Summary of correctional and developmental classes in the senior group of preschool educational institutions
Summary of a correctional and developmental lesson on the topic: “Journey to the Sand Country” (for senior preschoolers)
Purpose: Stimulation of the emotional background in children using sand techniques. Corrective tasks: - stabilization of the emotional background of pupils using sand technology; — relieving emotional stress in anxious, aggressive and hyperactive children; Educational objectives: - developing children’s understanding of the properties of sand; — developing the skill of experimenting with sand; — enrichment of tactile experience among pupils; Developmental tasks: - development of kinesthetic sensitivity and fine motor skills of the hands; — development of creative imagination, attention and thinking; — development of communication skills, speech activity in the process of cognitive activity and play. Educational tasks: - cultivate neatness; - cultivate friendly relationships with peers; - evoke positive emotions associated with new experiences. Equipment : • light table for sand painting; • quartz sand; • tables and chairs for each child; • trays with “live” sand according to the number of children: • multimedia equipment (screen, projector); • record player; • napkins according to the number of children; • stencils and colored sand; • pebbles and molds of different sizes for decoration. 1. Introductory part Greeting ritual “Give a smile”
Goal: to set up children to work together, establish emotional contact between all participants, and reduce psycho-emotional stress.
The teacher-psychologist greets the children and invites them into a circle: “Let's hold hands and greet each other.
For a good mood, let’s give each other the kindest, sunny smile.” (Children, holding hands, stand in a circle, greet and smile at each other).
Warm-up game “Complete the task”
Teacher-psychologist:
“Guys, let’s play: you will need to complete a task that is right for you: - Let everyone who knows how to help children and adults smile.
-Let everyone with white socks touch the tip of their nose. -Let everyone who never offends others pat themselves on the head. -Let everyone who is in a good mood today stand on their right foot. “Let everyone who loves summer clap their hands!” (Children complete tasks).
Conversation
Purpose: set the topic of the lesson, set the children up for joint gaming activities.
Teacher-psychologist: “Guys, I really like summer too!
And I know such a magical country where it’s summer all year round, the sun shines and warms everything around with its rays. There is no snow at all in this country, there is a lot of sand to play with and build castles from. Do you want to go there? The teacher-psychologist pronounces “magic words”:
“Let’s circle, fly, visit the Land of the sun, the Land of fairy tales and sand, Games, fun, magic!”
(Children hold hands, close their eyes and, listening to the “magic words,” begin to fantasize.)
2. Main part Goal: development and partial correction of the emotional, personal and cognitive spheres of the child. The art lesson “Drawing on a light table”
in the main part carries the semantic load of the entire lesson, establishing a positive emotional response from children in the lesson.
Children open their eyes and approach the sand table. The teacher draws the children’s attention to the table, to the material with which the children will have to work. Children get tactilely familiar with sand and answer the question: “What kind of sand?” Children's answers: warm, loose, interesting, wet, cold. (Children's statements) Before the teacher offers to draw in the sand, the children pay attention to the screen, where a video image of drawing in the sand is presented. The teacher says: “I draw on the sand, like chalk on a blackboard. I just draw whatever I want with my finger. I’m painting the sky, and now it’s the sun’s turn, the clouds are not clouds at all, and below is a mighty oak tree! I draw - I’m not too lazy; it’s a nice day outside.
After watching the video, the children draw clouds, and then continue to draw according to the text of the poem:
The clouds gathered in a heap and turned into an evil cloud.
They began to pour water on the ground and ruined the weather (they draw rain). How much rain have I known? Count quickly. Rain with wind, Mushroom rain, (draw a mushroom), rain with a rainbow-arc, (draw a rainbow).
(Discussion of children’s work and finding out what is missing in the drawings. Children’s answers: suns) Modeling exercise “Living Sand”
activates speech development through training small movements of fingers and hands, developing children’s tactile perception.
Teacher-psychologist: “That’s right, the sun, I suggest you try to draw it using different sand, I invite you to the table in pairs.
Try drawing the sun. It turns out? (Children's statements) Let's see what he is like? Is it different from the sand we painted on? How can you use it to depict, for example, the sun!? (Children try to draw using “living sand”, get acquainted with it and its properties). Problematic situation: I can’t draw.
Children begin to sculpt a sun out of sand, using pebbles for decoration, and discuss what kind of sun they make!
Children's answers: kind, radiant, smiling, sandy 3. Final part Purpose: Aimed at reducing muscle tension, consolidating positive emotions from working in class. “Has your sun warmed you?
Look what beautiful, joyful suns you have created. Well, now it’s time for us to return back to our kindergarten from the sandy country, but in memory of our journey, I want to give you amulets for happiness and a good mood, we will make them ourselves from colored sand! We fill the prepared souvenir jars with colored sand, each child chooses a color for themselves!
Exit from the Sand Country When everything is ready, the children hold hands, close their eyes and listen to the “magic words” for leaving the Sand Country:
Played, visited, visited the Land of the Sun, Land of fairy tales and sand, Games, fun, magic!
Reflection on a lesson involves evaluating the lesson in two aspects: emotional (choosing a color for an amulet) and semantic (answering questions).
The teacher invites the children to sit on the pillows and discuss: “What do you remember about our trip!?”
(Children's answers. Farewell).
