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Formation of spatial representations in children with mental retardation. Tell me, to which shoulder did I turn my head? Show the trace from the right foot

In children, the formation of spatial representations lasts up to 10-12 years, therefore, the slightest inconsistency of spatial strategic parameters completely deforms all activity as a whole, since speech processes have not yet gained their regulatory potential. In case of organic or functional insufficiency, it exposes all defects to the limit.

It is necessary to note the direction - normally, for right-handers, it is fixed in the position from left to right. With distortion of interhemispheric relationships or their lack of formation in ontogeny, it can change to the opposite - from right to left. In especially difficult cases, you can observe a change in the direction of perception and, accordingly, copying from the horizontal to the vertical axis (from bottom to top).

Recently, parents and teachers of mass schools are increasingly turning to neuropsychologists and defectologists with a request to help unsuccessful children of primary grades and preschoolers. In most cases, this is due to difficulties in writing, reading, arithmetic. We are talking about healthy children who are not observed by either a neuropathologist or a psychiatrist, and before school did not show any particular lag behind their peers. About 70% of these children are left-handed.

The presence of the left-handedness factor in most cases suggests an atypical course of mental ontogenesis from the point of view of cerebral organization. Usually, left-handed people experience distortions, peculiar delays and disproportions in the formation of various mental functions: speech (oral and written), reading, counting, constructive processes, emotions, etc. In addition, they are a “risk group” in terms of the occurrence of logoneuroses (stuttering), pathocharacterological features and phenomena of insufficiency of the affective-volitional sphere.

To help them, they need a special set of training programs aimed at developing various aspects of mental activity, taking into account specific characteristics: true left-handers, right-handers with left-handedness in the family and ambidextrous, children with signs of left-handedness. Educators and parents should clearly understand the need for a special approach to these children. The development, adaptation and application of a system of methods of psychological and defectological influence have shown that atypia of mental development can be completely compensated for.

Experience shows that the implementation of the exercises below helps to increase the abilities of a young preschool child, improving his educational performance and behavior.

Dosed adult assistance is carried out by mirroring.

Exercise 1

An adult lays out a path from the rings of the pyramid in descending order, the Child must assemble the pyramid, performing a movement from left to right with his right hand (right-handed people with left-handedness in the family and ambidextrous, children with signs of left-handedness)

Assignment 2

Lay out the path from the pyramid to the ball, Show with the index finger of your right hand where the beginning of the path is, draw in the direction from left to right. Put your palms on the table: left under the pyramid, right under the ball. Speak on the left - a pyramid, on the right - a ball, the track goes (laid out) from left to right.

Assignment 3

An adult invites the child to try to build a fence, starting to lay out the counting sticks next to the left hand, if it is difficult to use landmarks.

Assignment 4

An adult lays out landmarks (hedgehog, squirrel, apples), a child lays out paths - long and short. Show all long ones first, then all short ones (strictly from left to right).

Assignment 5

The work in the plane of the sheet is arranged in a similar way. For weak children, first draw long red paths from hedgehog to apple, then short blue paths from squirrel to apple (or nut). Show with the index finger of your right hand and name long red paths from hedgehog to apple, short blue paths from squirrel to apple (or nut). For strong children - draw long red paths from hedgehog to apple, blue short paths from squirrel to apple, show and name. In A4 format.

Assignment 6

Draw a path with your right index finger and draw from a hedgehog to a squirrel with a pencil.

Assignment 7

First, show with the index finger of your right hand, then draw how the ball fell - from top to bottom

Assignment 8

Draw a path from left to right from the pyramid to the ball.

Assignment 9

Show, draw - where the snowflake fell, working out the direction from top to bottom, from left to right.

Assignment 10

The child stands on the foot massage mat and tears A4 paper. Practicing the correct gripping and holding of the sheet, the movement of the brushes in opposite directions: from oneself to oneself. At the first stages of work, you can tear into large pieces, then achieve small pieces.

Assignment 11

Build a house, a snowflake, a table, a chair, a bed, a fence made of counting sticks (a mandatory teaching moment for non-speaking children).

Assignment 12

Lay out a path from a mosaic red, yellow, green, k - w, k-k-w, k-w-k, w-z, w-w-z, w-z-w, z-k, z-zk, z-k-z. The track is laid out only with the right hand, from left to right.

Assignment 13

Lay out the track circle - square (counting set), circle-square-triangle, repeating the fragments 2.3 times. Show and name all shapes from left to right.

Assignment 14

Lay out a beautiful clearing of strips of different widths (wide, narrow) - from top to bottom. As a complication, put circles on all wide stripes, on narrow triangles or squares.

Task 15

Put your right hand on your belt (shoulder), forward (back), up (down).

Put your right foot forward (back, right). The work with the left arm and leg is structured in a similar way. Systematically, an adult asks to name the right hand (leg, cheek, ear, etc.)

Task 16

Working with cubes:

Consider the picture (ball), answer the question which ball? (size, shape, color, material);

Fold a picture of 4 cubes (dosed aid);

What ball did you fold?

Task 17

Mosaic

Lay out the blue path, working out the endings of adjectives, show the beginning of the path, the end;

Above or below lay out the green path, show the beginning, end;

Show the beginning of the blue track, the end of the green track, repeat with the child what he showed

Finger gymnastics:

1. Steamer

Put both palms on the edge; press the little fingers; raise your thumbs up,

The thumbs of the right and left hands, together with the rest, form rings that the child brings to the eyes.

Attach a cam with a tucked thumb to the bottom of the back of the left palm. Change the position of the hands in succession.

Fold the left hand into a cam. Lower the palm of your right hand on top of the cam. Right elbow - parallel to the floor. Change the position of the hands in succession.

