Games in a special correctional school of the VIII type. “What do we do when we eat?” Lesson summary for children of the first stage of a special (correctional) school of the VIII type. Tasks for a child of the 8th type.
This development of an extracurricular activity “Travel with the Snowman” was carried out within the framework of the thematic week “Winter-winter” and is intended for primary school students of the first type correctional school.
Goal and tasks:
- consolidate students' knowledge about winter;
- to clarify and consolidate students’ knowledge and ideas about nature and weather in winter, about the life of animals in the winter season, their tracks in the snow, about wintering birds, about winter fun for children;
- to form an active cognitive interest in the world around us;
- develop horizons, curiosity, attention;
- activate and expand students' vocabulary.
The archive contains a detailed script, presentation and two video clips. Target audience: 1st grade students. During the lesson, children analyze well-known fairy tales and try to understand what lesson they teach. The presentation contains a slide on which a surprise video fragment is installed (Baba Yaga suddenly appears and gives the children tasks). The script has detailed navigation through the slides.
Target audience: for 1st grade
Goals:
Introduce students to poetry dedicated to the Great Patriotic War.
Foster patriotic feelings.
Tasks:
Develop students' creative abilities.
Show the significance of the poetic word.
Target audience: for 6th grade
Goal: To consolidate knowledge about the concept of “passbook”.
Objectives: To develop children’s independence in overcoming life’s problems, a culture of communication, speech development, and the ability to handle money.
Target audience: for 7th grade
This material was prepared for presentation at the teachers' meeting. I think it will be useful to teachers who work with deaf students. Since the formation of educational motivation at primary school age among deaf students, without exaggeration, can be called one of the central problems of a modern school, a matter of public importance. Motivation is directly related to both the educational process and personal development in general. The appendix contains "Diagnostics of the level of school motivation in primary school students (author N.G. Luskanova)"
Target audience: for teachers
The presentation is intended for holding a club hour in an extended day group at a special correctional school. The lesson is organized in such a way that all students are involved in the work process; they will have the opportunity to tell themselves what they know about fairy tales.
Target audience: for 3rd grade
This event is aimed at developing vocabulary among students in the “Special Child” class and expanding knowledge about objects and phenomena of the surrounding reality. The tasks offered to children can evoke positive emotions from joint activities and contribute to the cohesion of the children's team.
Target audience: for the class teacher
▫ Lyudmila Nikolaevna, if you can, pass it on to me too. Thank you in advance. Svetlana Nikolaevna, come see Natalya Terentyevna Morozova. She has ten options.
▫ Why is it “The tops have lost their shores, but the bottoms still hope to get out on their own”? What is the reason? ... I'm racking my brains in ignorance...
▫ Inna Viktorovna, but for a reasonable bribe (a donation, one must assume... It’s not taxable?) - you can even hang out on a yacht (we’re talking about the well-known “Pallada”). Even with the kids (parishioners, one should assume). And the proceeds will certainly go towards bread. To a distant and poor diocese. It should be assumed... `... hand-to-hand combat section...` - and then in the park: - I am for the faith, ....! ...
▫ Belgorod region, today plus 7...
▫ This option is good if you have accumulated money. Which is not enough - I went and bought it. What’s difficult is that I didn’t do it, but just went and bought it. If he did, then it will be as a voluntary addition. Under such conditions, of course, you can live in the village. A hectare of land can be empty and overgrown with weeds, and the place can be used simply for “picking dandelions.” Patching the roof of a house is not a problem. He paid the repairman and will patch it up. Prepare some firewood - I asked the local residents and they will prepare it. Etc. They will agree for money. And at this time the owner himself can simply watch TV and buy ready-made items in the store. Money is not a problem to live in the village. With the exception of remote villages, where the neighboring peasant has no use for money and the shops are empty. But if you take a hectare without savings or with insufficient savings, then there is a good chance that the owner of this hectare will get tired of it and run back to the city. Because you have to do everything yourself and cultivate a whole hectare. And also pay taxes. And if you hire assistants, then the money will quickly disappear. And if part of the land is left empty, then you will have to make ends meet without watching TV, but working hard by hand. In addition, the grown crop does not guarantee that it will be bought. Therefore, you will have to use it yourself: make various preparations in large quantities. And this is a troublesome task: it takes more than three jars of cucumbers to roll up. And the situation will turn out that the owner of the hectare is all in work, without money, without normal things and feeds only on the harvest he himself has grown. And he doesn’t have to dream about rivers of milk under such conditions. Yes, he will most likely abandon this hectare or sell it to rich entrepreneurs who will use this plot as an area for their own enrichment at the expense of cheap labor. And at the same time, there is no guarantee that there will be no hostile competition and displacement of normal neighboring owners from their hectare due to the fact that cunning entrepreneurs liked the site. Therefore, this version of the family nest looks like a utopia. Another thing is a dacha of 6 acres for city residents. Although there is almost no income, it is easier to process. It's like your own mini-square for nature lovers.
COMPARISON
TARGET: teach your child to compare objects, words, numbers, and find their common features.
EXERCISE 1.
TASK: how are the words similar: CAT BOOK COVER?
EXERCISE 2.
BOOKS NOTEBOOKS
EXERCISE 3.
TASK: how are the words similar: SEA MILK MANGO?
EXERCISE 4.
TASK: how are the words similar: IS THE OVEN LEAKING SPEECH?
EXERCISE 5.
TASK: how are the words similar: WARLUS KNIFE BUCKET?
EXERCISE 6.
TASK: find common features of objects: APPLE WATERMELON
EXERCISE 7.
PEN-PENCIL?
EXERCISE 8.
TASK: how are the words similar: WHEEL STRIP APPLE?
EXERCISE 9.
TASK: how are the numbers similar: 77 and 17; 24 and 624?
What is the difference?
EXERCISE 10.
TASK: how are the numbers similar: 7 and 71; 31 and 38?
EXERCISE 11.
TASK: how are the numbers similar: 3and 13; 84 and 14?
What is the difference?
EXERCISE 12.
TASK: how are the words similar:CATS DOGS?
EXERCISE 13.
TASK: what is the difference between the items: BOOK NOTEBOOK?
EXERCISE 14.
TASK: how are the numbers similar: 12 and 21; 5 and 15?
What is the difference?
EXERCISE 15.
TASK: how are the words similar: MOUSE BROOCH RYE?
EXERCISE 16.
TASK: what is the difference between the items: SLEDGE CART?
EXERCISE 17.
TASK: what is the difference between the words: STORY POEM?
EXERCISE 18.
TASK: find common features of the following numbers: 8 and 18; 20 and 10
EXERCISE 19.
