigorieva LP Development of perception in children. A guide for correctional classes with children with visual impairments. - M., "Press".

5. Ermakov VP Development, training and education of children with visual impairment. M., 1990.

6. Nagaeva TI Visual impairment in preschoolers. - Rostov on Don: "Phoenix", 2008.

7.L.I. Medvedev. Treatment of strabismus and amblyopia in children in specialized kindergartens. Ed. "Shtiintsa" Chisinau 1986.

Correctional games and exercises for children with special educational needs

Perception development games and exercises

Perception- a complex process of receiving and transforming information, providing 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 differentiation 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, categoricality.

Objectivity- the ability of a person to perceive the world not in the form of a set of sensations not related to 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 objects are hidden in the drawings?"

The child is explained that he will be shown several outline drawings, in which, as it were, "hidden" many objects known to him. Next, the child is presented with a drawing and asked to name sequentially the outlines of all 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 proceed to the next picture only when all the items in the previous picture have been 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 tassel, 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 its “paws”. It is necessary with closed eyes to guess which "animal" touched the hand - "glass, wood, etc.". The touch should be stroking, pleasant.

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

Exercise 3. "List the items."

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

The driver is invited, he is told the situation and 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 begins to list the things on the table. After each correct answer, the group says “Right!”, After the wrong one, “Wrong!”. If the driver did not list all the items, the group says which items he forgot.

In elementary school, toys can also be used.

Exercise 4. "Hand-eye coordination". The exercise includes several tasks.

Task 1. A point and an asterisk are drawn here (show). Draw a straight line from point to asterisk 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.

Assignment 3. Look: here is a drawn track (show). You need to draw a straight line from the beginning to the end of the path in the middle of it. Try to keep the line from brushing against the edges of the track. Don't take your pencil off the paper. When you're done, put your pencil down.

Task 4. There are also drawn a dot and an asterisk. 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 the broken line, and then draw the exact same figures yourself. Draw them the way you see them, try to convey the shape and size of the figure correctly. Trace 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 the broken line, but you need to draw the line only in the direction in which the arrow shows. As soon as you finish drawing to the "crossroads", look where the arrow is pointing, and draw further in that direction. The line should end with an asterisk (show). Don't take your pencil off the paper. Do not forget that the leaf cannot be twisted. When you're done, put your pencil down.

Exercise 5. Figura-background discrimination... 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 drawing 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 trace as many diamonds as you can find.

Exercise 6. "Spatial relationships". Look closely at the drawing of the assignment. You see the figure (show in the picture). What does it look like? But it is drawn not just like that, but point by point, i.e. each line goes from one point to another. You need to draw the same shape, connecting free points with lines. Be attentive, watch from what point to what point the lines go. When you're done, put your pencil down.

2. Games and exercises to develop 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, actually recollection.

Types of memory: voluntary, 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 mechanisms and techniques of memorization. A person involuntarily remembers, and, moreover, can reproduce far from everything in a row 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 method of storing information for a short period of time. It retains the most essential elements of the image. From instant memory, only that information that attracts increased attention gets into it.

Operational- storage of information for a certain, for a previously set period. The storage period 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 a variety of sounds.

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

Emotional- memory for experiences. The fact that a person causes emotional experiences is remembered by him without much difficulty and for a longer period.

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

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

This takes 5 minutes.

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

Children are given instructions similar to the following: “There are nine different figures in this picture. Try to remember 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 such 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 seconds. 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 pictures 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. "Know the figures." This task develops a type of memory called recognition. In the task, the children are offered pictures accompanied by the following instruction: “Before you are 5 pictures arranged in rows. The picture on the left is separated from the rest by a bold vertical line and looks like one of four pictures in a row to the right of it. It is necessary to find and point to a similar picture as soon as possible. " The task is carried out no more than 1.5 minutes, even if the child by this time has not coped with all the tasks.

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 knew how to 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 faces them. The 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, he needs to tell which player likes which color.

Exercise 7. "Tachytoscope". The class sits in a circle. One or two participants stand in the center of the circle. They extinguish the light, and the participants standing inside the circle take any poses, motionlessly frozen in them. At the ready signal for a short time, turn on and then turn off the light. At the moment of the flash, those sitting in a circle try to remember the position of the posing as accurately as possible. After a flash in the dark, the participants posing in the center return to their seats. Then the lights are turned on, and the members of the groups, with the exception of the posed, jointly try to restore what they saw.

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

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

One driver is selected from the group. He walks out the door for 3-5 minutes. In his absence, the teacher and the children come up with a story in which the main character is a literary or historical hero.

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

If the answer is wrong, the guys supplement the told story 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 the 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 any object of perception. It is not found in its "pure" form, functionally attention is directed to something.

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

Attention volume measured by the number of objects that are perceived simultaneously. Objects united in meaning are perceived in a greater number than not united. In an adult, the volume of attention is 6-8 objects.

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

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

Stability of attention- the general focus of attention in the process of activity. Interest has a significant effect on the stability of attention. Monotonous actions reduce the stability of attention.