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Organizing conditions that ensure a child’s cognitive development is an important area of work for a teacher-psychologist. Without the development of preschoolers' cognitive abilities: perception, memory, attention, their successful education at school is impossible. Games for the development and correction of attention of children of primary and secondary preschool age. Game “Find the given object in the picture” Goal: to develop the volume, concentration and stability of visual attention. Conditions. The child is asked to carefully examine the colorful picture and find the object given by the adult. Note. The more objects in the picture and the smaller they are, the more difficult the task. Please note: the longer the child is able to look at the picture, looking for given objects, the higher the stability of his attention, and the faster he finds the necessary objects in the picture, the higher the concentration of his attention. If the child does not find objects located on the periphery, it means that his attention span is insignificant.Game “Find the same one” Goal: to develop concentration, volume and stability of visual attention. Conditions. The game requires identical sets of object pictures according to the number of players. An adult helps the children lay out all the pictures in front of them, after which they show one picture from their set and offer to find the same one. If the child finds and points correctly, the game continues. Note. You can start with three pictures, gradually increasing their number. Game “Find the Toy” Purpose: to develop concentration. Conditions. The toy is hidden in front of the child under one of two boxes. Then the boxes are swapped several times and moved around the table. The preschooler should try to remember the box under which the toy is hidden and follow all its movements. If the child correctly identifies the toy box, he wins. Note. If a child always finds a toy during a lesson, it means that he has really learned to concentrate, and the likelihood of random guessing is small. You can increase the speed of moving the box or gradually increase their number to four. Game “Get ready for a walk” Purpose: to develop children’s attention. Conditions. 1st option. The adult invites the child to “get ready for a walk.” The items of clothing are named in random order, and the child must quickly show what the item is being put on. For example: an adult calls “hat” - the child touches his head. Previously, the adult names the items of clothing and shows the desired part of the body, giving a sample of the game to the preschooler. If the child points quickly and correctly, he is considered dressed. 2nd option. The adult plays the role of driver and warns the child that he will confuse him by naming items of clothing and showing parts of the body that do not correspond to them. The child should focus not on the adult’s movements, but on his words. If a child gets confused and begins to repeat the movements of an adult, not paying attention to the words, then he is considered a loser. 3rd option. The adult names and at the same time shows parts of the body, and the child must quickly name the clothes that are put on this part of the body. Note. You can increase the pace of the game; play with one child or with several children at the same time. Game "Who called the ball?" Goal: develop auditory attention. Conditions. Children stand in a circle. The adult calls the child's name and throws the ball up. The one whose name was called must help (catch up) with the ball and return it to the adult. Note. When children have mastered this version of the game, complications can be added. For example, a child does not return the ball to an adult, but calls out the name of any of the players and throws the ball up. Players can stand not in a circle, but in a free order. Games and exercises for the development and correction of attention in children of senior preschool age. Game “Find the Differences” Goal: to develop visual attention (its concentration, stability). Conditions. It is necessary to prepare two pairs of pictures containing 10-15 differences. The child is asked to look at and compare the pictures in the proposed pair and name all their differences. Note. Each difference found can be marked by putting the counting stick aside (this will require the child to have additional ability to distribute attention, and in addition, it will increase the motivation to achieve the goal of the task). Exercise “Pencils” Purpose: to develop concentration. Conditions. Two or more preschoolers participate in the exercise. They stand in a circle. The starting position of each is to hold the arms bent at the elbows in front of the chest, shoulder-width apart, in the right hand, a pencil or felt-tip pen, and the pencil should be held so that its tip is clamped in the fist, and the larger part rises above the fist. The exercise is performed in four counts: 1) pass the pencil from the right hand to the left; 2) pass the pencil from your left hand to your right; 3) pass the pencil to your left hand again; 4) spread your arms to the sides (the hands of the neighbors are in contact with each other). With your right hand, take the pencil of the neighbor on the right, and with your left hand give your pencil to the neighbor on the left. This way, each pencil will move around the circle, passing from one player to another. The exercise continues until each player has his own pencil. An adult counts out loud, slowly at first, then speeds up the pace. If the child was not attentive and could not act at the given pace or made a mistake, he will not be able to act coherently and pass the pencil. In this case, he is considered a loser. The exercise is stopped and started again. Note. When performing the exercise, children in pairs should be positioned opposite each other and at the last count, do not spread their arms to the sides, but extend them in front, towards their partner. This game exercise quickly helps restless children to concentrate and teaches them to act harmoniously and together. It is convenient to use this exercise at the beginning of a lesson. Exercise “Find and cross out”
Goal: to develop stability of visual attention. Conditions. The child is given a small text (newspaper, magazine) and is asked to look through each line and cross out a letter (for example, “A”). The time and number of errors are recorded. To train distribution and switching of attention, the instructions can be changed. For example: “In each line, cross out the letter “a” and underline the letter “b””; “Cross out the letter “a” if it is preceded by the letter “n”, and underline the letter “a” if it is preceded by the letter “l”.” Time and errors are recorded. Note. The results should be noted on a graph daily. It is necessary to analyze how performance changes. If the adult did everything correctly, then there should be an improvement in results. You need to familiarize your child with them and rejoice with him. This developmental exercise should be carried out in a competitive form.
Game "Collect words"
Goal: develop auditory attention. Conditions. An adult names the word by letter, maintaining a pause between each letter (D-O-M) from 3 to 15 seconds or more (this complicates the integrity of the perception of the word). The child must listen carefully and name the whole word. Note. You should start with simple three-letter words, gradually increasing the number of letters in the word. The game is convenient because it does not require special conditions or a place to play. It can be played outdoors, on the road, or anywhere else (therefore, it can be recommended for use by parents).
Exercise “Trained dog”
Goal: to develop concentration and attention span. Conditions. Two people are playing. For this exercise, each player needs a sheet of paper with a 3x3 nine-cell field lined in it, included in the file, and a water-based felt-tip pen. A nine-cell field should have a letter designation for each cell on top (A, B, C), and a number on the left (1,2,3). The playing field acts as a circus arena. The one who gets to drive first determines which cage the “trained dog” sits in. For example: “The trained dog is sitting in cage 2B.” Both players place a dot in a given square (this is a “dog”). Next, the player playing the role of the driver offers to check whether the “dog” is really “trained”. He gives verbal commands to the “dog”, moving it within the playing field 1-3 cells in any direction (forward, backward, right and left). The second player must accurately follow the driver’s commands, marking the movement of the “dog” with a felt-tip pen across the field. The first player also tracks the movement of the “dog” on his field. After executing several commands, you need to check which cage the “dog” is sitting in. If the route of movement of the “dog” is the same for both players, then the “dog” is truly “trained”. Note. The number of teams should be gradually increased from 3 to 10. The “trained dog” game technique is successful for preschoolers with attention disorders. When performing such tasks, they experience frequent defeats, accompanied by negative emotions, as a result of which they refuse to participate in such games. In case of failure, the driver says that the dog does not yet know how to follow commands and needs to be taught this.
Games for the development and correction of memory of children of primary and secondary preschool age
Game "What's missing?"
Goal: develop visual memory. Conditions. From three to five toys are laid out in front of the child. The adult explains that the toys are bored and want to play hide and seek. The child is asked to examine and name each toy. At the adult’s command, he closes his eyes or turns away, and the adult hides one of the toys. Having opened his eyes, the child must name which toy is missing. Note. You can replace toys with pictures. This game is a constant success among children.