TASK: how are the words similar:NUMBER OAR CHAIR?
EXERCISE 20.
TASK: find common signs:FUR TREE, PINE TREE
EXERCISE 21.
TASK: how are they different?AUTUMN SPRING?
EXERCISE 22.
TASK: how are the numbers of each pair similar: 5 and 50; 17 and 170?
EXERCISE 23.
TASK: what is the difference between:SUMMER WINTER?
EXERCISE 24.
BIRCH ASPEN
EXERCISE 26.
TASK: what is the difference between:TREE SHRUSH?
EXERCISE 27.
TASK: what is the difference between:DECIDUATE TREE CONIFEROUS TREE?
EXERCISE 28.
TASK: name common features:SPARROW RAVEN
EXERCISE 29.
TASK: what is the difference between:WHITE MUSHROOM FLY AKOMOR?
How are they similar and how are they different?
EXERCISE 31.
TASK: compare the words: WINDOW CLOUD CLOUD
How are they similar and how are they different?
EXERCISE 32.
TASK: name common features:RIVER LAKE
What is the difference?
EXERCISE 33.
TASK: numbers are given: 13; 17; 31; 21
How are they similar and how are they different?
EXERCISE 34.
TASK: name common features:TABLE CHAIR
What is the difference?
EXERCISE 35.
TASK: numbers are given: 5; 15; 563; 25
How are they similar and how are they different?
EXERCISE 36.
TASK: what is the difference between:RULER TRIANGLE?
EXERCISE 37.
TASK: name common features:FORK SPOON
How are these items different?
EXERCISE 38.
TASK: how are the words similar:RESED BUCKET HUT?
What is the difference?
EXERCISE 39.
TASK: numbers are given: 4; 14; 48; 24
How are they similar and how are they different?
EXERCISE 40.
TASK: numbers are given: 12; 16; 20; 24
How are they similar and how are they different?
EXERCISE 41.
TASK: what is the difference between:ALBUM NOTEBOOK?
EXERCISE 42.
The butterfly has beautiful wings, but the dragonfly has transparent wings ;
The maple has carved leaves, and the birch has green leaves.
EXERCISE 43.
TASK: determine whether the comparison is correct:
The fly agaric is inedible, and the white mushroom has a brown cap.
The bullfinch has a red breast, and the swallow has a forked tail.
ANALYSIS:
Game “Change the order”:
Goals: to develop in children such mental operations as analysis of location and sequence. Learn to compose complex sentences with conjunctions “If ..., then”
EXERCISE: Think about what will happen if...
First morning, then night.
First an adult, then a child.
First they warm the soup, then light the fire.
First they sleep, then they go to bed.
Possible answer: If first there was morning and then night, then all people would go to bed having just woken up.
Game “Putting words together from halves”
Objectives: the exercise develops the ability to make a guess about the entire word from a separate fragment, an attitude towards a thorough analysis of the letter composition of the word in order to read it correctly, taking into account the fact that there are words that are similar in sound and they should not be confused with each other.
EXERCISE: The task of the children, having a whole series of cards with the beginnings and endings of words, is to quickly add them up so that they get a whole word. As a more complicated option, it is proposed to select several endings for one first half and vice versa. Then you are asked to read the words.
False riddles:
Objectives: use to develop analytical thinking. Each riddle has a clear affiliation with a particular topic of work on familiarization with the environment, on ecology. You need to provide a coherent, logical argument for your answer:
EXERCISE: Who will reach the flower faster - a butterfly or a caterpillar?Of course, a butterfly can fly, but a caterpillar cannot;
No one knows, if a caterpillar is flying on a leaf and a strong wind is blowing, then the caterpillar may arrive earlier.
At the same time, if a caterpillar flies on a butterfly.
Answers to false riddles are accepted, both real and fabulous. For each guessed riddle, you can make up a story or fairy tale.
EXERCISE 1.
TASK: Make words from scattered letters, eliminate the extra word.
bull -. fish
Kazakh - fairy tale
bigik - flexible
ltobs - pillar
kear – rivers
EXERCISE 2.
TASK: Copy by correcting mistakes. (text on the board)
Vasyutka has sensitive ears. The mustache is long, the fur coat is silk. Fire eyes, tenacious claws. Vaska is affectionate and cunning. During the day he lies in the sun and tells stories.
A mouse runs through the clean snow. Behind the mouse is a path where paws walked in the snow. The mouse saw a pine cone and looked to see if there was a ferret.
EXERCISE 3.
TASK: Choose related words for each word.
Birch -
Carrot -
Freezing -
Fish -
EXERCISE 4.
TASK: Match the adjectives with antonyms.
Heavy burden
stale bread
dense forest
bitter smell
clumsy kitten
long way
rough board
brave boy
high fence
SYNTHESIS
Examples of games for the development of the synthesis operation are various kinds of “nonsense”, where the child needs to “put things in order”, tasks to restore the sequence of words in sentences, phrases in a story. The teacher or speech therapist can set the beginning, middle or end of the story, and the child is asked to come up with the missing part.
Game "Place in Places"
Move : Children are asked to correctly place the lines of a mixed up poem, which is either drawn - symbolically or (if the children are reading) - written. It is most effective if an inscription and a picture depicting a hero or action are combined.
An angry boar sat on a branch
The steamboat was languishing in a cage,
The nightingale sharpened its fangs,
Porcupine - gave beeps,
Hedgehog - it was set for dinner
Siskin moved his mustache,
Cancer - flew above the clouds,
The table was chasing mice,
The teapot was jumping in the yard.
The boy gurgled on the fire
Abstract logical thinking
EXERCISE 1. Establishing connections between concepts
PURPOSE: establishing the relationships in which these words are found.
EXERCISE 2. Formation of the ability to identify essential features to maintain the consistency of judgments when solving a long series of similar problems.
The adult says to the child: “Now I will read you a series of words. From these words you will have to choose only two, denoting the main features of the main word, i.e., something without which this object cannot exist. Other words are also related to the main word , but they are not the main ones. You need to find the most important words. For example: garden... Which of these words do you think are the main ones?: plants, gardener, dog, fence, earth, i.e. something without which there would be a garden can't? Can there be a garden without plants? Why?.. Without a gardener... a dog... a fence... land?.. Why?" Each of the suggested words is analyzed in detail. The main thing is for the child to understand why this or that word is the main, essential feature of a given concept.
A)Boots(laces,sole, heel, zipper,bootleg)
b)River (shore, fish, fisherman, tina,water)
V)City(automobile,building, crowd,Street, bike)
G)Barn(hayloft, horses,roof, livestock,walls)
d)Cube (angles, drawing,side, stone, tree)
e)Division(Class,dividend, pencil,divider, paper)
and)A game(cards,players, fines, punishments,rules)
h)Reading (eyes, book, picture,seal, word)
And)War(plane, guns,battles, guns,soldiers)
EXERCISE 3. Formation of the ability to operate with meaning.
