Program for the development of attention in older preschoolers. Program for the correction and development of attention in students with mental retardation

Inna Ivanova
Psychocorrective program "Correction of attention in children with a delay mental development" (part 1)

Municipal budgetary preschool educational institution

"Kindergarten No. 2 of a compensatory type for children with speech impairment"

city of Cheboksary, Chuvash Republic

Psychocorrection program

on the topic: "Correction of attention in children with mental retardation"

Prepared by: teacher Gavrilova Inna Vladimirovna Cheboksary 2013

Explanatory note

AT last years the number of children with mental retardation has increased markedly. Moreover, the data special psychology indicate that one of the most common forms of mental anomalies in early ontogenesis at present is precisely mental retardation. Preparations for the opening and the beginning of the activities of these schools led to a number of studies, as a rule, reflecting the state of cognitive activity of children with mental retardation (I. V. Lubovsky, N. A. Nikashina, T. V. Egorova, V. L. Podobed, 3. M. Dunaeva, V. I. Nasonova, G. B. Shaumarov, N. A. Tsypina, R. D. Triger, S. G. Shevchenko, G. M. Kapustina, I. F. Markovskaya). cognitive activity children of this category have been studied by many foreign authors. But also questions concerning the peculiarities of the attention of children with mental retardation, on this moment have not exhausted their relevance.

Attention is the process of consciously and unconsciously selecting one information coming through the senses and ignoring the other.

Attention is one of the main conditions that ensure the successful assimilation by a problem child of the amount of knowledge and skills available to him and the establishment of contact with an adult. If attention is absent, the child cannot learn to imitate the actions of an adult, nor to act according to a model, nor to follow a verbal instruction. Therefore, along with games that provide emotional contact between a child and an adult and educate the ability to imitate, follow instructions or act according to a model, it is necessary from the very beginning to conduct games and exercises that contribute to the formation of attention.

The purpose of the program: correction of attention in older children up to school age with mental retardation.

Program objectives:

1. Develop arbitrary, auditory, visual attention.

2. Form concentration of attention.

3. Develop the amount of attention, memorization.

The tactics of psycho-correctional work: conducting classes 2 times a week for 35-40 minutes, in the first half of the day, in a group room, with children 5-6 years old (older preschool age with ZPR).

Form of organization of the lesson: subgroup (no more than 6 children).

Program blocks: the program contains 3 blocks:

I. introductory block

Purpose: removal muscle tension, evoke positive emotions, establish contact.

II. main block

Purpose: development and correction of all properties of attention.

III. final block

The principles on which the psycho-correction program is built:

1. The principle of systematic corrective, developmental and preventive tasks.

2. The principle of priority correction of the causal type.

3. Activity principle of correction.

4. The principle of taking into account the age, psychological and individual characteristics of children.

5. The principle of complexity of methods psychological impact.

6. The principle of actively attracting the nearest social environment child, to participate in psychological correction

7. The principle of programmed development and correction.

8. The principle of taking into account the volume and degree of diversity of the material.

9. The principle of taking into account the emotional complexity of the material.

Block results:

I. block - the intended result: the child must relax, calm down, if he is alarmed, trust the psychologist.

II block - the intended result: to develop and correct the main properties of attention in a child with mental retardation.

III.block - the intended result: to draw conclusions regarding the developed program and its impact on the correction of the attention of a child with mental retardation.

The expected result of the entire correctional program: the development of attention in children of senior preschool age with mental retardation.

II. Thematic plan

I. block "Let's get to know each other"

Goal: relieve muscle tension, evoke positive emotions, attract attention, establish contact.

Lesson №1 "Hello" (40 min)

Greeting exercise "Let's say hello" -3

Game exercise "We woke up early in the morning" -2

Name game -5

Game "Ku-ku-15

Game "Teddy bear hid"-15

Lesson number 2 " friendly guys» (41 min)

Game "Friendship starts with a smile"-3

Game "Find your place"-15

Puppet theater "Where did the ball go?"-20

Game "What has changed?"-3

Lesson №3 "A fun day" (35 min)

Game "Brook"-3

Quest "Whose house is this?"-5

Exercise "Listen to the command"-5

Exercise "Exclusion of superfluous"-10

The game "Who was the hunter afraid of?"-12

Lesson №4 "On a walk" (38 min)

Game "Confusion"-3

Puppet theater "On the walk"-25

Stringing rings according to the pattern -10

II. block "We're going to visit"

Purpose: development and correction basic properties attention.