Game "Who's after who?"
Goal: develop visual memory. Conditions. In this game, children need to guess what has changed. An adult places three to five toys behind the screen. Then he moves the screen aside and invites the children to remember the order of the toys. Swaps toys (first one, then two, three). Children must guess what has changed and restore the previous order of the toys. Note. Complicating the game is a gradual increase in the number of toys that change places.
Game "Who woke up the bear?"
Goal: develop auditory memory. Conditions. Children sit on chairs. An adult brings in a toy - a bear. He invites one of the children to put him to bed. The child rocks the bear in his arms, sings a song to it, then sits on a chair with his back to the children. The child whom the adult points to must say: “Teddy bear, bear, stop sleeping, it’s time to get up.” A child with a bear in his arms must guess and name the name of the one who woke up the bear cub. Note. At the beginning of the game, an adult can show himself how to lay the bear.
Pet the kitten game
Goal: develop tactile memory. Conditions. You should select several toys - kittens of the same size, made from different materials (plastic, rubber, fabric, fur, etc.). Each child is given a kitten, asked to pet it and play with it. Then the adult collects all the kittens in a bag or box and explains that the kittens hid. Each child is invited to find their own kitten. To do this, without looking into the bag (box), you need to pet all the kittens and find your kitten. Note. Children should not be allowed to touch toys. You only need to recognize your kitten by touch.
Game "Shop"
Goal: to develop auditory and visual memory. Conditions. The game requires a double set of thematic pictures. An adult places object pictures in three to four different places in the room, which depict goods sold in stores. Each group of pictures represents a store (for example: dishes, clothes, toys, shoes). Children are invited to perform the following game actions: “go” to the store and “buy” goods according to the instructions of an adult. Each child is shown pictures depicting the goods that need to be bought in different stores, asked to look carefully and remember what needs to be bought, and then find the necessary purchases and bring them to an adult. If the child completes the task correctly, he is given the title “mother’s assistant.” Next time, the adult gives the task in the form of verbal instructions without relying on a picture. Note. The complication of the game consists of gradually increasing the number of purchases required to remember, the number of “magazines”, as well as the transition to verbal instructions.
Games for the development and correction of memory of children of senior preschool age Game “I put it in a bag...”
Goal: develop auditory memory. Conditions. The adult starts the game and says: “I put apples in the bag.” The next player repeats what was said and adds his word. For example: “I put apples and a plate in the bag.” The third player repeats the entire phrase and adds something of his own. And so on. Note. You can add one word at a time, or you can add words alphabetically - the order is the same. You can introduce a competitive element - who can convey the most words in the bag. Whoever forgot (lost) the word, his bag fell, and the game starts all over again.
Game “Collect movements in a circle”
Goal: to develop motor and visual memory. Conditions. The game is played with a group of children. The driver and the children walk in a circle, holding hands, and say the following words: “In an even circle, one after another, we walk step by step. Stay where you are, let’s do this together!” Everyone stops and the driver points to one of the children. The one he pointed to comes up with and shows a movement that all the children standing in a circle repeat. Then the game is repeated, and each child, chosen by the driver, must show all the movements that were performed by the previous players. The game continues until each participant demonstrates the entire series of movements and their movement at the end. The last player is the most difficult, since he has the most movements. Note. The game may go a little differently. The child whom the driver chooses does not show all previous movements, but only his own. When each player has shown his movement, the game is repeated again; and then you need to collect all the movements shown in the circle, i.e. repeat them in the same order.
Game "Buttons"
Goal: to develop the volume of visual memory, spatial perception. Conditions. Two people play. In front of them are two identical sets of buttons; not a single button is repeated in the set. Each player has a playing field - a square divided into cells. The player starting the game places one button on his field. The second player must look and remember where the button is and which one it is. The first player covers his playing field with a piece of paper, and the second must repeat the location of the button on his field. Next, the second player takes the initiative and puts out two buttons. And so on. Note. The more cells and buttons are used in the game, the greater the amount of attention and memory required, the more difficult the game becomes.
Game "What has changed?"
Goal: develop visual memory. Condition. Place five familiar objects in front of your child, ask him to look at them carefully and name them. Then invite him to turn away or close his eyes and replace one or two objects with others. The child must again look carefully and answer the questions: “Are all the objects in place? What items are missing? What objects have reappeared?” Note: Option 1 is to reduce the number of items by 1-2 without making any substitutions. Option 2 is to add 1-2 items to what you already have. 3rd option – change the arrangement of objects relative to each other without changing their quantity. This game can be played based on pictures. Game "put in order"
Goal: to develop tactile memory (the ability to remember the sensations of touching various objects). Conditions. To play the game, five cards are made from paper of different roughness: 1st card - from sandpaper; 2nd card - made of cardboard; 3rd card – made of corrugated cardboard (paper); 4th card – made of photocopier paper; The 5th card is made of foil. The child is asked to stroke the cards one by one with open eyes and remember the sensations that arise when stroking each of them. Then he is blindfolded and the cards are shuffled. The child must put the cards in order by touch from memory. Note. Invite your child to touch one card out of five and remember the sensations caused by touching it. Then, with your eyes closed (by touch), find this card from the five offered.
Games for the development and correction of thinking of children of primary and secondary preschool age
Game "Shop"
Goal: to develop in children the ability to find an object based on its characteristic features. Conditions. To play the game you will need a set of thematic subject pictures that depict goods sold in stores (for example: dishes, clothes, toys, shoes). An adult makes a description of an object according to one or more characteristic features and invites each child to “buy” a given object (description of an object according to its purpose; for example: buy what they drink tea from; what they boil water for tea in, etc.). Note. You can involve children in identifying features and writing a description of an object.
Game "Find the same"
Goal: learn to compare objects and find signs of similarity and difference in them; cultivate observation, ingenuity, and coherent speech. Conditions. For this game, a variety of toys are selected, among which there must be identical and similar ones (for example: two nesting dolls of the same size, but in different handkerchiefs). Children are asked to find two identical toys in a limited time (while an adult counts to three). Children who see such toys raise their hands and call them in an adult’s ear. You cannot call loudly, so as not to disturb other children from completing the task. If a child finds similar toys, an adult reminds him that the toys should be exactly the same. Note. As you play, you can add or remove toys to make the task more challenging.