TASK: “Now I’ll read you a proverb, and you try to find a suitable phrase for it that reflects the general meaning of the proverb, for example:
Measure seven times and cut once
A) If you cut it incorrectly, you shouldn’t blame the scissors.
b) Before you do, you need to think carefully
V) The seller measured seven meters of fabric and cut it
The correct choice here is “Before you do, you need to think carefully,” and the scissors or the seller are only details and do not reflect the main meaning.”
Sample tasks:
1. Less is more.
a) It is more useful to read one good book than seven bad ones.
b) One tasty pie is worth ten bad ones.
c) It is not quantity that matters, but quality.
2. If you hurry, you will make people laugh.
a) The clown makes people laugh.
b) To do a job better, you need to think carefully about it.
c) Haste can lead to absurd results.
3. Strike while the iron is hot.
a) A blacksmith forges hot iron.
b) If there are favorable opportunities for business, you must immediately take advantage of them.
c) A blacksmith who works slowly often gets more done than one who is in a hurry.
4. There is no point in blaming the mirror if your face is crooked.
a) You shouldn’t blame the reason for failure on circumstances if it’s about you.
b) The good quality of a mirror does not depend on the frame, but on the glass itself.
c) The mirror hangs crookedly.
5. The hut is not red in its corners, but red in its pies.
a) You can’t eat pies alone; you must also eat rye bread.
6) A case is judged by its results.
c) One tasty pie is worth ten bad ones.
6. If you’ve done the job, go for a walk safely.
a) If you have done the job well, you can rest.
b) The boy went for a walk.
7. Skillful hands do not know boredom.
a) Pyotr Ivanovich is never bored.
b) A master of his craft loves and knows how to work.
GENERALIZATION
Choose a general concept
poppy, chamomile, rose ________________________________________________
cup, plate, bowl _____________________________________________
shirt, trousers, dress _____________________________________________________
carrots, cabbage, beets _________________________________________________
doll, bear, ball ________________________________________________
jelly, kefir, juice, tea _____________________________________________
earrings - bracelet, chain, pendant _______________________________________
anthill, hole, lair, den ____________________________________
two, three, five, one _____________________________________
axe, shovel, saw, screwdriver _____________________________________________
clay, wool, wood, plastic _____________________________________
plane, ship, boat, motorcycle _____________________________________
conductor, driver, teacher, tailor ________________________________
iron, refrigerator, vacuum cleaner __________________________________________
volleyball, basketball, football ________________________________________
courage, kindness, hard work, honesty ____________________________
CLASSIFICATION
Goal: to teach the child to identify a common feature in words - concepts, to classify.
EXERCISE 1.
Find the extra word: ANDERSEN, PERROT, BR. GRIMM, PUSHKIN
EXERCISE 2.
Find the extra word: GOOSE, DONKEY, CHICKEN, TURKEY
EXERCISE 3.
Find the extra word: FAIRY TALE, EPIC, STORY, PROVERB
EXERCISE 4.
Find the extra word: GLASS, WOODEN, FRAGILE
EXERCISE 5.
Find the extra word: Kyiv, MINSK, YAROSLAVL, MOSCOW
How can we call the remaining words a common word?
EXERCISE 6.
Find the extra word: TUESDAY, WEDNESDAY, WINTER, THURSDAY
How can we call the remaining words a common word?
EXERCISE 7.
Find the extra word: TRAM, METRO, TROLLEYBUS, DUMP TRUCK
How can we call the remaining words a common word?
EXERCISE 8.
Find the extra word: BRAVE, COWARDLY, BRAVE, BRAVE
How can we call the remaining words a common word?
EXERCISE 9.
Find the extra word: CLOUDY, RAINY, CLEAR, RAINY
EXERCISE 10.
Find the extra word: MATH, READING, NOTEBOOK, NATURAL SCIENCE
EXERCISE 11.
Find the extra word: PAIN, BIG, HOSPITAL, SICK
EXERCISE 12.
Find the extra word: BIRCH, ASPEN, TREE, POPLAR
EXERCISE 13.
Find the extra word: BURNING, SUNBANNING, MOUNTAIN, BURNING
EXERCISE 14.
Find the extra word: GO, RUN, DRAW, GO
EXERCISE 15.
Find the extra word: SAD, JOY, FUN
EXERCISE 16.
Find the extra word: HIGH SCHOOLMAN, BOOK, STUDENT, SCHOOLBOY
How can we call the remaining words a common word?
EXERCISE 17.
Find the extra word: SEA, WRINKLES, SEA, SAILOR
EXERCISE 18.
Find the extra word: CUCUMBER, ZUCCHER, STRAWBERRY, TOMATO
How can we call the remaining words a common word?
GOAL: to develop in a child the ability to describe the properties of objects, compare objects according to certain parameters, establish connections between various phenomena, and easily move from one connection to another.
EXERCISE 1.
Assignment: words given: BIRDS FOX CUCUMBER
For example: 1) an extra “cucumber” - it is not alive.
2) extra “birds” is a plural word, etc.
EXERCISE 2.
Assignment: words given: DOG TOMATO SUN
Leave only two of them that have similar properties.
EXERCISE 3.
Assignment: words given: COW TROW BOOTS
Leave only two of them that have similar properties.
EXERCISE 4.
Assignment: words given: CHICKEN WHEAT PILLOW
Leave only two of them that have similar properties.
EXERCISE 5.
Assignment: words given: GOOSE FROG TINA
Leave only two of them that have similar properties.
EXERCISE 6.
Assignment: words given: CHICKEN CHICKEN MIMOSA
Leave only two of them that have similar properties.
EXERCISE 7.
Task: words given: UMBRELLA ROAD BAG
Leave only two of them that have similar properties.
GOAL: teach the child to classify
EXERCISE 1.
EXERCISE 2.
Task: what is extra in the row and why?
EXERCISE 3.
Task: what is extra in the row and why?
EXERCISE 4.
Task: what is extra in the row and why?
EXERCISE 5.
EXERCISE 6.
Task: which letter is extra and why?
EXERCISE 7.
Task: what is extra in the row and why?
38; 44; 100; 29; 50
EXERCISE 8.
Task: what is extra in the row and why?
55; 88; 33; 90; 11
EXERCISE 9.
Task: what is extra in the row and why?
74; 7; 47; 44; 77
CLASSIFICATION 2
GOAL: classify objects, words, develop the ability to choose a basis for classification.