5. Steamer - Glasses

6. Chair - Table

7. Steamer - Chair - Glasses

8. "Fist - Palm",

9. "Ring"

10. "Palm - Ring"

11. "Fist - Ring"

12. The palms look at each other with a plank, only the right palm works, the left one looks how the right one performs tasks:

- “Gather your palm into a fist, gradually closing each finger, starting with the little or index finger”,

- "Open fist", gradually opening your fingers, starting with the index or little finger ",

- "Fist - Palm",

- "Palm - Ring" (consolidating the knowledge of the right hand)

Change of active hand - left works, right looks

13. Complication:

Close your eyes and execute with your right hand: “Palm - Ring - Fist”, “Ring - Palm - Fist”:

Similarly to the left.

It is necessary to begin work with the correction of the most elementary level of spatial representations (proprioceptive system). Special training should take into account the genesis of the development of space by children at an early and preschool age and the leading role of the motor analyzer in this process. In the formation of the sensory basis of spatial orientation, a special role belongs to sensations and signals coming from the musculo-articular apparatus. And the kinesthetic signals coming from the leading hand impart a certain asymmetry to the surrounding space. Fuzzy lateral organization in children with CRD prevents them from fully developing spatial orientation. Therefore, one of the primary tasks of correctional work is the enrichment of the child's sensory and motor experience, the experience of object-practical activity and, on this basis, the formation of ideas about the scheme of one's own body and the surrounding space. As the child practically masters the space, verbal designations of spatial relations, the study of spatial terminology should also be included.

It is advisable to divide the formation of spatial representations in children into several stages:

Stage 1. Development of somatognostic, tactile and kinesthetic processes.

Purpose: enrichment of the sensory and motor experience of children.

Clarify the location and names of various parts of the body;

Learn to repeat and independently create manual poses and poses in which the whole body is involved;

Develop the skills of recognizing figures, letters, numbers written with a finger on the back or on the palms;

Develop sensations and the ability to recognize objects with different surface textures and different shapes.

Didactic games and tasks.

1. Ask the child to show on himself, and then on others, different parts of the body.

2. An adult, touching any part of the child's body, asks him to blindly show it on himself, then, taking his eyes off, on the teacher and be sure to name it.

3. The teacher touches his body and asks to show the child on himself this area and name it.

4. Repeat for the teacher the poses in the creation of which the whole body participates, as well as manual poses, the game "Mirror".

5. Independently come up with your own poses or use your body to depict different shapes, letters and numbers.

6. The child is invited to recognize the figure, letter, number drawn by the teacher with a finger on the back, on the child's palms. On the hands, paint on the right and left palms, as well as on both sides of the hand. The child, having recognized the figure, must draw it on a piece of paper and / or name it.

7. Show, name and let the children touch objects with different surface textures (smooth, rough, ribbed, soft, prickly). Then invite the child to blindly find an object with the same texture and name it.

8. Put objects familiar to the child in the bag and ask to recognize the object by touch with closed eyes. In this case, the child must feel the object with both hands at the same time, and with each hand in turn.

Gradually, one should seek to reflect the impressions and sensations of the child in oral speech. All tasks must be worked out in two ways: in actions accompanied by the speech of an adult (understanding is consolidated) and in actions that the child himself is ruminating.

Stage 2. Formation of ideas about the "scheme of one's own body."

Purpose: actualization of the process of self-isolation of an organism from the environment and the development of a conscious perception by children of their own body.

To form ideas about the "scheme of one's own body" in practice ("scheme" of the face, upper and lower limbs, ventral and dorsal sides);

Learn to reproduce and independently perform a series of movements.

The child's mastering of the "scheme of his own body" should be supported by various markers that help him make sure that there is up and down, (ceiling, sky - floor, grass), front - back (buttons on the shirt - hood), right and left sides (colored rag or watch on one hand). Initially, the formation of spatial directions is associated with the movement of the whole body in a certain direction. Further, the movement with the whole body is replaced by showing the named direction with the hand, turning the head, and then only with a gaze. The mutual arrangement of parts of the whole body is being worked out (above - below, in front - behind, on the right - on the left). The most difficult thing for a child is to understand the location of the right and left parts of the body. Therefore, you should first do exercises to correlate parts of the body with the right and left hand. It is important that the child learns to quickly and accurately perform movements of various parts of the body according to verbal instructions ("lift your left shoulder up", "cover your left eye with your right palm"). You should use the techniques proposed by I.N. Sadovnikova and L.A. Pepik. For example, simulation games:

Geese stretch their necks, turn their heads left and right, look back to see if a fox is sneaking up to them.

A mosquito sat on the bear's back, he turns around, tries to reach it through his right shoulder, then over his left shoulder, finally, the mosquito flies away, and the bear scratches its back.

Pinocchio bruises his left knee, rubs it, then steps carefully, holding on to the knee with his hand.

After the child has formed the correct understanding of the location of the right - left, upper - lower, front - back parts of his body, the use of these words in the independent speech of children should be consolidated.

1. The teacher turns his back to the children and performs hand movements: left hand up, right hand to the right side, right hand behind the head, left hand on the head, left hand on the left shoulder. Children copy the movements of an adult (one movement at a time) and name their actions.

2. "Right - left". It should be noted that it is not at all obvious to the child that the right leg, eye, cheek, etc. are on the same side as the hand. He must be brought to this understanding by means of special exercises to correlate parts of the body with the right and left hands. It is better to do this according to the following scheme: correlate parts of the body with the right hand (right eye, cheek, etc.), then with the left hand, after that - in a cross-over (for example, show the right eyebrow and left elbow). The most interesting is to perform these exercises as follows "Rub your right elbow with your left hand, scratch your left knee with your right heel, tickle your left sole with your right index finger, tap your right elbow on your right side, bite yourself on the middle finger of your left hand, etc."

3. The child thinks up and shows any movement and verifies his action.

4. Looking at himself in the mirror, the child determines what is in the middle of his face (for example, his nose). And then, at the request of an adult, begins to move the palms up or down (the highlighted word in speech should be highlighted intonationally). At the same time, we enumerate which parts of the face the palm "passes" by. After that, we make a logical conclusion that everything that the palm "passed" by is above or below the nose.