Game “Does it happen or not?”
Goal: to develop logical thinking, the ability to notice inconsistency in judgments. Conditions. Children must replace the fable in an adult’s story and explain why this does not happen. Sample stories from an adult: 1. “In the summer, when the sun was shining brightly, the boys and I went for a walk. They made a slide out of snow and began sledding down it”; 2. “Spring has come. All the birds flew away. The children felt sad. “Let's make birdhouses for the birds!” - Vova suggested. When the birdhouses were hung up, the birds settled in them, and the children began to have fun again”; 3. “It’s Vitya’s birthday today. He brought treats to kindergarten for his friends: apples, salty candies, sweet lemons, pears and cookies. The children ate and were surprised. Why were they surprised?”; 4. “All the children were happy about the coming of winter. “Now we’ll go sledding, skiing, skating,” said Sveta. “And I love swimming in the river,” said Luda. “Mom and I will go to the river and sunbathe.” " Note. Only one fable should be included in a story. When the game is repeated, the number of fables increases.
Game "Soup - compote"
Goal: teach children to group vegetables and fruits. Conditions. Children are offered to “cook” soup in one pan and compote in another. The pot intended for soup has a vegetable designation on it; on the pot for compote - the designation of the fruit. Children are divided into two teams; they must quickly clap from an adult only the necessary ones from the proposed pictures depicting vegetables and fruits. The team that is the first to collect the corresponding pictures and makes no mistakes is declared the winning team. Note. The game can involve not two teams, but two players.
Game "Houses"
Goal: to develop the ability to analyze, quickly find the desired object in a given subject field based on its characteristic features. Conditions. To play, you will need geometric shapes of different colors and sizes that are familiar to children. Not one figure is repeated twice. Figures are laid out on the floor in random order. These are "houses". At the command of an adult, the child must quickly find a given “house” and “hide” in it. An adult gives the following commands: “Find the blue house”; “Find the big yellow house”; “Find the little red round house”; “Find the little blue square house”; “Find a house that is not small, not red”; “Find a house that is not triangular or square,” etc. If the child does not find the “house” according to the given parameters, he is in danger, he is caught. Note. The game can be used by children from 3 to 5 years old. The difficulty level of the game is determined by the number of features of the figures and the complexity of the instructions. The fewer signs are indicated in the instructions, the more options for “houses” you can find. For example, the instruction: “Find a big house” assumes that you can hide in a big house of any color and shape; and the instruction: “Find a big green square house” limits the house options to one. Instructions: “Find the house that is not red, not round” is very complex and, as a rule, is used for children 4-5 years old, because... involves excluding red and round houses from the search.
Games for the development and correction of thinking of children of senior preschool age
Game "complete the sentence"
Goal: develop quick thinking. Conditions. The adult says part of the sentence, and the children must add new words to it to make a complete sentence. For example: “Mom bought...” “...... books, notebooks, briefcase,” the children continue. Note. Each child adds only one word.
Game "Shop"
Goal: to develop the ability to identify characteristic features of objects and make riddles about objects. Conditions. To play, you need toys or pictures depicting goods that can be bought in a store: vegetables, furniture, toys, dishes, clothes. Everything prepared for the game is laid out on store shelves. One player plays the role of the seller, and the other plays the role of the buyer. The person who describes it without naming it can buy the product. If a player identifies the characteristic features of a product (color, size, shape, purpose, etc.), then it is not difficult for another to guess what kind of item they are talking about. In this case, the goods are considered sold, and the players change roles. Note. If the task turns out to be too difficult to complete, you can set other rules and not mention all the parameters in the item description (for example, only its purpose). You can complicate the task by suggesting that in the description of the purchase you name typical signs of the opposite (for example: “It is not sour, not bitter, but .....”; “They do not sit on it, do not lie on it, but ....”).
Game “Ask a Smart Question”
Goal: to develop independent thinking, the ability to analyze and identify features of an object, reason logically, and formulate questions. Conditions. To play you need a set of geometric figures of different colors, shapes and sizes (10-15 figures). Children are asked to look at the figures laid out on the table in random order and determine how the figures are similar and how they differ from each other. The driver thinks of one of the figures, but does not say which one. Players must ask smart questions to guess which piece is intended. The complexity of the game lies in the fact that the driver can only answer “yes” or “no.” Therefore, the question must be formulated in a certain way (for example, you cannot ask a direct question: “What figure did you guess?”, You need to ask like this: “Did you guess the figure red?" or "Is your figure square?" etc.). Each answer from the driver leads to the elimination of unnecessary figures. Thus, the search circle is narrowed, and by eliminating unnecessary figures, players stop the search at the only possible one. Since the game is complex, the adult first plays the role of the player asking smart questions, and the child comes up with the figure. The figure cannot be guessed during the game. To prevent the child from guessing the figure, he is asked to draw it on a piece of paper. As the game progresses, the adult draws the child’s attention to the fact that each question allows you to exclude part of the figures that are united by one characteristic (for example: “Did you wish for a yellow figure?” - “No.” This answer means that all yellow figures are excluded from the search circle, regardless of on shape and size). The one who asked more smart questions and was able to formulate them correctly wins. Note. For the first time, an adult shows how to ask questions and how to reason. When playing again, the child asks smart questions. As a rule, the first two games are educational.
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Relieving anxiety in preschoolers
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Outline of a correctional and developmental lesson for preschool children
Purpose of the lesson: Relieving anxiety.
Tasks:
- Development of fine motor skills.
- Development of the emotional sphere.
- Development of logical thinking, attention, speech.
- Formation of the ability to relieve muscle tension.
- Raising the emotional background.
Lesson plan:
- Organizational part - 2 min.
- Practical part (16 min.). A set of psycho-gymnastic exercises a set of psycho-developmental exercises
- Conclusion – 2 min.
Necessary materials: multimedia installation (projector, screen, laptop), music selection, chef.
Progress of the lesson:
- Hello guys! Look outside the window. What time of year is it today? That's right, winter! In winter it is very cold, there is snow and frost outside! And in winter, many people dream that it will come sooner... That's right, summer! In the summer, many people go to warmer climes to bask in the sun, swim in the gentle sea, and lie on the warm sand. ... Mishutka appears - Guys, don’t be sad! Summer will definitely come! But to cheer you up today, I want to invite you on a sea voyage today! Do you agree? (children agree). Well, then go ahead!