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

Switching attention consists in restructuring attention, in transferring it from one object to another. Distinguish between intentional (voluntary) and unintentional (unintentional) switching of attention. Intentional switching of attention is accompanied by the participation of a person's volitional efforts.

Kinds of attention:

Involuntary attention- involuntary, spontaneously arising attention, caused by the action of a strong, significant or new, unexpected stimulus. This is focusing on an 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 to him, but on what he should do. By voluntarily focusing on the object, a person makes a volitional effort that maintains attention throughout the entire process of activity.

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

Exercise 1. "Remember and dot the points."

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

Before starting the assignment, the child receives the following instruction: “Now we will play a game of attention 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 sequentially, for 1-2 seconds, is shown each of the eight cards with dots from top to bottom in a pile in turn, and after each next card, it is proposed to reproduce the seen points 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 down the badges." The task is designed to develop the switching and distribution of the child's attention. Before starting the assignment, the children are shown the drawing and explained how to work with it. This work consists in putting in each of the squares, triangles, circles and rhombuses the sign that is set at the top of the sample, i.e., respectively, a tick, bar, plus or point.

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

Exercise 3. The exercise is aimed at developing the distribution of attention. The teacher offers the following tasks: count out loud 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 will not go astray." For example: "One, two, I will not get lost, four, five, I won’t get lost ...".

This exercise is good for math lessons in any class.

Exercise 4 . Development of voluntary attention.

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

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

Exercise 5. Development of sustainability of attention. Exercise to develop sustainability of attention.

The child is given a small text and asked, looking through each line, to cross out any letter, for example "A". Time and number of errors are recorded. The results are noted on the graph every day. They note the improvement in the results, introduce the child to them, and rejoice with him.

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

Exercise 6. "Sea waves". Development of attention switching.

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

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

Exercise 7. "Gvalt"... Development of concentration of attention. One of the students (optional) becomes the driver and walks out the door. The group chooses a phrase or a well-known quote, 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 their every word. The driver must guess what kind of phrase, quote, collecting it by word.

It is advisable that before the driver enters, each child repeats aloud the word he has inherited.

The exercise can be used in any activity. 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 options for the game).

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

Good to use in math lessons. As a change in the type of activity.

Exercise 9. "Rumors". Develop auditory attention.

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

At the end of the auditory attention switch chain, discuss with the children any sounds they hear.

Exercise 10. "What changed?". Small items (eraser, pencil, notebook, 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 their powers of observation first, please go to the table! He is offered to familiarize himself with the arrangement of objects within 30 seconds (they count up to 30); then he must turn his back to the table, while three or four objects are transferred to other places. Again, 30 seconds are given to inspect objects, after which they again cover them 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 this question will always be easy to answer! Answers are evaluated in points. For each correctly indicated object, the player is credited with 1 point as a win, but for every mistake 1 point is deducted from the number of won. An error is considered when an item is named that has not been moved to another place.

Let's shuffle our "collection" by arranging objects in a different order, and call another participant in the game to the table. So one after another all comers 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 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 of the game.

It is good to play the game as a change of activity.

4. Games and exercises for the development of thinking

Thinking- the highest level of human knowledge. It allows you to gain knowledge about such objects, properties and relationships of the real world, which cannot be directly perceived at the sensory level of cognition.

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

Thought processes: analysis and synthesis.

Analysis- This is the dismemberment 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.

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

Comparison- establishing the 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 connection of the essential and its connection with the class of objects and phenomena. The concept becomes one of the forms of mental generalization.

Abstraction - it is the allocation of any side or aspect of the phenomenon, which in reality do not exist as independent ones. Abstraction is performed for a more thorough study of them and, as a rule, on the basis of previously performed analysis and synthesis.

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

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

Exercise 1. "Tell me from the picture"... The child is offered a drawing, a picture, an illustration on the topic of the lesson. The child is asked, after carefully examining the drawing, the picture to tell how he understands what is depicted 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 an event related to the topic of the lesson, but also substantiate his opinion about it, i.e. explain why he thinks so, indicate those signs that, in his opinion, indicate that the figure shows exactly this, and not any other event.

Exercise 2. "Who is missing what?"

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

Exercise 3. "Matrices". The 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 more complicated tasks of the same type: to search for patterns in the arrangement of parts on the matrix (presented in the upper part of the indicated figures in the form of a large quadrangle) and the selection of one of the eight data below the figures as a missing insert to this matrix corresponding to its figure (this part of the matrix is ​​presented below in the form of flags with different pictures on them). Having studied the structure of the large matrix, the child should indicate which of the details (one of the eight flags at the bottom) that best suits this matrix, i.e. corresponds to its drawing or the logic of the arrangement of its parts vertically and horizontally.