5. "Below - above". What's lower than the girl's mouth? What's higher than a girl's nose? Who will name more body parts higher than the eyebrows? Tasks are first set by adults, and then by the children themselves. Questions and tasks, formulated by the children themselves, are a very important stage in the development of the formed skill - spatial representations of the face schema, since in this way these representations are "introduced" into active speech.

6. At this stage, it is rational to introduce children to the concept between and explain the difference with the concept - in the middle. What does the girl have between her eyebrows and her nose? What's between my mouth and my eyes?

7. “I have conceived a part of the face, it is located above .... What part of the face am I in mind? " “Sasha has an ink stain under .... Where is Vanya's ink stain? " Tasks are given first by an adult, then the children themselves come up with them.

8. "Rain" The teacher names the parts of the clothes on which rain spots appeared, children put magnets on. Then the children play in pairs, one puts a magnet on, the other names where the "rain spots" appeared.

Stage 3. Development of orientation in the surrounding space.

Purpose: development of a conscious perception of one's own position in space and the properties of the surrounding space.

Strengthen the ability to use your own body as a standard for studying the surrounding space;

Learn to position objects in relation to your own body;

To acquaint children with the diagram of the body of a person standing opposite;

Develop skills in positioning objects in the surrounding space relative to each other.

The development of external space must begin with the child's awareness of what is in front, behind, above, below, right and left of him. After the students have developed the skill of orientation in space relative to themselves, one should proceed to the orientation of other objects relative to each other and themselves relative to other objects. This involves teaching the child to correlate the relative position of surrounding objects, as well as to change it according to verbal instructions. It is important to teach children to correctly perceive the spatial characteristics of a person located opposite him, which causes significant difficulties in children with CRD. It is necessary to reinforce the child's idea that the opposite is true for the person standing opposite: right is where I have left, and left is where right is. As a result, schoolchildren should be taught to mentally put themselves in the place of another person, to see things through his eyes and, most importantly, to name them correctly.

It is important that the child constantly refines his feelings and directions of movement. After the speech associated with the action, planning statements should be taught: what I am going to do now. Then the child learns to comment on the directions of movement of other children, and later to talk about spatial relationships according to representations, without seeing objects (describe the arrangement of furniture in his room; the arrangement of rooms in his apartment; tell how to get to the manager's office).

Didactic games and exercises.

1. The child places geometric shapes relative to the sides of his own body: a circle in front of him (in front of him), a square behind him (behind him), a triangle to his left, a rectangle to his right. Then he tells what is where.

2. The child lays out the same figures, only in relation to the sides of the body of another person and says where it lies.

3. Two children stand opposite each other. One child comes up with actions and asks the partner on the contrary to do them and carefully checks the correctness of the implementation. For example, raise your left hand up, etc. After that, the children switch roles.

4. Two children stand opposite each other. One of them performs some action, and the other renders his actions. For example: "You just touched your right ear with your left hand." Then another child does it.

Stage 4. Development of orientation in two-dimensional space.

Purpose: the formation of perception, reproduction and self-reflection of the spatial characteristics of plane objects.

Tasks - to teach children:

Navigate a blank sheet of paper (find its sides and corners);

Master the arrangement of flat objects on a sheet of paper (top, bottom, right, left, top right corner ...);

Place planar objects on a sheet of paper in relation to each other;

To isolate variously located elements of a plane figure;

Copy simple shapes; analyze a series of figures located in vertical and horizontal rows, visually track them correctly in the directions from top to bottom and from left to right; copy a series of shapes;

Analyze complex spatial shapes made up of several other shapes and copy them using the correct copying strategy;

To navigate on a sheet of paper turned 180 °, mentally turn a sheet of paper 180 °.

Orientation in two-dimensional space begins with getting to know a blank sheet of paper and mastering its sides and corners. Then the child places various objects in the lower left, upper right corners, determines which corners are left unfilled. An understanding and verbalization of the arrangement of planar objects, letters and numbers on a sheet of paper in relation to each other is formed.

Didactic games and exercises.

1. On the demo canvas with cutouts for pictures, according to the instructions, place the corresponding pictures to the left and right of the Christmas tree.

2. Sitting at the table, define its right and left edges.

3. Put a circle, to the right of it - a square, to the left of the circle - a triangle.

4. Draw a point, to the right of the point - a cross, above the point - a circle, under the point - a square, to the right of the square - a triangle, check the box above the cross.

5. According to the verbal instruction, move the chip across the field, drawn into cells, and then say where the chip stopped (visually, and then mentally). Moves: 2 left, 2 down, 1 right, 2 up, 1 left, 1 down.

6. Arrange subject pictures to the right or left of the vertical line. Then the tasks become more difficult, that is, the sheet of paper is turned 180 ° and the child must say where the right and left sides will now be.

7. Determine the right and left sleeves of the blouse, which is a) back up; b) back down. Likewise, you can define left and right pockets on trousers, jeans, etc.

It is advisable to use tasks for recognizing drawn geometric figures by comparing two given samples. Analysis of figures, aimed at developing the ability to find the same and spatially dissimilar elements of the figure, helps to direct the child's attention to a conscious perception of the relationship of objects in space. From recognizing spatial relations, they move on to tasks in which it is required to reproduce given figures according to a model, first using the drawing (sketching) method, and later by the method of actively constructing the given figures from these elements (sticks, cubes).

You should also develop such a skill as isolating one of the links in the chain of homogeneous objects, images, graphic signs. First, the child masters orientation in a linear sequence of the subject line. Then, tasks are proposed to determine the sequence of a digital series using the example of the first ten numbers:

8. What is the first number from the left; first number from the right. Which one is bigger? In what direction do the numbers in the row increase? (From left to right).