Immersion in a fairy tale. The sound of the sea turns on, the children take each other's shoulders and sway with their eyes closed.
- Well, here we are in a fairy tale. Oh look! We are greeted by sea inhabitants!
Exercise 1. Pictures of sea animals mixed with terrestrial animals appear on the screen. Children name sea animals and remove earth animals.
- Guys, look at the screen. What do you see? (Children answer that this is the seabed). - Right! We're on the seabed. Magic power turns us into sea fish.
Exercise "Fish". Soft movements of the hands (fins), chaotic movement around the room to the music. - Children, attention to danger! (a picture of a shark appears on the screen, alarming music sounds). Children cower in fear and pretend to be frightened. - Magical power helps us and turns us into sharks!
Exercise "Shark". Children turn into sharks. They make angry, tense faces and place their hands in front of them, imitating the jaws of a shark. Chaotic movement around the room accompanied by music. — The sharks swam away to do their own thing. Now you can relax! Children shake their hands and take a deep breath. Sit on the mat in a relaxed position. - Guys, we are on the sea coast. Let's turn into waves. Exercise "Waves". Children lock their hands together and make wave-like movements, small at first, then the “waves” become larger and larger. After completing the exercise, relax. - Now, let's play!
Exercise "Game with a wave." The teacher depicts a wave using a piece of chiffon. Children watch the movement of the “wave”. As soon as “the wave begins to roll onto the shore” (the leader moves towards the children), the children run away. “The wave rolls back into the sea” (the leader moves away), and the children again run up to the edge of the “sea.” - Well, are you tired? Let `s have some rest.
Exercise “I’m lying in the sun” (relaxation exercise). Children lie on the rug listening to music, imagining that they are sunbathing under the hot summer sun. Well, our lesson is over.
Let's remember what interesting things happened in our lesson? A discussion takes place. Each child expresses his or her opinion. Guys, you did a good job today, well done! Goodbye!
Author of the material: Chizh Natalya Alekseevna
Text of the book “Collection of correctional and developmental games and exercises for preschool children”
Oksana Vasilievna Barsukova, Elena Nikolaevna Gavrish, Elena Valerievna Pikina, Svetlana Evgenievna Khomyakova, Olga Leonidovna Tsymbalova Collection of correctional and educational games and exercises for preschool children Methodological manual
© Barsukova O. V., Gavrish E. N., Pikina E. V., Khomyakova S. E., Tsymbalova O. L., 2017
© Design. LLC "Buk", 2017
From the authors
The development and introduction of a holistic federal state educational standard for preschool education (FSES DO) solves the problem of creating a unified educational space. The basis for qualitative transformations of the modern public education system is the development of new variable approaches to teaching, the definition of tasks for the education of preschool children, as well as the identification of priority areas of work for specialists in preschool educational organizations. In connection with the introduction of new standards of educational activity, the distinctive feature of which is the focus on the transition of the entire education system to the strategy of social design and construction, specialists in preschool departments have special goals and objectives.
The need to create and develop a collection of correctional and developmental activities was dictated by the fact that every year children with various developmental disorders enter preschool departments. Therefore, the urgent question arises about the search, selection and modification of game exercises aimed at accompanying the period of adaptation of children, uniting the children's team, accepting a “special” child in the group, forming, correcting and developing communicative competencies, competencies of the emotional-volitional sphere, the formation of spatio-temporal ideas, voluntary regulation of activity, development of cognitive potential, independence and initiative in gaming and other activities.
The most important task of preschool education is psychological and pedagogical support and support for the socialization and individualization of the child’s development. In addition, the Federal State Educational Standard for Educational Education implies the implementation of educational programs in forms specific to children of each age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
This manual was developed by educational psychologists, a speech therapist and a music director - employees of the psychological and pedagogical service of GBOU Gymnasium No. 1590 in Moscow. The authors present their experience in organizing practical and organizational-methodological activities of specialists in preschool departments. The manual contains a set of basic work exercises and educational games.
Exercises and games form a complex that covers the main areas of child development: the sensorimotor sphere, the speech sphere, the development of the intellectual, emotional sphere and communication skills.
The proposed games and exercises will allow specialists to draw up comprehensive notes on correctional and developmental classes and creatively implement them in their practical activities.
Explanatory note
Main goals
program is to create conditions for the development of the emotional, social, cognitive and intellectual potential of preschool children, as well as the formation of positive personal qualities in them.
Tasks:
– activation and development of cognitive processes and mental functions: the ability to distinguish the shape, size and color of perceived objects, to find similarities and differences, the development of memory (auditory, visual, mechanical, semantic, operational), the development of orientation in spatio-temporal locations;
– development of the intellectual sphere (mental skills, visual-effective, visual-figurative, verbal-logical, creative thinking);
– development of mental operations: the ability to identify essential features, summarize them in a single representation, establish semantic cause-and-effect relationships and relationships; development of arbitrariness of mental processes;
– practicing communication skills, developing cooperation skills, empathy; organizing the emotional behavior of children, creating a positive emotional mood in the group; learning ways to regulate emotional states; analysis of the internal state (your own and other people);
– reduction of psycho-emotional stress and anxiety in children; work on body plasticity, development of self-organization and self-control skills.
Forms of conducting correctional and developmental classes:
work can be carried out both individually, subgroup, and in group mode. The recommended size of subgroups is 4–8 people.
Conditions for conducting correctional and developmental classes
: correctional and developmental classes are conducted (depending on the form of their implementation) in the office of a teacher-psychologist or a more spacious room (kindergarten group, playroom, art studio, etc.). The room should be equipped with tables and chairs appropriate to the height of the children, cabinets for aids and materials, and suitable stimulus material.
An important point when conducting correctional and developmental classes is the emotional mood of the specialist. Figuratively, we can say that the teacher is an “emotional donor” for children. Therefore, the emotional involvement of an adult in the gaming and developmental process is so necessary.
Algorithm for a specialist working with a family
This area of professional activity of a teacher-psychologist is also one of the priorities. Work with parents (legal representatives) of children accompanied by psychological and pedagogical services has its own dynamics and is carried out in stages.
Throughout the entire period of psychological and pedagogical support, it is necessary to involve parents in the developmental process.