Exercise 4. "Exclusion of concepts"... The development of the processes of generalization and distraction. The teacher offers the students the following task: “Of the five suggested words, four are similar to each other and they can be united by one name. Find the wrong word and tell me what you can call the other four. "

For example:

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

2. Brave, brave, brave, evil, decisive.

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

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

5. Milk, cream, cheese, bacon, sour cream.

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

7. Birch, pine, wood, oak, spruce.

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

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

10. Hammer, nail, pliers, ax, chisel.

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

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

You need to use words and concepts related to the subject being taught, you can combine words by topic and children should exclude words that do not fit a particular topic.

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

Exercise 6. "Definition of concepts". The child is offered sets of words and concepts that relate to a specific topic. The following instruction is suggested: Before you are words. Imagine that you have met 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 to write as many words as possible related to a particular lesson topic in one minute. The topics are set by the teacher. Words should not duplicate each other.

Or children are presented with a set of letters: "S CH L O I" (number). Children need to 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.

For example, in a biology lesson: this or that plant (what is it for, the benefits, the meaning of this plant, what can be done, what 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, diversifies the lesson.

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

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

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

Exercise 10. "Words"... Come up with words related to a topic that begin or end with a specific syllable.

For example, in math:

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

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

And so on in any subject. The task 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 are the letters: B, M, S, K (the subjects are presented with printed letters). Example sentence: "Cheerful boy watching a movie."

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

Exercise 12. "Word Association".

Provide as many definitions as possible for a 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 other book is there? Old, new, modern, large, heavy, long, medical, military, reference, art, famous, popular, famous, rare good, funny, sad, scary, sad, interesting, smart, useful, etc.

The assignment can be used in the middle of the session, both written and oral.

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

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

Game 2. "Two-legged". The game is carried out similarly to the previous one, but only 2 fingers participate in "races": the index and middle fingers. The rest are pressed to the palm. You can arrange races between the "two-legged" left and right hand.

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

Game 4. "Don't drop it!" The 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 his right hand and puts it on a box or lid, trying not to drop it.

If it works, then with the same fingers, he transfers the matches to another box with his left hand.

If he coped, then he tries to do the same with the middle and thumb of both hands (alternately). And then - nameless and big, little finger and big. (If even 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 texture of the filler. After several tests, the child, with his eyes closed, puts 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, ask the child to stroke each finger of the hand without removing their hands from the container 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 touch recognition. For example, with your eyes closed, find out which tree the leaf belongs to. At the same time, in order for the fingers to work more differentiatedly, you need to ask the child questions: what is the shape of the leaf, the texture ("hard or soft", "smooth or rough, with streaks"), what sensations arise in the fingers.

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

Game 6. Identification 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 figures, numbers or letters on 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. Modeling of geometric shapes, letters, numbers from plasticine. For school-age children, modeling not only printed, but also capital letters. Then, the recognition of cobbled letters with closed eyes.

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

Game 9. Rolling the pencil between the fingers from thumb to pinky 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.

Correction is correction. This section contains exercises mainly aimed at 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.

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

Exercise "Goldfish"

Target: Removal of aggressiveness, development of communication skills.

Carrying out: Everyone stands in a circle, tightly pressing their shoulders, hips, legs together, holding hands. It's a web. Driving - a goldfish stands to the circle. His task is to get out of the circle, and the task of the rest 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 "This is me, recognize me"

Target: Development of empathy, removal of aggressiveness.

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

Game "Silence"

Target

Terms of play

Note

Exercise "Give a pebble"

Leading... Guys, please take one pebble out of the box and present it to whoever you want, but always with the words: "I give you this pebble because you are the most ..."

Those children who did not get anything are given pebbles by the presenter, but always noting the best qualities of each child to whom he gives a gift.

Exercise "Seek Joy"

Target

Age: junior school.

Material: Notebooks, pens.

Carrying out

Game "Storks - frogs"

Target: training attention, control of motor activity.

Terms of play... All players walk in a circle or move around the room in a free direction.

When the leader claps their hands once, the children should stop and take the stork pose (stand on one leg, arms out to the sides). When the leaders are slapped twice, the players assume a frog pose (sit down, heels together, toes and knees to the sides, hands between the soles of the feet on the floor). With three claps, the players resume walking.

Note... You can think of other poses, you can use a lot more poses - this makes the game more difficult. Let the children come up with new poses for themselves.

The game "Wizard of sleep"

Target

You can make a magic wand with your child. In the light of a night lamp with this wand, the child touches all objects in the room and says: "So the chest of drawers fell asleep ...". After all the objects "fell asleep", the "wizard" himself goes to bed and touches himself with a magic wand and says: "And I will sleep." The light goes out. Game over.

Exercise "Odyudyuka"

Leading... Now I will tell you a story ... Once upon a time there was a fairy-tale forest. In hot weather, he sheltered all its inhabitants from the scorching rays of the sun. In the rain, it gave pilgrims 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, removed the 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 grew, which blossomed, and which needed medical attention. And also in the forest lived an uncle bear - Mikhailo Ivanovich, and he was the wisest, kindest and most attentive animal in the forest. If trouble happened, he always came to the rescue.