Lesson №5 "Visiting a mouse" (38 min)

Game "I see"-3

Game "Do not yawn" -10

Game "Canon"-20

Relaxation "Pose of rest"-5

Lesson No. 6 "Visiting a chick" (34 min)

Game "Sparrows and Crows"-5

Puppet theater "Feed the bird"-23

Game exercise "Be attentive"-6

Lesson No. 7 "Visiting the sun" (41 min)

Flower game-3

Game "Edible-inedible"-10

Game "Listen to the sounds"-25

Relaxation "Pose of rest"-3

Lesson No. 8 "Visiting the bear" (35 min)

Exercise "Arms-legs"-5

Game "Be careful"-10

The game "Who knows, he counts more" -20

Lesson No. 9 "Visiting a squirrel" (40 min)

The game "Listen to the claps" -25

Scouts game -10

Task "Draw a circle and a triangle"-5

III. block "We are at home"

Purpose: fixing attention, summing up.

Lesson No. 10 "Resting" (38 min)

Exercise "Live Domino"-15

Game "Gaspers" -20

Relaxation "Pose of rest"-3

Lesson No. 11 "Repeat" (36)

Exercise "Flies - does not fly" -20

Exercise "Exclusion of superfluous"-6

Task "Find two identical objects"-10

Lesson No. 12 "Relaxing" (37)

Game "Pass the ball"-3

Game "Four Elements" -20

The game "The sea is worried"-8

Game "Waves"-3

Relaxation "Rest on the sea"-3

Working program for the development of memory and attention.

Compiled by a teacher - psychologist Sorina Natalia Alexandrovna.

The proposed program contributes to the competent implementation of the correction intellectual development and allows during execution game tasks to develop in children thinking, attention, memory, perception, imagination.

Target:
formation cognitive processes(perception, attention, memory, thinking) of older preschool children, as an indicator psychological readiness to schooling.
Memory is the basis for the development of all mental processes and no one will argue with that. In order to come up with something, analyze, perceive and process information, the child has to use memory - to remember images, names, remember the sequence or instructions of an adult. The weaker the memory is developed, the more time and effort the child takes to perform any action, therefore, interest quickly disappears.
Memory training is inextricably linked with the development of attention. In order to remember something, you need to look carefully. Therefore, many memory development games contribute to the development of attention and vice versa.

"Pictures" A game familiar to everyone, during which the child is offered to memorize a series of pictures. After the child has memorized, the pictures are removed and asked to name what was drawn in the pictures (recall that we need subject pictures). Children 4–5 years old are offered 5–6 pictures for memorization. By school, the child must reproduce at least 9 from memory. This is how we train the operating room, short term memory. In order to turn on the mechanism of delayed memory, ask the child to remember the pictures in 15–20 minutes.

"Whisper".
Development game auditory attention. Children choose a driver with the help of a counting rhyme. The driver turns away, and the children agree on what word they will whisper together. If the driver guesses this word, then he changes.
"Quickly answer."
Children become in a circle. The host calls a color and throws the ball to one of the players. The one who caught it must name the object of this color. The main thing is to call quickly. The one who caught the ball must now name the color himself and throw the ball to the next participant.

"Repeat Pattern" The game contributes to the development of the ability to memorize the location of objects on the sheet. You can offer the child to lay out the pattern according to the model, and later ask him to remember and repeat the pattern from memory.

"Find differences".
Number of players: 2, 4 or 6 people.
Players get into pairs. Give each player a chance to take a close look at their partner. Then both players turn their backs to each other and make a few minor changes to their appearance: in their hair, in facial expressions, in clothing, in anything that can be seen.
When everything is ready, they turn to face each other again and try to find the differences.
Repeat the game several times, changing partners and increasing the number of differences.

"Magic word".
Number of players: 1 - 6 people.
The host shows various movements and addresses the players with the words: “Raise your hands, sit down, stand up, rise on your toes, walk in place”, etc.
The players repeat the movements only if the leader adds the word “please”.
Whoever makes a mistake leaves the game, and then performs some task (sings, reads poetry).