9. Show number 4. What number is to the left of 4? Is it more or less than 4? Name the neighbor of the number 4 on the right, compare in magnitude (to the right, the numbers increase).

Stage 5. Development of understanding and use of logical-grammatical constructions expressing spatial relationships.

Purpose: the formation of quasi-spatial representations.

Teach children to understand words and constructions that convey the spatial characteristics of the world around them;

To form the skills of independent use of words and structures that express spatial relationships in oral speech.

Correctional work begins with clarifying prepositions and consolidating first understanding, and then the use by children of various prepositions and prepositional-case structures. First of all, the child performs all kinds of movements and manipulations with objects according to the teacher's instructions. Then he learns to comment on his actions, clearly articulating all the prepositions.

Didactic games and exercises.

1. There is a box with a lid on the table. The child is given a circle made of cardboard and is asked to put the circle on the box, in the box, under the box, behind the box, in front of the box.

2. There is a box with a lid on the table. The teacher lays out circles (in a box, under a box, etc.) and asks the child to take circles according to the instructions: Take a circle from the box, take a circle from the box, take a circle from under the box, get the circle that is in the box, get the circle that lies under the box, take out the circle from behind the box, etc.

3. The teacher puts the circles in two boxes in front of the children, pronouncing the beginning of the phrase, and the schoolchildren finish the phrase: I put the circle ... (in the box, behind the box, on the box, under the box, between the boxes, in front of the box). I take a circle ... (from the box, from under the box, from behind the box, from the box, etc.).

4. "Put down the pen ...". The child is offered two different objects, for example, a pen and a pencil case, he must follow the teacher's instructions: put the pen in, on, under, above, in front of, behind, on the left, on the right of the pencil case.

5. "Where is the pencil?" Put the pencil on the notebook and invite the child to determine its position relative to the notebook ("The pencil is on the notebook, and the notebook ... and the table ..."). So play around by moving the pencil under, in, to the left of the notebook, lifting it above, hiding it behind or placing it in front of the notebook. Each time, ask your child to make a sentence about a notebook and a pencil, drawing his attention to the fact that the preposition is changing in the sentence. Then swap these items in places ("The notebook is under the pencil").

When the child has mastered the task, do it again, but this time ask just to name the appropriate preposition.

Irina Tyutina
Formation of spatial representations in children with mental retardation of senior preschool age through didactic games

Experience on the topic:

"Formation of spatial representations in older preschool children with DPD by means of didactic games and exercises"

The formation of spatial representations is an important prerequisite for the social adaptation of the child and his further education at school. Not enough the child's spatial representations and orientations in space directly affect the level of his intellectual development. Their lack of development by the end of preschool age is one of the reasons causing difficulties in the acquisition of school skills by children. Such deficiencies in development are manifested in violations of graphic activity, in reading, writing, in mastering mathematical operations.

Have children Difficulties are observed with ZPR formation of spatial representations as well as the difficulties of their language registration... And without special help, these representation will not differentiate and enrich. All this will affect personal and social development. children... Obviously, work on the formation of spatial representations in children with ZPR should be carried out systematically and purposefully.

Formation of spatial perception and spatial representations- traditional directions in the system of work to eliminate psycho-speech disorders in preschoolers... However, the special literature does not cover enough questions of the formation of spatial representations in preschoolers with mental retardation as well as using didactic games to correct the violation representations and vocabulary formation... There is no special system of work to solve it, and episodic activities cannot be effective.

I started working on this problem last year, as the children who entered the group showed an extremely low level of perception. space and orientation in it. To identify the level formation of spatial representations I used the methods of Garkusha Yu. F. and Semago MM, Semago N. Ya.

Was the purpose of the work is defined, tasks are set, identified main directions work:

Stage 1. Formation of ideas about your own person, body (level own body space) .

Stage 2. Development of orientation in the environment space.

Stage 3. Development of orientation in two-dimensional space.

Stage 4. Development of understanding and use of logical and grammatical structures expressing spatial relationship.

Target - formation of spatial representations and practical guidance from senior preschool children with CRD.

Tasks:

Develop the ability to navigate in the scheme of your own body;

Teach define spatial the position of objects relative to themselves, another object;

Learn to navigate the main spatial directions;

Learn to navigate the plane and in space;

Learn to use spatial vocabulary(pretexts, adverbs and other parts of speech that generally reflect knowledge about subject-spatial environment).

In correctional and pedagogical work, the following are taken into account principles:

The principle of the systematic conduct of games and play exercises (the skill develops with multiple repetitions)

The principle of consistency Only sequential study of the material (from simple to complex) will allow children to learn knowledge gradually, in a certain system.

The principle of amusement All games and exercises are carried out at the request of the child against a positive emotional background.

The principle of upbringing and developmental education

For each of the areas of work I have selected didactic games and exercises, a long-term planning for the use of didactic games when working with children.

1 group. Mastering games and exercises "Schemes of one's own body".

As a rule, children with CRD are well oriented in the scheme of their own body along the vertical and frontal axes, but they are not oriented in the right and left parts of the body. Therefore, special attention should be paid to shaping concepts"left-hand side", "Right side" applied to the child's own body. First fixed "Right side", with the name "Left" given later. Here, tasks for raising the right or left hand, showing the right ear with the right hand, with the left - with the left, and so on are more often used. Gradually, the tasks become more difficult.

The game "Monkeys"... The game is played without taking into account the mirror image of body parts. Children need, repeating all the actions after the teacher, to show and name parts of the face, head.

The game "Confusion"... For children offer close your left eye with your right hand; show the right ear and right leg with the left hand; reach with the left hand to the right toe, and with the right hand to the left heel, etc.

It is convenient to use game tasks, proposed by N... Ya. Semago in a set of demo materials "Elementary spatial representations» . for instance: "Name what is above the nose", “Guess which body part I’m thinking” etc. It should be noted that for preschoolers with ZPR, these tasks with an apparent simplicity is difficult, especially highlighting the right and left sides. Some children require repetition, possibly throughout the school year. Using tasks such as “Show me where ...” does not require much time and special organization. Using the competitive moment “Who will name more ...