And then one day Pif the puppy walks along the path and hears: "Oo-gu-gu." He backed away, but suddenly "It" flew right in front of him with a roar and began to frighten Pif. Fear made the puppy's coat stand on end. He barked, but the horror story did not disappear, but continued to fly around and push. Pif ran to look for his friend Tim the bear. And Tim at this time was examining the Christmas trees that he was growing for the upcoming New Year. And suddenly someone ran into him from behind and pushed him with all his might. The bear fell and saw something furry. This "something" flew around and howled in a terrible voice. The little bear got scared and ran in search of a friend.

They met at the house of the uncle bear and began to think what to do next. Then Mikhailo Ivanovich leaves the house and asks:

- What happened?

Friends began to vying with each other to tell, and finally decided:

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

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

Animals surrounded her and tore off the veil under which "It" was hiding. And the horror story of Odudyuk appeared in front of 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, you'd better tell me why you came to our forest.

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

- Mom and Dad I have hereditary Odyudyuki. We always scare everyone. Mom - dad and me, dad - me and mom. In all my life, no one has said a kind word to me. 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, if you want - beat, but if you want - come up with something terrible so that my blood froze in my veins.

The animals began to keep the advice. They thought, thought, how best to punish her, and then suddenly someone offered to take pity on her. After all, no one ever said kind words to her. (What do you think, what words did the animals say to Odyuduke?) And then the animals taught Odudyuka to smile, and she ceased to be evil and scary.

Can you teach Oduduk to smile?

Amazing!

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

Exercise "Thunderstorm"

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

The grass rustled, a light rain fell.

The rain began to intensify.

Thunder rumbled. Hail fell. The pouring rain poured down.

A light rain has started.

A light breeze blew.

And finally, the first rays of the sun came out. Wake up baby. How do you feel? Has your fear of a thunderstorm lessened?

Game "I don't want semolina"

Goals

Instructions:

Analysis:

How can you make your parents angry so that they even more want to decide everything for you? How can you talk to your parents so that they are ready to give in to you? On what issues should children have the right to make their own decisions?

The game "Speak!"

The adult invites the children to play a game of questions and answers, but warns that they can only answer the questions 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 the ball in the game makes it more difficult, but also makes it more interesting.

Exercise "Affectionate name"

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

The game "Ay!"

Age: preschool.

Game "Mothers and Daughters in reverse"

Target: Play for trouble falling asleep.

Daughter and mom or dad and son are playing. 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 one. She can persuade her or punish her. You can help your child make a decision.

Exercise "Rainbow Portraits"

Target: Development of interaction skills, removal of aggressiveness, familiarity with your body.

Age: preschool, junior school.

Materials (edit): Audio recordings "Forest", "Lake". Colour pencils. A3 sheets of paper.

Carrying out: Children remember which body parts 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 touching them, touching the cilia, winking at one neighbor with the right eye, and at the other with the left, etc.). Next, "rainbow portraits" are drawn. Children, one by one, lie on the floor and on a large sheet of paper, the presenter traces the outline of the head with a felt-tip pen. Having received the outline of his head, the child, to the music, draws around it with those pencils that correspond to his mood.

Exercise "Hour of Silence" and "An Hour Is Possible"

Target: to enable children to dump the accumulated energy, and an adult - to learn how to manage their behavior.

Agree with the children that there will be an hour of silence in the group when they get tired or have an important task. Children should be quiet, play calmly, draw. But as a reward for this, sometimes they will have an "can" hour when they are allowed to jump, shout, run, etc. familiar to your group. It is better to stipulate in advance which specific actions are permitted and which are prohibited.

Exercise "Chopping wood"

Target: Help children switch to active activity, feel their accumulated aggressive energy and “waste” it while playing.

Carrying out: Say the following: How many of you have ever chopped wood or seen adults do it? Show how to hold the ax. What position should the arms and legs be in? Stand so that there is some free space around. We will chop wood. Place a piece of log on a tree stump, raise the ax over your head and forcefully lower it. You can even cry out: "Ha!" To carry out this game, you can split 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, this is the 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 tell you. And you guys, come quietly 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: Teach children to communicate effectively.

Material: Any items, toys.

Carrying out: 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. Another participant (participant 2) should ask for this object.

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

Instructions for participant 2: "Choosing the right words, try to ask for a toy so that they will give it to you." Then participants 1 and 2 switch roles.

Exercise "Little Ghost"

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

Carrying out: Guys! Now we will play the role of good little ghosts. We wanted to play a little hooligan 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 are spread out) and utter the sound "U" in a terrible voice. If I clap quietly, you will quietly say "U", 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! Joked and 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 who sits on the pillow will always begin the story with the words: "I want ..." Everyone else will listen to him attentively.

Exercise "Box of Experiences"

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

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

The adult names the proposals, 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 not correct.

"Roma visited his grandmother and was so happy that he took offense at her." "Sasha took the toy from Petya and beat him, Petya had a fight with him." "Lena really likes Seryozha, so she beat him." “Maxim presented Dasha with sweets, and she was very happy”. “Seryozha saw that Maxim had presented Dasha with sweets, he was offended that he did not do it himself and therefore had a falling out with Maxim.”