At the preparatory stage of work, the preparation of material, technical, scientific, methodological, socio-psychological and other conditions necessary for organizing the support process takes place. A teacher-psychologist develops a package of individual documentation for each child, selects the necessary diagnostic tools, and compiles complexes of correctional and developmental classes. Conducts conversations and consultations for parents, during which he introduces parents to the goals, objectives and content of psychological and pedagogical support. Conducts consultations with teachers and specialists.
consultation is also carried out
, which allows the specialist to collect the necessary information about the child and his family, his individual and psychophysical characteristics, as well as important anamnestic data.
Based on the results of the consultation, an optimal regime for the child’s attendance at an educational institution is developed, a forecast is made for the course of the adaptation period, and an individually oriented program of work for specialists with the child is developed or adjusted.
Initial individual gaming session
– is also a very important stage in the work of a teacher-psychologist, since it is this stage that allows you to establish friendly relationships with the child, identify the main focus of subsequent work with the family, and also determine the pace and content of correctional and developmental classes.
Next, comprehensive psychological and pedagogical monitoring
level of development of children. The purpose of monitoring is to determine the level of current development of the child, identify developmental disorders and monitor the process of adaptation of children. The work is carried out in the mode of individual diagnostic techniques. At the end of the year, the educational psychologist conducts a repeated study of the degree of adaptation, as well as a psychological and pedagogical examination. If necessary and at the request of the parents, the specialist conducts a more in-depth diagnostic examination.
When all the necessary data has been collected, an individual educational route has been developed, a plan for correctional and developmental work has been drawn up, a group of specialists begins psychological and pedagogical support for the child.
. At the same time, interaction with parents is maintained throughout the entire school year in the form of psychological consultations, conversations, open events, information, and, if necessary, the work of a teacher-psychologist with the child-parent pair. Thus, active work with parents is carried out throughout the school year and is built according to the following algorithm:
• initial consultation with the family of a child with disabilities;
• forecast of the degree of adaptation of the child to preschool education;
• initial individual gaming session;
• primary psychological and pedagogical diagnostics;
• a complex of correctional and developmental activities;
• final diagnosis of the child;
• development of recommendations for families, joint design of the trajectory of further educational activities.
Each specialist may have his own algorithm of actions, since the point is to take into account the principle of consistency - one action leads to another.
Psychological and pedagogical support is an important part of the organization and content of psychological and pedagogical work with a child with developmental disorders. In particular, making it possible to identify the individual psychological and physiological characteristics of the child, based on which the specialist, together with the parents, will be able to design the trajectory of educational activity.
The analytical stage of work includes processing and analysis of the information received. The task of the analytical stage is to interpret the data obtained and fill out an individual child development chart.
This stage of work also includes such an important stage as prognostication. The prognostic stage is a very important link in the system of psychological and pedagogical support for the family, since based on the available facts and their understanding, the specialist determines the forecast for the course of the adaptation period, the trajectory of the child’s further development, the main directions of correctional work with him are clarified, and the issue of his individual educational route is resolved.
Based on the generalization of the results and systematization of the information received, the necessary adjustments are made to the adaptation forecast, and the data is entered into individual development maps. Parents are being consulted. If necessary, individual indicative plans are drawn up to consolidate the achieved results at home.
All stages are conditional, and their number may vary depending on the nature of adaptation, the level of development of children and incoming requests from parents. The transition to each subsequent stage, which is a continuation of the previous one, does not have a clear temporary nature and is possible provided that the child achieves intermediate results, without which the goal of psychological and pedagogical assistance cannot be achieved.
System of correctional and developmental work
The system of correctional and developmental work, aimed at compensating for identified disorders in children with developmental disorders, is divided into four main blocks:
1. Development and improvement of communication skills:
– developing the ability to master the means of communication;
– formation of attitudes towards interaction and a friendly attitude towards peers;
– establishing positive relationships with others;
– practicing communication skills, developing cooperation skills, empathy;
– organizing the emotional behavior of children, creating a positive emotional mood in the group;
– learning ways to regulate emotional states; analysis of the internal state (your own and other people);
– reduction of psycho-emotional stress and anxiety in children;
– work on body plasticity, development of self-organization and self-control skills.
– formation of a positive image of “I”.
2. Development of speech and mental activity:
– acquiring knowledge about the surrounding reality that helps improve social skills;
– formation of detailed monologue and dialogic speech. Ability to correctly and consistently express your thoughts, following the rules of message construction;
– formation of the conceptual apparatus and basic mental operations: analysis, synthesis, comparison and generalization;
– development of the intellectual sphere (mental skills, visual-effective, visual-figurative, verbal-logical, creative thinking);
– development of mental operations: the ability to identify essential features, summarize them in a single representation, establish semantic cause-and-effect relationships and relationships; development of arbitrariness of mental processes;
– expansion of vocabulary.
3. Development of arbitrariness of mental activity:
– the ability to work according to the model and in accordance with the instructions of the teacher;
– development of voluntary regulation of behavior and natural motor activity in educational situations;
– development of voluntariness as a component of speech activity, mastery of the planning function of speech (answering questions in strict accordance with the task, the ability to express one’s thoughts in speech, talk in detail about the sequence of completing educational work);
– mastery of control and evaluation actions, skills of monitoring one’s activities;
– development and activation of cognitive processes and mental functions: the ability to distinguish the shape, size and color of perceived objects, similarities and differences; development of memory (auditory, visual, mechanical, semantic, operational).
4. Development of spatial concepts:
– formation of skills to distinguish geometric shapes;
– students’ assimilation of the concept of quantity;
– development of orientation in the spatial arrangement of objects;
– mastering spatial orientation on a sheet of paper and in a room, developing time concepts;
– improving coordination of movements in space.
The content of the proposed classes makes it possible to activate the creative potential of pupils, helps to develop in children the ability to work independently and stimulates their cognitive activity. The use of a variety of game tasks and the organization of a game situation increases the interest of preschoolers in achieving the results of their activities and helps to increase educational motivation.
All classes are conducted on material close to the educational program, which ensures their high efficiency and allows for the transfer of skills acquired in classes to the situation of everyday tasks. Collective discussion of many tasks provided for in the program contributes to the formation and development of children’s communication and joint activity skills: the ability to listen to the point of view of another person, to plan their actions together with others.
When planning and conducting classes with preschool children, some principles of organizing the correctional and developmental process were taken into account:
Increasing the complexity of the tasks presented, from joint completion of tasks with detailed instructions to creative independent work.