Group 2. Games and exercises for the development of orientation in the environment space

After working out at children skill orientation in space relative to oneself, one should proceed to the orientation of other objects relative to each other and to oneself relative to other objects. This presupposes teaching the child to relate the mutual disposition of others items, and also change it according to verbal instructions. It is important to teach children perceive correctly spatial characteristics of a person located opposite him, which causes children there are significant difficulties with ZPR. It is necessary to fix in the child representation that the person standing opposite has everything vice versa: right - where I have left, and left - where right. As a result, schoolchildren should be taught to mentally put themselves in the place of another person, to see things through his eyes and, most importantly, to name them correctly.

It is important that the child constantly refines his feelings and directions of movement. After speech associated with action, planners should be taught statements: what am I going to do now. Then the child learns to comment on the direction of movement of others. children.

These are the games known under title: "Where is the ball?", "Where the bell rings", "Get to the flag", "Find the flag", "Where will you go" etc. Games that contain learning elements children rules of conduct for pedestrians the street: "The street", "Outside" and others can also be referred to this group.

Group 3. Games and exercises for the development of orientation in two-dimensional space, that is, on a plane, for example, on a sheet of paper.

These include a variety of games such as lotto or doubles, which are selected on the basis of adequacy spatial the location of the objects depicted on them. Some authors (Nechaeva V.G., Galkina O.I., Senkevich N.A. and others) note the feasibility of spending with children senior preschool age play in uniform counting exercises chopsticks: "Who will remember?", "Who will get what?" and others, the so-called "Visual dictations", as well as "Graphic dictations", in which children, under the dictation of the teacher, lead a line on cell paper. If the child accurately fulfills the teacher's task, he should succeed a certain pattern or pattern, which ultimately serves as an indicator of the win. In such exercises, they improve not only spatial orientations, but the use of various spatial terms.

4 group. Word games.

They specifically designed to enhance spatial terminology in the speech themselves children... So, in the game "Vice versa" the child must remember and pronounce a word that is opposite in meaning to what the teacher named. for instance: in front - behind, over - under, high - low, far - close, up - down, etc. Interesting exercises, proposed by Bleher F. N: come up with sentences for words denoting spatial signs or relationships; supplement sentence by word denoting some spatial feature of an object or his position to another subject. for instance: educator is talking: “The girl undressed, put her clothes on a chair, put her shoes on? Child complements: "... under the chair" etc. Such exercises and games Bleher F.N. recommends to carry out with children senior preschool age.

Dedicated groups of games and exercises for orientation in space are different in target setting and their specific didactic tasks... Their content, character, game actions and rules are also different in the degree of difficulty.

Given the complexity, duration and versatility of the developing process children orientation in space and its reflection, necessary define the consistent complication of the nature of such exercises, and at the same time the place of such games in the system of all work.

I would like to draw your attention to some points.

Game planning is carried out taking into account the laws of development spatial representations in preschool children... Undoubtedly, the orientation in the scheme of one's own body is the initial one, and on the basis of this, children, children develop spatial representations and orientations in space, on the plane, there is a mastery spatial adverbs and prepositions.

It is important to note that work in all areas is not carried out in isolation from each other.

Didactic games I tried select based on the lexical topics being studied. Thus, it has intensified subject vocabulary on the topic, formed the grammatical structure of speech on the material of the topic. So, when studying the topic "Tableware" the game was used "Set the tea table" where not only formed the ability to navigate the plane, but also consolidated the names items tea utensils and flowers. The same games can be used to study different vocabulary topics. Also in the game "Score" material are subject pictures on different lexical topics (toys, vegetables, fruits, animals).

It is important to take into account the individual level of development children, and in accordance with the child's ability to select didactic games of varying difficulty.

The obtained results of comparative diagnostics confirm the effectiveness of systematic use didactic games and exercises for the formation of spatial representations in preschoolers with mental retardation... So, all children are almost unmistakably guided in the scheme of their own body. Children began to use more actively spatial terms, use it correctly pretexts... Children have become more confident in their orientation on the plane and in space"Push"... Some difficulties are caused determination of the spatial arrangement of objects relative to each other, orientation "From another".

Literature

1. Garkusha Yu. F. Pedagogical examination preschoolers / Yu... F. Garkusha. M .: Scientific and Practical Center "Correction", 1992.

2. Semago N. Ya. Formation of spatial representations in children. Preschool and primary school age: Methodical manual and a set of demonstration materials. - M .: Iris-press, 2005.

3. Semago M. M., Semago N. Ya. Psychological-medical-pedagogical examination baby: A set of working materials. Under total. ed. M. M. Semago. M .: Arkti, 2001

4. Markova L. S. "Organization of correctional and developmental education preschoolers with CRA"- M .: Iris-press, 2009.

The original source of human cognition is sensory perception, obtained from experience and observation. In the process of sensory cognition, representations, images of objects, their properties and relationships are formed. Understanding of logical definitions, concepts are in direct proportion to how children go through the first sensory stage of cognition. In children with mental retardation, the process of sensory cognition has its own characteristics, a kind of difficulty. Spatial representations are especially difficult to form. It is difficult for children of this category to learn spatial concepts, and even more so to operate with them in real life. Self-awareness in time and space is an important indicator of a child's mental health and level of intelligence development. Most of the temporal representations are formed in children in preschool age. Therefore, from the very beginning of the correction process, it is necessary to work in this direction. To provide qualified psychological and pedagogical assistance to children with mental retardation, it is necessary to develop and introduce into the practice of preschool educational institutions an effective model of interaction between teachers working with children of this category.