Situations can be selected from the immediate life of the 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

Conversation "What if ..."

Target: Play for trouble falling asleep.

How would they spend the night when everyone else is asleep? How would they feel if the whole house were at their disposal? What would your little ones do if they miss so much free time?

How would they explain to other people why they shouldn't have been sleeping? What would your kids do if they were invited to a party when they need to sleep, or if they had to go to night camp? How would they explain why they did not dream?

Purpose: relieving anxiety, anxiety, preparing for the expected stressful situation.

Time required: 5-10 minutes.

Procedure: Relax and imagine that you are sitting on a wonderful green lawn on a clear sunny day ... The sky is lit up with a rainbow, and a particle of this radiance belongs to you ... It is brighter than thousands of suns ... Its rays gently and tenderly warm your head, penetrate into the body, spill over it, all of it is filled with a cleansing, healing light, in which your grief and anxiety, all negative thoughts and feelings, fears and assumptions dissolve. All unhealthy particles leave your body, turning into dark smoke, which is quickly dispersed by the gentle wind. You are free from anxiety, you are cleansed, you are light and joyful!

Game "Silence"

Target: development of auditory attention and perseverance.

Terms of play... Children are instructed: “Let's listen to the silence. Count the sounds you hear here. How many are there? What sounds are these? (we start with the one who heard the least) ".

Note... The game can be made more difficult by giving the children the task of counting sounds outside the room, in another classroom, on the street.

Exercise "Candle of Confidence"

Target

Exercise "Tukh-tibi-spirit"

Target: Removal of negative moods and restoration of strength.

Age: preschool, junior school.

Material: Not required.

I will give you a secret word. This is a magic spell against bad mood, against resentment and disappointment. To make it really work, you need to do the following. Now you will start walking around the room without speaking 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 and angrily: "Tukh-tibi-spirit." Then continue walking around the room. From time to time, stop in front of someone and again utter this magic word angrily and angrily. For the magic word to work, you need to say it not into emptiness, but looking into the eyes of the person standing in front of you. There is a comical paradox in this game. Although children should utter the word "Tukh-tibi-spirit" angrily, after a while they cannot help but laugh.

Exercise "Want it - you don't want it"

In a circle, starting with the presenter, the children ask each other the following question: "Andrey, do you want me to hug you?" Having received the answer, the appropriate actions are taken.

Kangaroo game

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

Content: Participants are divided into pairs. One of them is a kangaroo - standing, the other - a kangaroo - first stands with his back to him (tightly), and then squats. Both participants join hands. The task of each couple 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 switch roles, and then - partners.

Discussion: Participants in the game in a circle share their impressions, sensations that arose in them when performing various roles. They then discuss how play can be used in everyday practice and how play can be used in dealing 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 so that you always have a few worthy jokes ready at hand, collect funny stories, stories, anecdotes.

Game "On the bridge"

Age: preschool, teenage, adults.

Before starting 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 overturn). The task is to go simultaneously 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. Anyone who steps over the line is eliminated from the game (falls into the abyss).

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

Exercise "Contemplator"

Exercise "Eye to eye"

Target: Develop a sense of empathy in children, tune in to a calm mood.

Age: preschool, junior school, teenage.

Material: Not required.

Carrying out: Guys, join hands with your deskmate. Look at each other only in the eyes and, feeling 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 states were transmitted, which of them 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.

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

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

Game "I don't want semolina"

Goals: It is very important that children learn to defend their interests in front of adults. These kinds of interests include the right to choose food, clothing, hairstyle. It is important, however, that children communicate their wishes tactfully, especially if their parents are not very confident. This game gives you the opportunity to learn how to express your desires politely and at the same time decisively.

Instructions:

Divide into pairs. I suggest you play a little role-playing game. One of you will be a 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 hates this dish. Please act out two versions of the conversation. In one case, let the child really anger the parents, and in the second, show that the child speaks to the parents so well that they are ready to give in to him.

Group Drawing Exercise in a Circle

Target: Development of empathy, goodwill towards each other.

Material: Paper, pencils.

Carrying out: 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 assignment, the original concept is discussed. Participants talk about their feelings. Collective drawings can be attached to the wall: a kind of exhibition is being created, which for some time will remind the group of collective work in a “foreign space”.

This technique can cause aggressive feelings and resentment. Therefore, the psychologist must warn the participants about the careful attitude to each other's work.

The game "Ay!"

One child has his back to everyone else, he is lost in the forest. One of the children shouts to him: "Hey!" - and the "lost" must guess who called him.

This game is good to use in the process of getting children to get to know each other. It is easier for a child with his back to everyone else to overcome the barrier in communication, overcome the anxiety when meeting.

Exercise "Japanese Dialogue"

Leading... There is no word for "no" in Japanese. If a Japanese does not want to fulfill someone's request, he will talk about anything, but he will not give an outright refusal. Want to know how it feels? Break into pairs. One in a pair is Japanese, the other is European. The European asks the Japanese for 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 a person's condition. To this end, we will perform the following exercises.