Exercise 1.
EAR CAT
FEATHER MUSHROOM
VASE TABLE
words are distributed by gender.
Exercise 2.
Task: a list of words is given (two columns):
WORD CAT
FEATHER CHALK
BOOK MOUSE
MOVIE MUSHROOM
Choose a caption for each column:words are distributed according to the number of letters;
words are distributed by number of syllables;
words are distributed by gender.
Exercise 3.
Task: a list of words is given (two columns):
ROSE CURRENT
FEATHER TOOTH
VASE MOUTH
HAND FIR
Choose a caption for each column:
words are distributed according to the number of letters;
words are distributed by number of syllables;
words are distributed by gender.
Exercise 4.
Task: a list of words is given (two columns):
FOX SHEEP
WOLF GOAT
HARE DOG
BEAR BOILER
Choose a caption for each column:
Pets,
wild animals.
Exercise 5.
Task: a list of words is given (two columns):
FASHION MOLE
MOUSE PLOW
GOAT CIRCLE
IT'S TIME TO RAFT
Choose a caption for each column:
words are distributed according to the number of letters;
words are distributed by number of syllables;
words are distributed by gender.
Exercise 6.
Assignment: given words:LEMON, ORANGE, PEAR, RASPBERRY, APPLE, STRAWBERRY, PLUM, CURRANT.
Name: 1. berries;
2. fruits.
Exercise 7.
Assignment: words are given that are divided into three groups by gender:
MOM TOWEL MAPLE
PINE WINDOW STUM
SHADOW SKY DAY
SALT SUN CHAIR
Fill in the missing words in the sentences:
in the first column of the word ... kind,
in the second column the words ... kind,
in the third column the words ... kind.
Exercise 8.
Assignment: given words:TABLE, CUP, CHAIR, PLATE, CABINET, TEAPOT, SOFA, SPOON, STOOL, CHAIR, PAN.
Underline the name of the furniture with one line, the name of the dishes with two lines.
Exercise 9.
Task: given words that are divided into three groups by the number of syllables:MOUSE COW OWL
HORSE NIGHTINGALE NORA
CHORUS HEAD PAIR
GROWTH QUAIL RANA
Fill in the missing words in the sentences :
in the first column - words that have a syllable;
in the second column - words with - syllables;
in the third column - words that have - syllables.
Exercise 10.
Assignment: given a list of plants (4 columns):
BIRCH SPRUCE ROSE HIP DANDELION
MAPLE PINE HUTTER Cornflower
POPULAR LARCH HONESUPLE BELL
shrubs;
deciduous trees;
coniferous trees;
flowers.
Exercise 11.
Assignment: name the names of your classmates that begin with lettersINAndWITH.
Exercise 12.
Task: divide the words into groups according to the number of syllables:PENALTY CASE, VASE, LAMP, LAMPSHAD, FEATHER, PENCIL, PUMPKIN, DESK, RULER, NOTEBOOK, TABLE, MOUSE, FLOOR.
Which group do the words belong to:SALT, HANDLE, HAMMER, ROOT?
Exercise 13.
Assignment: divide the nouns by gender:FIR, MUSHROOM, PINE, TREE, STRAWBERRY, NEST, SUN, DANDELION, WINDOW, BROOCH.
Which group should the nouns belong to:DOOR, GLASS, TABLE, TOWEL, ROPE?
Exercise 14.
Task: given numbers:1; 2; 3; 4; 5; 6; 7; 8; 9; 10
Divide them into 2 groups:
odd
Which group should the numbers belong to:16; 31; 42; 18; 37?
Exercise 15.
Task: given numbers:2; 13; 3; 43; 6; 55; 18; 7; 9; 31
Divide them into 2 groups:
unambiguous
double digits
Exercise 16.
POPPY, LINDEN, MAPLE, CHAMOMILE, ROSE HIP, LILY OF THE LILY, RASPBERRY, CURRANT, OAK.
Exercise 17.
DOVE, SPARROW, WOLF, TIT, CARP, BEAR, PIKE, LYNX, TIGER, BUFFIN, PANDER.
Exercise 18.
Assignment: distribute the names of animals into groups; Give each group a name:CAT, HEDGEHOG, DOG, WOLF, GOAT, FOX, HARE, SHEEP.
Exercise 19.
Task: lettersE; Yo; AND; Z; AND; TO; L; M; N; ABOUTdistribute two into groups; vowels and consonants. On which line is the classification done correctly?
E; Yo; AND; K J; Z; L; M; N; ABOUT
E; Yo; AND; O F; Z; TO; L; M; N
E; Yo; N; O F; Z; AND; TO; L; M; N
4. And; E; Yo; AND; Z; TO; L; M; N; ABOUT
Exercise 20.
Assignment: distribute the names of the following plants into groups; Give each group a name: PINE, LINDEN, MAPLE, FIR, LARCH, BIRCH.
Exercise 21.
Task: numbers 22; 35; 48; 51; 31; 45; 27; 24; 36; 20
divided into 2 groups: even and odd. On which line is the classification done correctly?
31; 35; 27; 45; 51; 22 48; 24; 20; 36
31; 35; 27; 45; 51 27; 20; 24; 36; 22; 48
27; 31; 35; 45; 51 20; 24; 22; 36; 48
4. 26; 31; 36; 35; 45; 51 20; 24; 22; 48
Exercise 22.
Task: numbers 1; 2; 3; 5; 8; 12; 16; 24; 35; 48
divided into 2 groups: single-digit and double-digit
In which line is the classification carried out correctly?
1; 2; 3; 5; 12; 8; 16; 24; 35; 48
1; 2; 3; 5; 8 12; 16; 24; 35; 48
1; 2; 3; 5; 8; 16 12; 24; 35; 48
4. 2; 3; 5; 8 24; 1; 12; 6; 16; 35; 48
Exercise 23.
Assignment: divide the words into two groups by gender: TOWEL, FLOOR, SOAP, CEILING, FRAME, WALL, KNIFE, PORRIDGE.
| FLOOR PORRIDGE TOWEL | PORRIDGE FLOOR CEILING |
| FRAME SOAP | WALL KNIFE SOAP |
| KNIFE WALL PORCH | FRAME PORCH TOWEL |
| FLOOR TOWEL PORridge | PORCH PORridge KNIFE |
| KNIFE SOAP WALL | SOAP STAN FLOOR |
| CEILING PORCH FRAME | FRAME CEILING |
Exercise 24.
Task: divide the words into two groups according to the number of syllables: DOOR, BROOCH, SUN, CINEMA, STAMP, NIGHTINGALE, PENCIL, BELL, MARCH.