"Three Movements"
Game for the development of attention. The facilitator shows the children three movements and asks them to remember. First, the arms are bent at the elbows. The second - the arms are extended forward at chest level. Third - hands raised up. Children repeat these movements several times, while remembering their serial number.
Now the host shows one movement, and the number calls another to confuse the children. If the movement does not match the number, the children should not show it. The most attentive wins.

Snowball
Number of players: 6-10 people.
The players stand in a circle. The first player says his word.
The player to his right calls the first player's word and adds his own to it.
The game continues from player to player until the last participant lists the words of the whole group.

"Pay attention".

Before starting the game, learn the conditional signals. At the word "bunnies" the children should jump, at the word "herons" they should stand on one leg, and at the word "horses" they should stop and knock with one foot on the floor.
Now ask the children to walk in a circle. Leading at different intervals and in different order calls words-commands, and children carry them out.
You can expand the set of commands at the discretion of an adult.

"What is missing"
Number of players: 1-6 people.
Inventory: several toys. Place several toys in front of the child for one minute, preferably a few, 4-5.
Ask him to turn away and remove one toy.
When the child turns around, ask him which one is missing.

"Find a Toy"
Ask your child to find a toy that matches your description. At the same time, when describing an object, do not name it. For example: “Bring me something round, rubber, of blue color, what jumps if it is hit with a hand ”(ball).

Psychodiagnostics of the properties of the attention of children with disabilities should be aimed both at a detailed study of the development of natural or involuntary cognitive processes, and at the timely detection and accurate description of arbitrary cognitive actions and reactions.

For the development and correction of the attention of children with, a program was developed, which was based on the work of Malashinskaya L.I., and Osipova A.A. Due to the peculiarities of children, the program is designed for 12 lessons, which take place 5 times a week, the lesson lasts 20-30 minutes. Attention development classes are held both in individual and subgroup form (a subgroup consists of 3-4 people)

The program of development and correction of attention.

Purpose: development of attention properties (stability, switchability, distribution, concentration and volume).

Development voluntary attention, its stability, concentration, switching, volume, distribution;

Development of sensory, auditory, motor attention;

Correction of the main properties of attention, stability, concentration, distributions, volume, concentration;

Increasing cognitive interest;

Increasing the motive for achieving success and reducing the motivation to avoid failure, developing self-esteem

The course structure includes:

I. Introductory part (Warm-up.)

The goal is to set the child up for positive work.

attention switching exercises: "streamlet"

Development of active attention: "Look at your hands", "Listen to the command"

Development of observation, attention "In the mirror store"

II. Main part:

Purpose: correction of the main types and properties of memory.

1. Development of active attention: "Listen to the sounds", "Look at the hands", "Listen to the command"

2. Development of auditory attention: “Four elements”, “What is heard”, “Broken phone”, “Catch who was named”, “Recognize by voice”

3. Development of sensory attention: "Find two identical objects", "In the mirror store", "Exclusion of unnecessary".

4. Development of motor attention: “Who flies”, “Owl - Owl”, “To new places”.

5. Development of arbitrariness of attention: “Find all the differences”, “Find a path”, “Laying out the proposed pattern from sticks”

6. Development of the speed of attention: "Catch whoever was named", "Find five differences."

7. Development of concentration of attention: “Who was the hunter afraid of?”, “Drawing by cells”, “Stringing beads according to the pattern”, “Laying out the pattern from the mosaic according to the pattern”.

8. Developing Attention Switching: "Find Five Differences"

9. Development of stability of attention: . "Cow Manya and her mistress."

10. Development of attention span: "Find two identical objects", "Who was the hunter afraid of?", "Drawing by cells", "Stringing beads according to the pattern"

III. Final part:

Reflection of the lesson.

Lesson #1

Tasks: set up for work; development of active attention; development of sensory attention, volume of attention; development of motor-motor attention.

Introduction. (warm-up)

Game "Brook"

Main part.

1. The game "listen to the sounds",

goal: Development of active attention

Equipment: Recording with high and low sounds

2. Task "Find two identical objects"

Goal: Development of sensory attention, attention span.

3. The game "Who flies?"

Purpose: development of motor-motor attention

Equipment: Item name list

Final.(reflection)

Development program

"Development of the properties of attention of younger students"

Compiled by:

Bolenova N.V.

educational psychologist

MBOU secondary school No. 2, Rodniki

Rodniki, 2015

Explanatory note

The problem of studying the development of attention today is quite relevant. This is due to the high dynamics of life, where the task of protecting the health of students, creating favorable living and learning conditions for them is becoming increasingly important. Today, the number of children who have lost interest in learning is growing, their intellectual level decreased concentration. These factors necessitate the development of practical psychological and pedagogical tools to increase potential students.Attention is a necessary condition for their successful development.