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

You can see how supportive words help us cope with 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.

Conversation "What if ..."

Target: Play for trouble falling asleep.

What if your kids never needed to sleep (because they were given a pill of some kind 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 were at their disposal? What would your little ones do if they miss so much free time?

How would they relax? Since children could not forget all the events of the day and refresh their heads with sleep, how would they scatter and prepare for the new day?

How would they explain to other people why they shouldn't have been sleeping? What would your kids do if they were invited to a party when they need to sleep, or if they had to go to night camp? How would they explain why they did not dream?

After the children think 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

Exercises to overcome anxiety

Exercise 1 "Breathing"

Breathing is life. By holding it back, you deprive the body of needs, in comparison with which everything else fades into the background and, even for a moment, loses its relevance. This moment is your win. Use it to get out of the direct effects of stress. To do this, with an exhalation, relax and with the next inhalation, lean back slightly, raise your chin and tilt your head slightly. Sit up straight and exhale all the air from your lungs. Relax as you exhale. Grasp the edges of the seat firmly with both hands and pull it up as you inhale, as if trying to lift a chair. Tighten your arms, abdomen, and other muscles in your body, continuing to lift the chair you're sitting on. While maintaining tension throughout the body, hold your breath. Exhale slowly through your nose, relaxing your body and letting go of the seat. Relax completely after exhaling. There should be no tension anywhere in the body. Do three to five of these cycles. Determine the time of inhalation, exhalation and holding the breath in accordance with your state of health and your breathing rhythm. If you have high blood pressure, then practice only a relaxing breathing method, without a phase of tension on the inhale. Then, with each exhalation, release from the tension remaining 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 utilized even more fully when breathing with a burning candle. Place a lighted candle on the table and sit in front of it so that the flame is 15-20 cm from your lips. Round your lips and exhale slowly into the candle flame. Do not extinguish the fire, but deflect it with a gentle, slow and strong blast of air. Try to blow so that the angle of inclination of the flame is the same from the beginning of the exhalation to its complete completion. Do this exercise for five minutes. In this way, you will learn an even, prolonged relaxing exhalation, which will "take out" from you and burn all the accumulated mental "garbage" from you in the candle flame, 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 distance that is comfortable for you. Feel like an observer, distant and at the same time interested in everything that is happening. Calmly and dispassionately consider what is happening as an external phenomenon. The distance you set does a service: you begin to see how and what you are doing, without turning into what you see. You can watch your emotions like anger, but you don't act on that anger. The main thing is not to let yourself be "drawn" into the situation again. Do whatever is necessary to maintain your distance: Imagine a glass barrier in front of you, move farther, rise above the situation and look down on it. You can relax and weigh everything more sensibly from this new perspective. Most of us find the best solutions, leaving all emotions aside. You are now looking at the external circumstances as a spectator, a silent witness who has stepped back for a moment to assess the situation. The whirlpool no longer whirls you like a traffic jam in a rushing, stormy stream. Assess the situation and make a decision on further actions: how you should behave in an optimal 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 been in you for a long time. It is only important to be able to take advantage of this 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 a tennis court, or somewhere else. It doesn't matter what kind of memory it is. The main thing is that at the moment it is positive and strong for you. Experience it once more in its entirety, as if it were all happening now. Feel your confidence and strength. With this feeling, enter a stressful situation and act on your confidence. Act on the premise that it is no longer the drama that is in the foreground, but the available chance to cope with it. Use it. Winning a victory brings a sense of pride in oneself, a sense of strength and the ability to respond to a serious challenge. Self-confidence builds up in you and you find that you have a sufficient margin of safety to withstand any trial that befalls you. 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 for this is to 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 courage, for example, 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 your desk and grab colored pencils or markers. Before you is a blank sheet of paper. Draw any subject - lines, color spots, shapes. At the same time, it is important to immerse yourself in your experiences, choose a color and draw the lines the way you want, in full accordance with your mood. Imagine that you are transferring your anxiety and anxiety to a piece of paper, trying to throw it out completely, to the end. Draw until the entire space of the sheet is filled and you feel calm. Your time is 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 hesitate 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 the piece of paper and throw it into the trash can. Everything! You are now free from your stressful state! Your tension has turned into a drawing and has already disappeared, like this drawing that is unpleasant for you.

Exercise "Counter humor"

You get a lot of unpleasant moments of mockery at you, jokes of colleagues and other people. How do you react to them? Are you embarrassed, upset, withdrawn 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 so that you always have a few worthy jokes ready at hand, collect 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, to master your own behavior is your individual resource that can support you in any difficult and emotionally stressful situations. This is the resource that will prevent you from becoming a victim of burnout.