In which table is the classification carried out correctly?
| BROOCH SUN NIGHTINGALE | BROOCH SUN NIGHTINGALE |
| DOOR BRAND PENCIL | DOOR CINEMA PENCIL |
| MARCH BELL | MARCH BRAND BELL |
| NIGHTINGALE CINEMA BROOCH | BROOCH CINEMA NIGHTINGALE |
| PENCIL SUN DOOR | DOOR SUN PENCIL |
| BRAND MARCH | BRAND BELL |
Exercise 25.
Assignment: divide into two groups according to the number of letters of the word: CORK, FRAME, WAVE, BARK, PAW, SORR, STICK, CON, MAY.
In which table is the classification carried out correctly?
| SOR PAW CORK | MY PAW CORK |
| CON FRAME STICK | CON FRAME STICK |
| SOR WAVE |
|
| SOR PAW CORK | MY PAW CORK |
| CON FRAME STICK | CON BARK STICK |
| MAY KORA WAVE | SOR FRAME WAVE |
Exercise 26.
Assignment: plant names are given: SPRUCE, PINE, LARCH, MAPLE, BIRCH, ROSE HIP, HUTTER, POPLAR, LILAC.
Divide them into two groups:coniferous trees, deciduous trees, shrubs.
In which table is the classification carried out correctly?
| ROSE HIP |
||
| LARCH |
| ROSE HIP |
||
| LARCH | ||
| ROSE HIP |
||
| LARCH | ||
| ROSE HIP |
||
Exercise 27.
Task: on what basis are the words combined:IRON, BLIZZARD, STICK, CLOCK, LAMP, GLASS, SOFA?
Choose the correct answer:
these words have the same number of letters;
these words have the same number of syllables;
these words are masculine;
These words are feminine.
Exercise 28.
Task: three groups of words are given:
CAT WINDOW HAMMER
BROOCH APPLE HOUSE
MOUSE PORCH KNIFE
BOARD BUCKET FLOWER
Choose the correct answer:
Exercise 29.
Assignment: determine what served as the basis for this classification of words:
LILY OF THE RASPBERRY
DANDELION CURRANT
BELL STRAWBERRY
GOOSEBERRY CLOVE
Choose the correct answer:
words are grouped by number of letters;
words are grouped by gender;
words are grouped by number of syllables.
Exercise 30.
Task: two groups of words are given:
LILY OF THE RASPBERRY
DANDELION CURRANT
BELL STRAWBERRY
GOOSEBERRY CLOVE
What was the basis for this classification?
Choose the correct answer:
words are grouped by number of letters;
words are grouped by gender;
the words are divided into flowers and berries.
Exercise 31.
Assignment: determine on what basis plants are classified:
SPRUCE LILY OF THE LILY ROSE HIP
MAPLE BELL CURRANT
BIRCH CLOVE HUTTER
Choose the correct answer:
words are grouped by gender;
words are grouped by number of syllables;
words are divided into groups: trees, shrubs, flowers.
Exercise 32.
Task: numbersgroupedin three lines:
1; 2; 3; 4; 5; 6; 7; 8; 9
20; 21; 28; 29; 36; 39
321; 324; 547; 625; 744
What was the basis for this classification?
Exercise 33.
Task: distribute the numbers into groups in two ways (i.e. choose a basis for classification):
1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11; 12; 13; 14; 15; 16; 17; 18; 19; 20
Development of logical operations.
AWARENESS.
| 1. The boot always has... | Lace, buckle, sole, straps, buttons. |
| 2. Lives in warm regions... | Wolf, bear, deer, camel, penguin, walrus. |
| 3. In the year... | 24 months, 3 months, 12 months, 4 months. |
| 4. Month of winter... | September, March, February, November. |
| 5. Doesn’t live in our country... | Nightingale, stork, ostrich, tit, starling. |
| 6. The father is older than his son... | Often, always, never, rarely, sometimes. |
| 7. Time of day... | Year, month, week, day, Monday. |
| 8. Trees always have... | Flowers, fruits, leaves, root, shadow. |
| 9. Time of year... | August, Saturday, morning, autumn, holidays. |
| 10. Passenger transport... | Combine harvester, dump truck, bus, excavator, diesel locomotive. |
EXCLUSION OF CONCEPTS.
| 1. Tulip, lily, bean, chamomile, violet. | |
| 2. River, sea, lake, bridge, pond. | |
| 3. Doll, spinning top, ball, jump rope, sand. | |
| 4. Table, stool, carpet, chair, bed. | |
| 5. Poplar, birch, spruce, linden, aspen. | |
| 6. Chicken, rooster, eagle, turkey, goose. | |
| 7. Circle, triangle, pointer, square, quadrangle. | |
| 8. Sasha, Vitya, Stas, Semyonov, Igor. | |
| 9. Cheerful, fast, tasty, careful, sad. | |
| 10. Moscow, Vladivostok, village, Tomsk. |
GENERALIZATION.
| 1. Perch, crucian carp, pike... | |
| 2. Shovel, hammer, saw... | Tools |
| 3. Summer, winter, autumn... | Seasons |
| 4. Cucumber, tomato, carrot... | |
| 5. Wardrobe, sofa, bed... | |
| 7. Lilac, hazel... | Shrubs |
| 8. Tit, bullfinch, crow... | |
| 9. Elephant, tiger, lion, fox... | Animals |
| 10. Spruce, fir, pine, oak... |
Development of verbal and logical thinking
Exercise 1
Can a table with 2 legs unscrewed still stand? Why?
Can a tram go around a girl standing on the tracks?
3. Will 2 balls hold together if they are placed on top of each other?
Can a cube roll? Why?
Can a bicycle overtake a car? Why?
If they show football on TV, can the ball fly out and hit the boy?
You have a small bag and a large sack, both containing potatoes. Which is easier to carry?
Who is hard to see in the forest? And who is easy?
Who is easy to spot in the snow and who is difficult?
10. A black kitten was running around the room and fell into a jar of flour. Suddenly a white kitten appeared in the room. Where did he come from?
11Mom looked out the window and said: “There is a strong wind outside!” (“It rained at night.”) How did she guess?
12. Can a subway train collide with a bus?
Is it easier to walk or ski in deep snow?
What happens if a boy gets into a bathtub full of water?
Can you go skiing in summer? Why?
16. For the winter, the hare changes its fur coat from gray to white. Why?
17. How is a pillar different from a tree?
18. Why don’t the ice floes in the river stand still in the spring?
19. Dad bought his son ice cream, put it in his jacket pocket and forgot. When an hour later dad remembered the ice cream, it was not in his pocket. Where did it go?
Dad lifts a heavy weight, but the boy can’t. Why?