Conducting classes using material close to the curriculum.
Using gaming methods and work techniques.
Alternating active and sedentary tasks and exercises, conducting physical education sessions. Alternation of written and oral forms of work. This condition is mandatory when working with children, as it makes it possible to optimally distribute one’s energy, helps relieve fatigue and improve performance.
The use of exercises to test attention is carried out with the aim of organizing voluntary attention and establishing feedback with students.
Structure of correctional and developmental classes
Work with children is carried out in a group mode. Recommended group size is from 4 to 8 people. A correctional and developmental lesson lasts from 15 to 30 minutes. The duration depends on the age of the children, their psychophysical characteristics and personal characteristics.
From the very beginning of classes, it is important that the child understands and internalizes the norms and rules (rituals)
behavior in the group, basic principles of interaction with its members. At first, a clear, repeating structure of the lesson, the constant position of objects and things in the room (group, study room or office) are especially important, since this is an additional organizing point. It is always important to introduce a time limit for completing a task (sometimes an hourglass does something that no teacher can do), as well as a competitive component in games, relay races, etc.
The beginning of correctional and developmental work necessarily requires a fairly rigid position of the psychologist, which helps to consolidate and automate the lesson algorithm. After 5–7 lessons you need to consciously «
break
the
established order (ritual) in order to activate children’s internal control over what is happening and the need for questions.
Beginning of classes ritual
must include a specific (original) group greeting. Then this could be listening to a certain melody, discussing a past lesson or homework, group warm-up and setting goals for the current lesson, certain exercises for concentration and relaxation, etc. For both group and individual lessons, the initial phase is extremely important - getting to know each other , since role relationships are already established here, and conditions are created for trusting and safe relationships in the future.
"Acquaintance".
At the first lesson, each of the children and the psychologist needs to introduce themselves. First, the child says his name. After this, he is asked to do it again, trying to express himself through intonation, gestures, facial expressions, and movements.
The main part of the lesson is the most varied
, which changes depending on the current goals and dynamics of the correction process. However, its actual structure and order remain constant. For example, work always begins with breathing exercises, then written and graphic exercises are performed, then exercises to optimize tone, practice sensorimotor coordination, etc.
End of class ritual
contains integrative exercises (group discussion of the lesson, thematic drawings, etc.), receiving a common task, invented jointly and a canonized group farewell. Here, a careful, tactful assessment of each child’s success is required, as well as a smooth completion of the lesson according to the “circle of feelings” scheme.
An important condition for the development of voluntariness is learning the rules
, their acceptance and implementation by the child.
Naturally, this can only be formed in a game
, since it is precisely this that represents a free activity with its own clear laws, the violation of which leads to the impossibility of full participation in it.
Let us recall that the most characteristic features and essence of any game
are: unfinished and changed,
“
make-believe
”
, sequence of actions taken in everyday behavior; excessively exaggerated demonstration of them, especially emotional ones. In the game, strict adherence to the regulations and adherence to the rules of the game (ritualization) are mandatory for everyone, neglect of which entails inevitable withdrawal from the number of players; repeated repetition of its individual stages and actions. These features constitute the outline of the game as a special behavior. In addition, play is a special, natural form of learning for a child, recorded in children’s culture and folklore.
Corrective and educational games and exercises for preschool children
Block I. Neuropsychological warm-up
It is recommended to include various combined movements in the neuropsychological warm-up at the beginning of the lesson. Motor warm-ups always begin with an exercise that involves combining movement with breathing. Then one or two exercises are performed to activate the body, and at the end of the lesson relaxation games are played (self-massage, exercises to relieve bodily tension).
At the beginning of the warm-up, it is recommended to pay attention to breathing exercises in combination with various body movements. This helps optimize gas exchange and blood circulation, ventilation of all parts of the lungs, as well as overall health and well-being. Doing breathing exercises calms you down and helps you concentrate. Smooth “stretching” movements relieve muscle tension, increasing the level of mental activity and performance.
You need to breathe in a slow rhythm, breathing should contain four phases of equal time: “inhalation - retention - exhalation - retention.” At first, each of them can be 2-3 seconds with a gradual increase to seven seconds. Movements are performed during the inhalation or exhalation phase, with pauses during breath holds.
Exercise No.
1:
“Reaching for the sun.”
Stand up, feet shoulder-width apart, arms down. As you inhale, slowly raise your arms up, gradually “stretching” your whole body: starting with your fingers, then stretching with your wrists, elbows, shoulders, chest, lower back and legs, but without much tension and without lifting your heels from the floor. Hold your breath - “we reach out to the sun with our fingertips.” Exhale, lowering your hands, relax.
Exercise No.
2:
Stretching.
Stand with your feet shoulder-width apart, hands clenched into fists and lowered down. On a slow inhalation, raise your fists above your shoulders, keeping your elbows slightly bent, and bend your back, spreading your shoulders and throwing your head back; stretch up, straightening your arms and rising on your toes (imagine that you have just woken up and are stretching sweetly). Fix this pose, hold your breath. As you exhale, lower your arms down, trying to “reach” your fingers to the floor.
Exercise No.
3:
“String”.
Stand up, feet together, arms raised up.
“Stretch ”
the whole body while inhaling slowly, stretching with both arms and the body at the same time; then - only with the right side of the body (arm, side, leg), then - only with the left side of the body. The back should not strain or arch. Ask your child if his back, arms, and legs are stretched.
Exercise No.
4:
"Star".
Stand in the “star” pose (feet slightly wider than shoulder width, arms raised up and slightly apart). We perform stretches similar to the previous ones, but not one-sided, but diagonal. We lift and pull back our right leg, while simultaneously stretching our left arm up - diagonally, while the left leg and right arm are relaxed. Relax. Then the same is done along the other diagonal.
Exercise No.
5:
Leg stretches.
Feet shoulder width apart. As you inhale, raise your arms straight to the sides at shoulder level, palms down. While exhaling (four options for performing the exercise are possible - at the command of the teacher):
– slowly lean to the left and touch the toes of your left foot with your left hand; remain in this position for five seconds (pause) and return to i. n. Try not to bend your legs and arms;
– the same for the right arm and leg;
– slowly lean to the left and touch the toes of your left foot with your right hand; remain in this position for five seconds and return to i. n. Do not bend your legs and arms;
– the same for the left hand and right leg.