As practice has shown, it is most expedient to solve the problems of forming spatial representations with the interaction of a teacher-defectologist and educators of the group working with children with mental retardation. There was a need to create a unified program for the formation of spatial representations in children with mental retardation. When creating the program, we adhered to a certain system, which is presented in the program of N.Ya. Semago. “The program for the formation of spatial representations in children of preschool and primary school age”, took into account the sections of the program Shevchenko S.G. "Preparing children with mental retardation for school." When planning their work in this area, the teachers took into account the individual characteristics of each child, introduced their own specific methods and techniques, which made it possible for children to learn these concepts most easily and interestingly. General tasks orient teachers primarily towards providing timely and adequate correctional and pedagogical assistance to a child with mental retardation. This, in turn, allows you to create optimal conditions for the comprehensive development of children.

The work on the formation of spatial representations is carried out in stages:

Stage 1. At this stage, preschool teachers carry out work on the formation of ideas about their own face, body (level of space of their own body), then it continues on objects located in relation to the body from the point of view of the “vertical organization” of its space (its vertical axis). the work is carried out along the vertical axis, according to the complication.

At the initial stage of the stage, concepts are laid down on a non-verbal level, therefore, various games are used here to understand these concepts. Problems begin to be solved in the classroom of a teacher-defectologist (individual, subgroup):

· Work with mirrors: “Teasers”, “Find out and show”, “Show at a neighbor's”, etc. After the children have formed certain knowledge in this area, to consolidate the group educators are connected to the work, using:

· Game exercises: “What is similar and what is not”, “Find the difference”, “Feather”, “Ear - nose”, “Fly”, “Stork”, “Confusion”, “Circle your palms”;

· Reading of works of art (E. Mashkovskaya “Nose, wash yourself”, A. Barto “Grimy girl”, N. Gol “Main signs”, etc.);

· Applique and modeling on the themes: "Snow Maiden and Santa Claus", "Children for a walk", etc .;

· Outdoor games and health-improving pauses: “Palm in palm”, “Blackbird”, “Buratino stretched himself”;

· Consolidation of the acquired knowledge in the regime moments: “Determine the karma on the shorts”, “Where are your buttons”, “Wash your face”, “The sandals are lost”.

Stage 2. This stage involves the active work of both the teacher-defectologist and the group educators. Work continues on the formation of ideas about one's own body (here the work on the body diagram continues); objects located in relation to the body. A task is introduced to form ideas about the relationship of objects from the point of view of the “horizontal organization” of space - at first only by the formation of the space “in front.” It is necessary to analyze “what cannot be described in words above, below, above, under the location of body parts, if they are in the horizontal plane "Further, the analysis of the arrangement of objects in horizontal space is carried out only in relation to oneself (the counting is carried out from one's own body). Best of all, children learn these concepts through their own practical actions with different objects. Here it is necessary to achieve the correct use of the received concepts in active speech. in turn determines the use of groups by teachers in the classroom, games with high speech activity.

· Educational games: “Where is the object? ”,“ What is where ”,“ Multi-colored cubes ”,“ Who were you guessing? ”“ What's outside, what's inside ”,“ Left, right, above, below - draw as you hear ”,“ Tell me where who lives ”,“ Tell me what has changed ”;

· Outdoor games: "Carousel", "Ball in a circle", "Freeze";

· Games for the development of orientation in space: “Find the toy by the arrow”, “Road signs”, “Carlson got lost”.

· Staging games (small): “The dolls met, talked”, “Friends quarreled and turned away”, “The toys went for a walk”;

· Games with the task: “Ira stand in front of Sasha”, “Masha to the left of Seryozha”, “Ira between Katya and Petya”.

Stage 3. At this stage, teachers are working on further consolidating the body scheme with an emphasis on right-left orientation (relative to the main vertical axis of the child, that is, his spine), with the subsequent focus on the analysis of the mutual arrangement of objects in space from the point of view of first of all, to your own body. The duration of this direction is characterized by work on those parts of their own body that can reflect the metric ratios along the right-left axis.

This stage provides for the consolidation of the spatial and representations acquired by the children at a practical level and with a verbal reflection of spatial relationships. The teacher-defectologist at the third stage clarifies and consolidates the spatial and quasi-spatial representations of children in the classroom: the formation of elementary mathematical representations; familiarization with others; the development of coherent speech. The teacher-defectologist assigns great importance in the classroom to methods and techniques that encourage children to independently choose verbal means that reflect spatial relationships. Carries out the selection of active pauses, finger exercises aimed at the practical use of previously acquired knowledge. At this final stage, a large role is assigned to the educators of the group, since they have the opportunity to use the developing potential of various types of joint activities with children.

To implement the tasks provided for by this stage, the teachers of the group selected and developed:

· Educational games: “Tell me where the bell is ringing”, “Tell me what has changed”, “Who is on the left and who is on the right”, “Who is where”, “Who is in front, who is behind”, “Tell me what is far and what is close to you ”.

· Outdoor games and exercises: “Whose link will get together faster”, “What happened?”, “Show the answer”, “Repeat and do it right”, “Streams and lakes” “Games with flags”, “Indicate the right direction”, “Arrange right ”,“ Zhmurki ”,“ I am a robot ”.

· Problem situations: “Will the tree fit into the room”, “House for the elephant”, “Cargo transportation”.

· Subject walks: "The Treasure of Leopold the Cat", "Scouts", "To the Island to Robinson".

· Games - on the ability to navigate according to the plan and finding a way: “Traveling by car (on the map)”, “Traveling around the room”, “Help Dunno find the way”, “Walk through the maze”, “Where is the bug hidden”, “Where is the bear ”,“ Hares and the wolf ”,“ Three bears ”,“ Furnish the doll's room according to the plan ”.

· Physical minutes: “Rocket”, “Airplane”, “Two claps”, “In the garden, in the city”, “Hey guys, what are you sleeping? Get ready to charge ”.

· Graphic dictations: "Fly", "Flight into space", "Beetle's journey".