If a person jumps from a plane, it will crash. What about parachutists?
If you throw a handkerchief and a stone from the roof of a house, which will fall to the ground faster?
Why do people wear fur coats in winter?
If you put a fur coat on the snow, the snow underneath will melt
Exercise 2
Finish the sentence"
Target: complete the sentence with one of the words given in brackets and repeat the resulting phrase in its entirety.
The sailor saw a distant island because he picked up ( magnifying glass, binoculars, glasses)
Masha pricked her finger with a knitting needle because she didn’t know how to (wash, knit, sew)
The workers could not lift the piano into the apartment because the stairs in the entrance were (old, dirty, narrow).
The water in the jar rose because the boy threw (a twig, stones, crumbs) into it.
Katya pulled her hand away because she took hold of the hot (metal, wood, plastic) handle of the frying pan.
Exercise 3
"3rd wheel"
Target: select one extra one from 3 objects, taking into account the selected one
sign, and explain your choice in detail.
Color: chicken, lemon, cornflower
Cucumber, carrot, grass
Doctor's robe, tomato, snow
Shape: TV, book, wheel
Kerchief, watermelon, tent
Size: hippopotamus, ant, elephant
House, pencil, spoon
Material: jar, pan, glass
Album, notebook, pen
Flavor: candy, potato, jam
Cake, herring, ice cream
Weight: cotton wool, weight, barbell
Meat grinder, feather, dumbbell
Exercise 4
"Why did this happen."
Goal: complete the sentence by explaining the named event. Use a complex sentence construction with a conjunction because.
Mom scolded her son because.
The boy decided to change clothes because.
The girl got up from the bus seat.
The boy quickly ran to school.
Sasha's eyes hurt.
The teacher laughed cheerfully.
Grandma turned off the TV
The dog growled menacingly
Mom cried
The guests laughed loudly
The dog wagged its tail happily
The cat arched his back and hissed
Mom opened the window
Petya screamed loudly
A flock of crows rose above the field
The cars slowed down sharply
The policeman whistled loudly
Exercise 5
"What doesn't fit"
Target: Having analyzed 3 logically related concepts, select one that differs from the others in some way. Explain the reasoning. Example: book - album - notebook. A book will be an extra item, since it contains a story, but the album and notebook do not contain a story, they are just stapled paper .
Night light, floor lamp, candle
Eyes, nose, eyebrows
Bed sheet, duvet cover, pillowcase
Pond, river, lake
Plum, apple, peach
Pants, shorts, skirt
Table, shelf, chair
Jacket, sweater, shirt
Goat, pig, cow
Potatoes, carrots, cucumber
Christmas tree, birch, pine
Tram, train, trolleybus .
Frying pan, cup, saucepan .
Rooster, goose, sparrow .
Cow, horse, lion .
Exercise 6
"What's important and what's not."
Target: choose from a number of words reflecting some details of the main object, one or two main ones, without which the specified concept does not exist. Explain your choice in detail. For the convenience of analyzing a number of concepts, an adult can, naming one word at a time, clarify with the child each time whether this detail is important for reflecting the basic properties of the object.
Example:(garden). Without greenhouses maybe a vegetable garden? And without the scarecrow? And so on.
VEGETABLE GARDEN: scarecrow, greenhouse, beds, fence,plot,
weeds.
GARDEN: fence,fruit trees,
dog, benches.
STREET: road, houses, lights, people, shops. FOREST: berries, mushrooms, animals, flowers, trees, birds. SEA: beach, saltywater, sand, vacationers, fish. RIVER: boats,flow, shore, water, fisherman, fish
EXERCISE: "What has it become..."
Target: tell me what it will turn into
Chair without back ___________________________ .
Cup without handle.
Ice cream without refrigeration.
Rider without a horse.
Tree without branches.
Table without legs.
Sofa without back.
Airplane without wings.
Book without pages.
Pillow without feathers.
Backs without sulfur.
Snowman without cold.
TV without electricity.
Pencil without lead.
Sleeveless jacket.
Cap without visor.
Window without glass.
Garden without trees.
EXERCISE " …, to…"
Target: complete the sentence using a conjunction to. At the beginning of each phrase, select 2-3 possible options for its continuation. Say the resulting statement in its entirety.
The children got on the boat.
Mom put on a fancy dress.
Petya covered his face with his hands.
Katya picked up a chick from the ground.
Vova took 1 dog on a leash.
Grandfather put a scarecrow in the garden.
Workers brought bricks.
Dad bought flowers.
Lena waved her arms.
Dima bent over the bush_________________.
The driver opened the trunk of the car_________________.
Mom answered the phone ________________________________________.
Lena poured soup into a bowl ________________________________.
Marina opened the window_________________________________.
Seryozha approached the stream________________________________.
EXERCISE
Target: from a group of objects, choose one that differs from all the others in some way. Explain in detail what the differences are.
Example: three objects are always cold (snow, ice cream, an icicle, a cup of tea from which steam rises is hot. Therefore, the cup here is superfluous, it does not fit with all the other objects. (The explanation can be given in other, more accessible words for the child. However, the wording should be as maximal complete and clear).
Anthill - hole- birdhouse - hollow.
Snowflake - ice cream -hot tea - icicle- snowman.
Bike - skates- sled - skis- snow scooter
Comb- Toothbrush- bow
- washcloth- toothpaste.
Chicken- sausage -cheese
- sausage - ham.
Spoon fork knife- scissors - ladle.
Saying phrases backwards
Famous daredevil .
Bargain
good friend .
Joyful meeting .
Unexpected departure .
Smooth inhalation .
Remember the joy .
Light top .
External calm .
Winding descent .
Old grudge .
Minor flaw .
Give a lot .
Anxious Enemy .
Let in from above .
Dark past .
How are they similar and how are they different?
Stroller and sled.
Pillar and tree.
Knife and scissors.
Vase and jar.
Dress and sundress. _
Wardrobe and bedside table.
Pillowcase and duvet cover.
Ax and hammer.
Nail and screw.
Ladle and spoon.
Fork and rake.
House and greenhouse.
Kennel and cage.
Exercise: Write a story
Target: combine 3 concepts that are distant in meaning in the least number of sentences.
Example: Porridge - leaves - fish. The family went on a hike. Dad set up the tent on a covered leaves on the ground. In the evening we cooked everything together porridge and fried what was caught in the river fish.
Example: Fish-like yellow leaves fell onto the wet ground, which resembled a thick porridge.
Boat- pencil - anthill .
Forest- desk- hippopotamus .
Tap- floor lamp- cloud .
Watch- plate- sea .
Parrot- wind- saw .
Cone- tomato- rain .