Self-massage exercises can be performed while sitting or standing.
Exercise No.
6:
“Washing your hair.”
a) Fingers slightly apart and slightly bent at the joints. Using your fingertips, massage your head in the direction: 1) from the forehead to the crown, 2) from the forehead to the back of the head and 3) from the ears to the neck.
b) The fingers are slightly bent, the surface of the nails and the first phalanges are in close contact with the surface of the head just behind the ears; The massage is performed by the child with both hands towards each other from the ears to the top of the head.
Exercise No.
7:
"The monkey is combing his hair."
The right hand massages the head with its fingers from the left temple to the right side of the back of the head and back. Then the left hand - from the right temple to the left side of the back of the head. In a more complex version, the arms cross at the base of the hair (thumbs along the midline!); in this position, the child intensively massages the head from the forehead to the neck and back.
Exercise No.
8:
“Ears.”
The ears are rubbed with the palms as if they were frozen; warm up three times from top to bottom - vertically; with a back-and-forth motion they rub in the other direction - horizontally (fingers, excluding the thumbs, are connected and directed towards the back of the head, elbows forward).
Then cover your ears with your palms, and place your fingers on the back of your head, bringing them closer together. Using your index fingers, lightly tap the back of your head up to three times. This exercise tones the cerebral cortex, reduces the sensation of tinnitus, headaches, and dizziness.
Exercise No.
9:
“Eyes rest.”
Close eyes. Using the interphalangeal joints of your thumbs, make 3–5 massaging movements along the eyelids from the inner to outer corners of the eyes, repeat the same movement under the eyes. After this, massage your eyebrows from the bridge of your nose to your temples.
After massaging the eyelids and area around the eyes, turn the eyeballs left, right, up and down, in a circle 3-5 times. Open your eyes wide for a few seconds, then close your eyes tightly. This relieves tension and improves blood circulation in the eye area, improving vision.
Exercise No.
10:
“Teeth sponges.”
Biting and scratching lips with teeth; tongue with teeth from the very tip to the middle of the tongue. Intense “flapping” of lips and rubbing lips against each other in different directions.
Exercise No.
11:
"Fish".
The mouth is slightly open. Take the upper lip with your right hand and the lower lip with your left. Perform simultaneous and multidirectional movements of the hands, stretching the lips up, down, right, left. Close your mouth, take both lips with your hands and pull them forward, massaging them.
Exercise No.
12:
"Flexible neck, loose shoulders."
Massage the back of the neck (from top to bottom) with both hands: stroking, patting, pinching, rubbing, spiral movements. Similarly: with your right hand, massage your left shoulder in the direction from the neck to the shoulder joint, then with your left hand – the right shoulder; with your right hand, grab your left shoulder and make 5-10 rotational movements clockwise and counterclockwise, the same with your left hand, then with both hands at the same time.
Exercise No.
13:
"Owl".
Raise your right shoulder up and turn your head to the right, while taking a deep breath; With your left hand, grab the right periosteal muscle and, as you exhale, lower your shoulder. Knead the trapped muscle by taking deep breaths and looking as far behind your back as possible. The same with the left shoulder with the right hand.
Exercise No.
14:
“Warm hands.”
Raise your right hand up, moving it in different directions. The left hand holds the shoulder (forearm) of the right hand, resisting its movement and at the same time massaging it. Then the hands change.
Rubbing and warming up the fingers and the entire hand from the tips of the fingers to the base and back; Special attention should be paid to the thumbs. Imitation of “power” washing, rubbing and shaking hands.
Exercise No.
15:
"House".
Place your fingers in a “house” in front of your chest and press on each other, first with both hands, then with each pair of fingers.
Exercise No.
16
"Nose".
As the teacher counts to 10, children massage the tip of their nose in a circular motion with an open palm, first with their right hand, and then with their left, but counting down (from ten to one).
Exercise No.
17
"Hello, ears."
At the command “Ears,” children cross their hands over their ears twice, lightly grabbing the lobes. The first time the left hand is on the right ear and at the same time the right hand is on the left. The right hand is on top. When you touch again, your right hand should be on the bottom. This can be followed by the “Shoulders” command. After which the children cross twice, changing the “upper” hand, and grab the shoulders with their hands.
Exercise No.
18
"Ear-nose".
At the command “Ears,” the teacher shows and names which hand should touch the ear, and which hand, crosswise, should touch the nose. For example, the right one is the nose, and the left one is the right ear. After fixation and the next command following it, the children change the position of their hands.
Exercise No.
19
"Mirror and shelf
". “Mirror” position – the palm of the right hand is open and placed vertically; the thumb is set aside; the gaze is directed to the center of the palm.
“Shelf” position – the palm of the right hand is horizontal; the thumb is pressed tightly to the palm, the middle finger is placed on the edge of the left palm at the base of the little finger.
At the teacher’s command, the “shelf” turns into a “mirror” and vice versa.
Exercise No.
20
“Fist – rib – palm.”
“Palm” position – both hands lie on the knees, palms down; the thumbs are directed towards each other and touching.
“Rib” position – both palms are placed edgewise on the knees (palms facing each other); thumbs pressed to the palm; the four remaining fingers are straightened and pressed tightly together.
“Fist” position – both palms are clenched into a fist (the thumb is pressed to the side of the fist); fists on knees.
At the teacher’s command, children change the position of their hands in random order.
Exercise No.
21
“Sun and Cloud.”
“Sun” position – the right arm is extended forward, the palm is wide open.
“Tuchka” position – the left arm is extended forward; the palm is clenched into a fist.
After the teacher’s command, the children change hand positions.
Exercise No.
22
"Rings".
The teacher shows the children rings formed by alternately connecting the tips of the thumb and one of the four fingers of each hand - little finger, middle finger, etc. It is necessary not only to use the little finger and ring finger as much as possible in the exercise, but also to control the accuracy of the circles formed.
Exercise No.
23
“Drawing in the air.”
Drawing the outlines of geometric shapes or objects in the air with both hands at the same time.
Exercise options.
• Simultaneous “drawing” with both hands of a general outline (square, sun, herringbone)
• Simultaneous drawing of the same shape with each hand (rhombus, square, circle)
• Simultaneous drawing with each hand, but with different shapes. For example, the right hand “draws” a square, and the left hand “draws” a circle.