· Theatrical games: "Cat, Fox and Rooster", "Fox with a Rolling Pin", "Masha and the Bear"

The classes of the teacher - defectologist and educators of the group are of a complex, integrated nature, which contributes to an increase in the efficiency of work in this direction. As experience shows, in the context of meaningful integration of the activities of preschool educational institutions, children form spatial perception more successfully, which in turn has a beneficial effect on the development of children with mental retardation in general.

Conclusions on Chapter I

1. Analysis of scientific literature indicates that children with CRD of older preschool age, in comparison with children with normal mental development, have persistent disorders in understanding and verbal designation of spatial relations, manifested to varying degrees.

First of all, children with CRD have a significant number of omissions of prepositions or their misuse when performing tasks for repeating various sentences, and especially when retelling or in independent speech. It is common to find inadequate designation of certain time periods when repeating sentences. When composing an independent story from pictures and when retelling the text, preschoolers with DPD reveal difficulties or the impossibility of reflecting the categories of time with the help of their speech means. Along with the described difficulties of verbal expression of spatial relationships, children with CRD show difficulties in understanding these relationships. Children not only cannot correctly correct the mistake made by the experimenter when constructing a sentence, but often do not notice it at all. Also, children with CRD have insufficient understanding of logical and grammatical constructions expressing spatio-temporal relationships.

2. Most preschoolers with DPD have serious difficulties in arranging a series of plot pictures in the correct order. The more pictures in the series, the more difficult it is for children to combine them into a single semantic whole. This indicates that they lack the ability to simultaneously, holistically perceive a complex of stimuli (in this case, pictures), which, most often, is the result of violations of simultaneous syntheses arising from imperfection of spatial gnosis.

3. Violations in understanding the categories of space in children with CRD can be caused by disorders in the formation of a complex functional system that reflects space and time, and has a level, vertical structure. All levels of this system are formed in ontogenesis gradually, building on top of one another. Each subsequent level includes the previous ones and is formed on their basis. The lack of formation of even one level affects the further build-up of the higher levels and the functioning of the entire system as a whole.

O. P. Sidlovskoy

Correction of orientation in space and on one's own body

in children with mental retardation of older preschool age

means of exercise minutes

Orientation in space and time is the most important property of the human psyche. Numerous philosophical, psychological and pedagogical studies reveal the exceptional role of mastering the subject and social space in the child's construction of an integral picture of the world, awareness of his place in it. Permeating all spheres of child's interaction with reality, orientation in space influences his development and, thus, is an integral part of the socialization process.

The completeness of mastering knowledge about space, the ability to spatial orientation is ensured by the interaction of motor-kinesthetic, visual and auditory analyzers in the course of various types of child's activities aimed at active cognition of the surrounding reality.
The development of spatial orientation and the idea of ​​space occurs in close connection with the formation of the sensation of the scheme of one's body, with the expansion of the practical experience of children, with a change in the structure of the object-game action associated with the further improvement of motor skills. The emerging spatial representations are reflected and further developed in the play, visual, constructive and everyday activities of children.

The problem of mastering the surrounding space acquires particular relevance in relation to children with mental retardation (O.P. Gavrilushkina, T.N. Golovina, I.A.Groshenkov, Z.M.Dunaeva, S.V. Letunovskaya, V.G. Petrova , I. M. Soloviev, T. A. Pavlova, E. N. Petukhova, B. F. Lomov, N. Ya. Semago, M. M. Semago and others). However, despite a significant number of studies directly or indirectly affecting this problem, so far there has not been a holistic picture of the features of the development of spatial orientation in this category of children, as well as ways of correcting the existing disorders.

In domestic correctional pedagogy, the concept of "mental retardation" is psychological and pedagogical and primarily characterizes the lag in the development of the child's mental activity. The children of this group are characterized by a significant heterogeneity of the disturbed and intact links of mental activity, as well as a pronounced unevenness in the formation of different aspects of mental activity.

Children with mental retardation (PD) have a low (in comparison with normally developing peers) level of development of perception. This is manifested in the need for a longer time for the reception and processing of sensory information, in the inadequacy, fragmentation of the knowledge of these children about the world around them, in difficulties in recognizing objects in an unusual position, contour and schematic images. The similar qualities of these objects are usually perceived by them as the same. These children do not always recognize and often confuse letters and their individual elements by style, often misunderstand letter combinations, etc.

Children with intellectual disabilities need to be taught spatial orientation, because adequate perception of the spatial properties of objects and the relationship between them is an important condition for cognition of the surrounding world. Spatial orientation plays a significant role in preparing for school, and in the future contributes to the successful mastery of a number of academic disciplines (writing, reading, drawing, etc.). Petukhova E.N. speaks of its role as an integral part of the process of social adaptation of children in the world around them (orientation in unfamiliar rooms, on the street, etc.).

The formation of spatial orientation in children with CRD is slow. The lack of development of the skills and abilities of spatial orientation is manifested in the difficulties of orientation in all directions of space, in difficulties in determining the right and left, top and bottom. It is difficult for children to complete tasks for drawing the upper (lower), left (right) parts of the picture. When drawing complex objects, they try to simplify them - they reduce the number of elements, incorrectly position the lines and parts of the drawing in relation to each other. Also, they are not clearly oriented in the scheme of their own body. They have insufficient ideas about the spatial relationships of objects, about the scheme of the body standing opposite. A child with a normal pace of development establishes spatial relationships between objects, focusing on parts of his own body.

Initially, in order to determine where the object is in relation to it, the child brings it closer to one or another part of the body or approaches the object himself. Then, as the perception improves, he no longer establishes direct contact with the object, but correlates its position with the diagram of his own body at a distance, the movement from approaching the object is reduced to turning the head towards the object or even looking. Subsequently, these movements pass into the plan of mental actions (correlation is done mentally).