Monkey- airplane- granulated sugar .
Porridge- leaves- fish .
Scales- house- shore .
Tree- nail- lake .
Dog- truck- notebook .
Briefcase- jump rope- Christmas tree .
Independently select 3 concepts that are distant in meaning and combine them in a short story.
EXERCISE
Target: name as many functions of one object as possible
Example:(pencil) it is suitable for writing, drawing, it can be used as a pointer, a perch for a parrot, a stick for stirring paint, and it can be used to measure other objects.
Book
Brick .
Box .
Bulb .
Coil
A piece of glass .
Fork .
Plastic bottle .
Piece of matter .
Newspaper .
Bandage .
Cube .
Can of oil paint .
Mirror .
Long board .
Glass jar .
Car tire .
plywood sheet .
Log .
Bucket with sand .
Barrel of water
Visual-effective thinking
U 
exercise: “Complete the halves”
The task “Complete the halves” develops the child’s thinking, imagination, attention, visual memory, and graphic skills. By completing the second half of the drawing, you can introduce the child to such a concept as “axis of symmetry” and explain what it means to “mirror image.” The tasks are designed in such a way that the child can complete both the left and right halves of the picture.
EXPLANATORY NOTE
Among all cognitive processes, which are forms of reflection by a person of the surrounding world, the highest and most complex is thinking. If in the process of perception a person cognizes individual and specific objects when they directly affect his senses, then thanks to thinking he cognizes such features, properties and signs of the object that he might not have directly perceived.
A feature of thinking is the reflection of objects and phenomena of reality in their essential features, natural connections and relationships that exist between parts, sides, features of each object and between different objects and phenomena of reality.
By revealing the connections that exist between objects, a person can look deep into things and foresee their changes under the influence of various reasons.
Thinking is a mental process through which a person reflects the objects and phenomena of reality in their essential characteristics and reveals the various connections that exist in them and between them. Thanks to the activity of thinking, a person does not have to carry out blind tests hundreds of times, going from error to error. They use already discovered laws, apply dependencies known to them, and then through their practice confirm their correctness or reject them as erroneous.
It is thanks to knowledge of the laws and dependencies of objective reality that human activity is reasonable, and therefore purposeful and meaningful. A thinking mature person already knows or assumes in advance that he will succeed. He solves the problem “in his mind”, based on his own and other people’s experience, which he uses in thinking.
The thinking problems of mentally retarded children lie, first of all, in the properties of the nervous processes in such children. The weakness of the functions of the cerebral cortex causes a slow rate of formation of new conditioned connections, as well as their fragility; as a result, problems arise in the thinking process; problems begin with the need to understand something, learn and explain, and are most problematic at the stage of analysis and synthesis of phenomena.
The thinking of mentally retarded children is characterized by:
violation of all mental operations (to a greater extent generalization and abstraction);
decreased activity of thought processes;
the most preserved type of thinking is visual and effective;
unconsciousness and randomness of actions in the decision process;
uncritical thinking;
weak regulatory role of thinking;
low motivation for mental activity.
Analysis in such children is characterized by insufficient completeness and accuracy, unsystematicity and inconsistency, and chaos. When analyzing an object, they highlight only individual, well-known, most noticeable parts of the object, do not strive to carry out a detailed analysis, and miss a number of important properties. Due to the imperfection of the analysis, the synthesis of objects is difficult. By identifying their individual parts or properties in objects, they do not establish connections between them, and therefore find it difficult to form an idea of the object as a whole. Specific features of thinking in mentally retarded children are clearly manifested in comparison operations. Not being able to identify the main thing in objects and phenomena, they make comparisons based on unimportant characteristics and often on incompatible ones (for example, the color of one object and the shape of another). When comparing, signs of difference are more successfully identified than signs of similarity.
The mental operation that suffers the most is generalization. In mentally retarded children it is also based on the identification of unimportant secondary properties of objects. When generalizing, such children rely on external visual properties, functional or situational features. Children do not independently generalize their experience of everyday actions with objects-tools that have a fixed purpose. Therefore, they do not have the stage of understanding the situation requiring the use of a fixed (generally accepted) weapon. In cases where children, with the help of an adult, use auxiliary means, they do not sufficiently generalize their own experience of action and cannot use it when solving new problems, that is, they do not transfer the method of action.
The development of various types of thinking is peculiar in comparison with the norm. The most impaired is verbal-logical thinking, and the most intact is visual-effective thinking. Moreover, when solving this or that problem, they resort mainly to the trial and error method, repeating the tests in an unchanged form and, accordingly, always getting the same incorrect result. Children with developmental disabilities, unlike their normally developing peers, do not know how to navigate the conditions of a problematic practical task; they do not analyze these conditions. Therefore, when trying to achieve a goal, they do not discard erroneous options, but repeat the same unproductive actions. In fact, they do not have genuine samples. They are made difficult to solve even the simplest practical problems, such as combining an image of a familiar object cut into 2-3 parts, choosing a geometric figure that is identical in shape and size to the corresponding recess on a flat surface (“letterbox”), etc. . It must be said that the implementation of practical actions in itself makes it difficult for mentally retarded children. Their movements are awkward and stereotyped, often impulsive, excessively fast or, conversely, too slow.
Children show low dynamism of images and their fragmentation. A distinctive feature of the thinking of mentally retarded children is uncriticality and the inability to independently evaluate their work. As a rule, they do not check the solution to the task and often do not notice their mistakes.
When solving mental problems, there is a lack of orientation and lack of planning. Mentally retarded children usually begin work without listening to the instructions, without understanding the purpose of the task, without an internal plan of action, and with weak self-control. Their thinking motivation is reduced: they are attracted to easy tasks that do not require mental stress and overcoming obstacles.
In addition, problem children are distinguished by the inclusion of speech in the process of solving mental problems. Normally developing children have a constant need to help themselves comprehend the situation by analyzing their actions in external speech. This gives them the opportunity to become aware of their actions, in which speech begins to perform organizing and regulatory functions, i.e., it allows the child to plan his actions.
In mentally retarded children, such a need almost never arises. Therefore, their attention is drawn to the insufficient connection between practical actions and their verbal designation; there is a clear gap between action and word. Consequently, their actions are not sufficiently conscious, the experience of action is not recorded in words and therefore not generalized, and image-representations are formed slowly and fragmentarily.
In children with developmental disabilities, there is a weak relationship between the main components of mental activity: action, word and image.
A necessary condition for the development of thinking of students with special educational needs is a specially selected set of correctional and developmental exercises aimed at developing all types of thinking. Therefore, I have compiled a collection of tasks and exercises to develop the thinking of children with special educational needs
It includes tasks to develop the ability to identify essential properties (signs) of specific objects and abstraction from secondary qualities, the ability to separate the form of a concept from its content, establish connections between concepts (logical associations), and develop the ability to operate with meaning.