Exercise "Contemplator"

Learn to treat everything that happens to you like a gray-haired oriental sage, contemplatively, that is, before reacting to the words or actions of loved ones, colleagues, 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 Confidence"

Target: 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, extended forward. The palms are raised up. One of the participants stands in the center of the circle. Hands are lowered along the body, eyes are closed. He relaxed into the hands of the standing people. The group picks it up and slowly, carefully passes it in a circle. 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 a person's condition. To this end, we will perform the following exercises.

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

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

Figurative-reflective exercise "Give yourself a name"

Purpose: achievement by each participant of the resource emotional states.

1) The coach 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, successful, achieved the goal, etc.). Remember where and when this event happened. Think back to your feelings at that moment. Relive this event again. "

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

4) Each participant tells the group about a specific event he saw and experienced in his imagination with the obligatory reflection of the source of his positive feeling (confidence, success, 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 (s) ... (does this and that)" or "I am confident in myself when I ... (do this and that) ".

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 "image of oneself" (in the language of physiology, called "body schema"), which 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 psychotechnics, where heightened attention is paid to three "tips of the body":

1. crown - to enhance the sensation of ascending streams of "energy" (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 descending streams of "energy" (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 the state of child-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 be 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 apparent opposite, is close to the meditative feeling of all-pervading unity with the world.

Initially, the exercise is performed in the supine position, after preliminary relaxation (in the course of training, in an arbitrary position). Attention and with it breathing are directed to an area of ​​the body that corresponds to one of the listed "boundaries". Attention is held in a given area for several minutes. Observe how, with each exhalation, the breath is "transferred" to the selected areas of the body, gradually creating a feeling of warmth, "energy" in them. After 3 - 5 minutes, switch your attention and breathing to the next "border" area. After you have passed all three "boundaries" 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 stretching, as if you are becoming taller. At the same time along the spine there is a feeling of a "stretched string". Then imagine that your body is enclosed on all sides in an impenetrable spherical shell. Mentally try to push this "cocoon" apart, resting on it at 5 points: hands, feet, and the crown of the 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 influences the state of consciousness and the alignment of sensations in the remote areas of the left and right halves of the body, contributing to the achievement of a balance of activity of the left and right hemispheres of the brain.

Note. Exercise, in addition to its health goals, has important practical uses in daily life. It helps a person quickly come to his senses in a situation of sudden stress, when "the earth is floating underfoot" and emotional balance and composure are lost. It is especially necessary for people who are overly worried before public performances (artists on stage, speakers in front of the tribune or athletes before going to the start). This exercise can be vital for people suffering from panic attacks, and it helps to relieve feelings of “impending loss of consciousness”. To do this, you just need to take a few deep breaths and exhalations and turn your attention one by one to each of the described boundaries, starting with the "earth".

It should be noted that the physical, bodily boundaries of a person ("external body", by) are represented in his inner world ("internal body" according to Bakhtin, or "virtual body" by) 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 susceptibility to someone else's influence, autonomy and dependence, as well as various stereotypes and internal limitations that a person can step over in the process of working on himself. As the experience of body-oriented psychology shows, work with bodily boundaries leads to the improvement of the aspects of personality related to them, is an important tool for personal growth.

Exercise "Meeting the Saboteur"

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 receiving guests.

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

Draw the Saboteur or the force that pushes to sabotage, counteracts the implementation of the plan.

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

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

The Saboteur can also be called: Stubborn Child, Why Try - Everything Is Useless If You Can't Be The Best - Give It Up, Quibbler, Destroyer, Loser. Sometimes the Saboteur is also the Victim, a subpersonality who likes to feel helpless, to seek attention with the skillful ability to seem inept, awkward, etc.

How would you name your Saboteur?

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

Exercise "Dance of Identities"

“Identify yourself consistently with the four elements: Air, Fire, Earth and Water. Feel the specificity and energy of each of the elements, surrender to it entirely. While doing this exercise, you can also identify with the forest, sky, river, grass, any animals, including fabulous ones, the four cardinal points, etc. In the dance, you can identify with anything, even with a door handle - this is 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" - it perfectly develops acting skills and reduces the feeling of self-importance. "

Exercise "In the footsteps of subpersonality"

Stand up and try to portray any of your subpersonalities.

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

Write down the answers to these questions to get to know your subpersonality better. Recording itself as a re-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 during the very work with the technique of internal dialogue.

Exercise "Dialogue with subpersonalities"

For a better understanding of subpersonalities, the following questions are used:

"What is your goal?" The question allows the subpersonality to tell 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 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 person, or do they prevent the person from fully expressing themselves?

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

"What do you want from me?" - reveals the hidden real needs of the subpersonality. The answer indicates secret desires deeply hidden in the subpersonality, and the possibility of satisfying these desires.

"What are you offering me?" - shows the hidden qualities of the subpersonality. Although they are, you need to make your way to them. At the same time, it is they who indicate the possibility of transformation of the subpersonality 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 opposite to its primary intention. Recognition of the primary protective function of the subpersonality is extremely useful. The manifestation of sincere understanding and compassion is especially important when we are dealing with difficult subpersonalities. Recognizing the original defensive function is extremely useful, especially when trying to interact with a difficult and uncomfortable subpersonality, which requires understanding and genuine compassion. The result is the acceptance of those qualities that, at first glance, are impossible to accept. This is followed by an increased understanding of the very difficult negative parts of our personality. Understanding and the ability to stand face to face with the subpersonality is the most direct and loving way to soften and transform rigid structures.