The difficulty of orientation in space in children with CRD is that they cannot use the knowledge they have. Having an idea of ​​where their face is (in front), they cannot tell where the object is. The same children who can do this do not explain why they think this way and not otherwise.

Children with DPD learn well the spatial relationships “in front”, “behind”, “above”, “below”, “sideways”. Almost all children can establish such an attitude by pattern, but not all can name it. This means that there is no generalized view of the relationship. The child may know what is in front of him, but not know what is in front of the table. This disadvantage is due to the poor development of speech, as well as the peculiarities of thinking (underdeveloped abstraction).

More difficult for preschoolers is the definition of spatial relationships "right", "left", "above", "under", "opposite", "between". Despite the fact that work on differentiating the right and left hands has been carried out from the first year of study in kindergarten, only by the fourth year do children begin to clearly distinguish between right and left. In addition, many children have latent or pronounced left-handedness: for them, the left hand, which they call the right, is the leading one. In each case, purposeful work is needed to develop the perception of spatial relations, to distinguish them, it is necessary to work them out in various situations.

The training and education program in specialized kindergartens provides for the development of spatial orientation in various types of activities. But this, as a rule, is not the subject of special attention of the teacher - the work is carried out in parallel. A special role is played by physical education classes, where children move according to the verbal command of the teacher in different directions, make movements with their hands (up, down, sideways, forward). In the applique and drawing classes, orientation in paper space is taught. In design classes, the teacher teaches children to analyze a building sample, determine the spatial arrangement of parts, introducing them into verbal designations. Thus, the elements of spatial orientation are formed in various activities.

Currently, there are corrective developments and programs aimed at correcting orientation in space and on one's own body. The program of I.N. Shevlyakova "Look carefully at the world" is aimed at correcting visual-spatial perception. The means of correction are numerous exercises that use tactile perception, appeal to the perception of space through the tactile analyzer and "manual" thinking. The proposed exercises are aimed at the formation of ideas about the "body scheme", at the development of visual-spatial perception, spatial representations and figurative thinking. T.A. Pavlova "The development of spatial orientation in preschoolers and primary schoolchildren" is aimed at correcting writing disorders, as well as developing the skills and abilities of spatial orientation. The means of correction are game exercises, as well as logorhythmic pauses, through which children master the sense of tempo and rhythm, learn to coordinate word and movement, and strengthen the ability to orient themselves in the directions of their own body scheme. There is also a program of N. Ya Semago, M.M. Semago on the formation of spatial representations, used when working with children with mental retardation and with children with developmental deficits. The program is divided into two sections with seven sequential stages. The structure of tasks from stage to stage becomes more complicated: from the most simple topological, metric, coordinate directions up to linguistic representations (language space). The work begins at the level of the body (the formation of the body scheme and somatognosis) with the transition to the level of mastering the analysis of the spatial relationships of objects in external space. Subject to the mastery of spatial representations and the child's free orientation at the previous levels, work is carried out on the mastery of quasi-spatial (linguistic) representations.

After examining these programs, it turns out that they are all used to correct orientation in space and on the body, but to carry out the correction work, a specially allotted time is required in the classroom. An assumption arises that specialized physical culture minutes, which do not take time in the classroom, can be an effective technique for correcting spatial representations.

Based on the analysis of the above programs and the results of a study to identify the peculiarities of orientation in space and on their own body in children with CRD, an appropriate complex of correctional exercises using physical culture minutes was developed and carried out.

The purpose of the complex of correctional classes was the formation and consolidation of the ability of children with mental retardation to orient themselves in space and on their own body in the directions "right", "left". The advantage of physical education minutes is that they are composed in poetic form and contain verbal designations for the directions of the right and left.

Through this form of motor load, several tasks can be solved at once - this is the prevention of fatigue, and the restoration of working capacity, and the formation, consolidation of knowledge, abilities and skills of spatial orientation, the development of speech activity and the development of auditory memory. Specially created conditions are not required for physical education minutes, so they can be carried out both in the classroom in kindergarten and at home.

Correctional sessions were carried out daily for two months. Each lesson included 1 - 2 physical education minutes (depending on the fatigue of the children). Every week they learned 2 physical education minutes with the children. As a result, within two months, sixteen different physical education minutes were used in poetic form.

At the initial stage of the complex of correctional classes, difficulties arose in working with children. Children often incorrectly performed physical education minutes, confused the right and left sides, even when the teacher showed the exercises in a mirror image. Therefore, I had to show the same physical culture minute several times. After two weeks of correctional work, the children stopped making such mistakes. Each time the actions of the children became more confident and accurate. By the end of the implementation of the complex of classes, some children no longer needed a model of movements reproduced by the teacher, increased independence in orientation in the right and left sides of their own body and space. Children willingly performed poetic physical education minutes, quickly memorized words by repeating them repeatedly. During the course of the correctional work, in the performance of the exercises, meaningfulness, accuracy, and confidence appeared. What many children didn’t do at the beginning of the complex became more successful at the end.

After the completion of the correctional work, a control experiment was carried out to determine the effectiveness of the correction of orientation in space and on one's own body in children with PDD of older preschool age by means of exercise minutes. For the objectivity of conclusions about the effectiveness of correctional work, a comparison was made between the experimental and control groups.

In the children of the experimental group, after the correctional work, there is a positive dynamics in the development of orientation in space and on the body, which is confirmed by the transition of children to higher levels of performing diagnostic tasks. The percentage of correct answers has increased. Children began to perform tasks more confidently, consciously, in the least amount of time.

After analyzing the data of the control experiment of two groups of children, we came to the conclusion that both one and the other group have a positive dynamics in the development of orientation in space and on their own body. But if in children of the control group this dynamics is minimal, then in children with whom correctional work was carried out, it is more pronounced.

Thus, the obtained data confirm that specialized physical culture minutes have a corrective orientation and are a means of forming orientation in space and on their own body in the “right” and “left” directions in children with mental retardation.