Sections: Corrective pedagogy
Children with developmental problems have insufficient, and sometimes not at all, higher mental functions, such as perception, memory, thinking, speech, and imagination. One of the ways to increase activity and awaken interest in children with disabilities in an academic subject is a didactic game.
The collection contains specially selected correctional activities and didactic games that help develop mental processes. Their use is aimed at compensating for damaged parts of the brain and promoting the formation of new functional systems necessary for learning at school.
The collection of exercises is compiled by quarters, indicating the number of hours in each quarter. (34 hours per year, 2 lessons per week)
These exercises help organize and direct the child’s activities in terms of the formation of mental activity. The corrective exercises that the author uses in his lessons are presented.
A collection of exercises for correcting the development of cognitive abilities of children studying in grades 1-2 of special education, type 8
Children with developmental problems have insufficiently developed higher mental functions, such as perception, memory, thinking, speech, and imagination. The basic curriculum provides for hours of remedial classes in grades 8. The idea of creating a collection of exercises arose.
The collection contains specially selected correctional classes and didactic exercises that help develop mental processes. Their use is aimed at the development of the affected parts of the brain and contributes to the formation of new functional systems necessary for learning at school.
Basic directions of correctional work of the collection:
1. Improving movements and sensorimotor development:
– fine motor skills of the hand and fingers (let’s draw a Christmas tree with both hands at the same time);
– calligraphy skills (o – element of which letters?);
– articulatory motor skills (as you exhale, pronounce the vowels: A, O, U, Y, E).
2. Correction of certain aspects of mental activity:
– visual perception and recognition (from which figures the flags are drawn
– visual memory and attention (look at what the little men are doing, remember and draw from memory);
– formation of generalized ideas about the properties of objects: color, shape, size;
– spatial representations of orientation (game-task “What was, is, will be?”, compiling stories on the topics: What happened to me yesterday. What I did today. What will happen to me tomorrow);
– auditory attention and memory (sound signals are given alternately with a key, a tambourine, knocking on the table, etc. After listening, the child must produce these sound signals in order);
– phonetic-phonemic representations (determine in which words the stress falls on the third syllable: shell, mitten, drawing).
3. Development of mental operations:
– skill of correlative analysis (find a pattern: 1, 3, 5, ...,...,...,; 5, 7, 9, .... ...)
– grouping and classification skills (letters E, E, Zh, 3, I, K, L, M, N, O, divide vowels and consonants into 2 groups);
– ability to work according to an algorithm (drawing an animal according to manuals);
– ability to plan activities (games “Shop”, “Hospital”, “Chauffeur”);
– development of combinatorial abilities (arrange action signs in the required order: 6 6 6 6 -24, 6 6 6 6 = 2);
4. Development of visual-figurative thinking (find similar figures);
5. Development of cause-and-effect relationships
(Joke problems: 9 steamships were sailing at sea. 2 of them landed at the pier. How many steamships are at sea? Suddenly it started to rain. But Tanya, Olya and Sasha did not get wet. Why?)
6. Correction of disturbances in the development of the emotional and personal sphere (relaxation exercises for facial expressions, dramatization, role reading, etc.)
7. Expanding ideas about the world around us and enriching the vocabulary (in one word: a small table, a small chair; the one who builds, the one who teaches; the person who repairs the clock; the person who works in the canteen).
8. Contains exercises that help preserve children’s vision (let’s draw the number 123 with our eyes. These exercises help organize and direct the child’s activities in terms of developing mental activity.
Description of work: The summary of the correctional and developmental lesson “Synchrony of work of both hands” is intended for the work of a teacher-psychologist with children (grades 1-2) with disabilities under the program “Development of psychomotor and sensory processes.” The material will be of interest to defectologists, educational psychologists in correctional educational institutions of the VIII type.
Target: Development and correction of gross motor skills in students.
Tasks:
1. Teach the coordination of actions and movements of different parts of the body.
2. Develop self-regulation in students.
3. Develop visual attention associated with the coordination of the auditory and motor analyzers.
Materials and equipment:
Sensory foot path, tactile floor paths, mats; tape recorder, magnetic board “Mood Flower”, ball, stringing kits.
Progress of the lesson:
1. Organizational moment.Bringing children to the teacher-psychologist’s office, seating the children in their places. Mutual greeting.
2. Ex. "Flower of Mood"
Diagnosis of the emotional state of children at the beginning of the lesson.
Instructions: Guys, choose a petal of the color that matches your mood and attach it with a magnet.
Analysis of the mood of a group of children.
Photo “Flower of Mood”.
3. Game "Beads".
Game procedure. First, buttons of the same color are threaded onto a wire with the right hand, while the left hand holds the thread. Then string buttons of a different color onto the wire with your left hand. The winner is the one who collects the longest beads with both his right and left hands.
4. Ex. "Walking"
Children walk in a circle, one after another, according to the instructions of the teacher-psychologist:
▬ on toes;
▬ on the heels;
▬ with eyes closed.
5. Ex. “Walking the Sensory Foot Trail.”
Photo "Walking the sensory trail."
Procedure for performing the exercise. Each child, one at a time, goes through a route along tactile floor paths and a sensory path according to the instructions of a teacher-psychologist.
6. Relaxation “Magic sleep”.
Children take a comfortable position lying on the mats. Quiet music is playing. The teacher-psychologist gives the instruction: “Now, when I read poetry, you will close your eyes. You won’t really fall asleep, you’ll hear everything, but you won’t move or open your eyes.
Eyelashes droop...
Eyes are closing...
We rest peacefully (2 times)
We fall asleep in a magical sleep.
Our hands are resting...
Our legs are resting
Relax, fall asleep (2 times)
The neck is not tense
And relaxed...
Lips part slightly
Everything is wonderfully relaxing (2 times)
Breathe easily...Evenly...Deeply...
Long pause.
We rested peacefully
We fell asleep in a magical sleep.
It's good for us to rest!
But it's time to get up!
We clench our fists tighter,
We raise them higher.
Pull yourself up! Smile!
Everyone open their eyes and stand up.”
6. Ball game.
Game procedure. Each child is given a ball.
Exercise:
- throw the ball from one hand to another.
- throwing the ball to different heights and catching the ball with both hands
- throwing the ball to different heights and catching the ball with one hand.
7. Ex. “Repeat the movement.”
Procedure. The teacher-psychologist shows a picture depicting movement and the children must depict this movement.
Photo “Repeat the movement.”