Exercise "Circle"

List all your desires. Write down whatever comes to your mind. Make sure to 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). Since you are not able to look at other people's lists, the following are the most common desires:

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

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

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

Draw (preferably with crayons or paints) symbols to represent your desires. Lack of artistic ability in this case does not matter. Just draw and color any symbols that come to mind.

When you are done drawing, give each subpersonality its own individual name. Some of them may look like nicknames: Adventurer, Prudent, Defenseless Tiny, Big Man, Hero-Lover, Healer, Expert. Others will be more romantic, for example: Primal Horse and Hound Lover, Country Girl, Forest Fairy, Miss Perfect, etc. It is important to come up with your own names that make sense to you.

Now color your self.

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

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 for yourself what they want, how they act and why they change.

Exercise "Synthesis"

Each of us would like to be a harmonious person. But first you need to identify and realize the polar qualities of your personality (character), and only then try to reconcile them. and swagger, the fight against authorities and the 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 polar quality of your psyche that you want to work with.

Divide a blank sheet of paper with a vertical bar in half and draw one of the selected polarities on one half of the sheet. On the second half, draw a free pattern of opposite polarity. The quality of the drawing does not matter. So, the two poles are opposite 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, test contact, disgust, etc.

Keep drawing and let the interplay of these polarities take shape. 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 picture, write down everything you experienced and make an assumption: how the new synthesis could be realized in your life.

Exercise "Workbook"

Such a notebook is intended for the regular recording of the processes of development of inner life. External events can be recorded insofar as they are associated with the dynamics of the inner world. Record keeping serves 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 are "boiled" and which 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 pictures, diagrams, only symbols you understand. Such drawings reflect the work of the subconscious and can be used to gain a deeper understanding of oneself.

Exercise "I am not a role"

Sit comfortably, relax, then mentally tell yourself:

“I am involved in a variety of activities and play many roles. I have to play these roles, and I want to play them as best I can, be it 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 performance from the outside, I can be not only an actor, but also a director of this performance ”. Concentrate on the thought, "I am playing the role I need, but I am not the role."

Exercise "What am I?"

The purpose of this exercise is to help you achieve 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, consists of different layers that hide the most important thing: our essence. These formations 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, hiding 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?"

Choose a place where you can be alone with yourself and where no one will disturb you. Take a piece of paper, write the number and heading: "What am I?" Then try to give a written answer to this question. Be as relaxed and honest as possible. Stop periodically and ask yourself this question again.

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

Stand with 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 completion. Perhaps you should accompany what is happening with some kind of sound or singing. When you finish, write down what you have experienced.

Corrective exercises for children with moderate to severe mental retardation

Exercises to develop motor skills and attention

1. The child must, according to the instructions:

stretch your arms up, down, right, left (if he does not know "right", "left", then - "to the window", "to the door");

show with an outstretched hand at a 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;

alternately straighten fingers 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 into a box.

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

walk along the drawn line (straight, circle),

run across the board, carrying an object.

Exercises to develop memory and attention

1. The teacher shows the child the 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, with a hand strike). Pupils are required to repeat it.
3. Some movement is being done. The child must repeat it from memory.
4. The child is blindfolded, the teacher touches him. The child must determine how many times he has been touched.

Corrective exercises to achieve a certain speed of movement

It is advisable to carry out these exercises with inert, sedentary children.
1. Remove hands from the table quickly on command.
2. Rapid hand movements on command (raise your hand, stretch 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 an object (the teacher first drops it)
6. Wipe the board quickly.
7. Call the displayed subject pictures at a fast pace.
8. When a child learns to fold a pyramid, to assemble a nesting doll, you can arrange a "Who is faster" competition with him. The teacher, at the same time with him, adds the same pyramid, sometimes outstripping the child, sometimes giving him victory.

Exercises to distinguish color, shape, size

1. A 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 pick up the same one from memory.
3. Laying out multi-colored balls, sticks in piles according to color.
4. Folding the various pyramids.
5. Folding nesting dolls.
6. Lining up with a chain of cubes of the same size and color. Arrangement of cubes of different sizes in a row according to the principle of a gradual decrease in the size of each subsequent cube.
7. They build homogeneous objects of different sizes (mushrooms, boats, dolls, etc.). The child is offered to show the largest, smallest.
8. Various objects of sharply contrasting colors are laid out. The child is asked to separate objects of one color from objects of a different color. Then they are taught to name these colors correctly; new ones are gradually being 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.

Correctional exercises for restless children

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

These exercises can be as follows:

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

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

4. Silently get up and sit down.
5. Walk silently to the window (to the door), return to your seat and sit down.
6. Quietly raise and lower the book. It can be done several times.