In elementary school classrooms, teachers often urge "Be careful!" In a conversation with parents, teachers often use the phrases as an explanation for the student’s failures: “He lacks attentiveness”, “All his mistakes are due to inattention”. The inattention of younger students is one of the most common reasons for the decline in academic performance. Errors due to "carelessness" in written works, when calculating, when reading - the most offensive for both the teacher and the student. In addition, they are the subject of reproaches and dissatisfaction on the part of parents.

In the educational and cognitive work of schoolchildren, specialists assign attention to the main role. Student at all stages learning activities focus, focus of consciousness on certain objects and phenomena are necessary. Mistakes made by a student when performing any tasks, his misunderstanding of the educational material, the inability to start and consistently work on memorizing tests, completing drawings, can often be explained not by the lack of abilities for these types of activities, not by poor intelligence or poor memory, but by insufficient attentiveness .

Attention development is one of necessary conditions successful learning. The school makes its own demands on the arbitrariness of children's attention in terms of the ability to act without distractions. The child must follow the instructions and control the result. Children who have just come to school do not have formed attention, so the teacher needs to work on its development and improvement. Since the development of attention is as important as the formation of skills in reading, writing, mathematics. Attentive schoolboy educational material is easier to digest, the execution of the movement when writing letters and numbers is more accurate and accurate. And this is an indicator of the effectiveness of educational activities.

The development of attention in primary school age needs to be given more attention. elementary School should become a school of attention. This way you can avoid many of the problems of inattention that entail poor academic performance and unwillingness of children to study in high school. The success of other mental processes also depends on attention.

The program is based on the program of classes for the correction and development of the attention of students of primary school age (grades 2-3) of the teacher-psychologist Elena Ravilievna Makhmutova.

Target: increasing the level of development of the properties of attention (stability, distribution, concentration) among students of primary school age.

Tasks:

Developing Sustained Attention

Developing concentrated attention

Strengthening the ability to distribute attention.

Expected results:

A high level of productivity and stability of attention, mastering the processes of switching and concentration of attention, a high amount of attention, high level motivation for learning.

Participants: students of 2, 3 classes. Group of 25 people.

Implementation period: 2 months, 2 times a week.

The duration of the lesson is 30-35 minutes.

Each lesson is devoted to the development of the basic properties of attention: distribution, stability, concentration, as well as the development of other mental processes associated with attention: thinking, memory (visual, auditory), communication.

Classes begin with a greeting ritual, which includes questions about the mood in which the children came today, what interesting things happened to them during recent times and ends with a farewell ritual.

The content of the program "Development of attention of younger students"

Thematic planning program "Development of attention of younger students"

1) Greeting

3) Exercise "Restore the missing word."

4) Psychogymnastic exercise.

5) Exercise "Who is more attentive?"

6) Parting

Development of distribution, switching, concentration, attention span;

1) Greeting

3) Exercise "Think of an object"

4) Psychogymnastic exercise "Rain"

5) Exercise "Examples and text"

6) Farewell

Development of stability, concentration, attention;

1) Greeting

2) Exercise "Fill in the gaps in words"

4) Exercise "Fly"

5) The game "Stay calm"

6) Farewell

Development of concentration of attention, spatial orientation

1) Greeting

3) Exercise " Graphic dictation»

5) The game "Deaf Phone"

6) Farewell

Development of distribution, concentration of attention, logical thinking, visual memory.

1) Greeting

2) Exercise "Coded examples"

3) Psycho-gymnastic exercise

4) The game "Four elements"

5) Exercise "6 squares"

6) Farewell

Development of stability, concentration, logical thinking

1) Greeting

2) The game "Hippo"

3) Exercise "find the letters"

4) Psycho-gymnastic exercise

5) Exercise "Code words"

6) Farewell

Development of concentration of attention, spatial orientation, visual memory

1) Greeting

2) Exercise "Mice hid in minks"

3) Psycho-gymnastic exercise

4) Exercise "Circle in a square"

5) The game "Head, floor, ceiling"

6) Farewell

1) Greeting

2) Exercise "Figure row"

3) The game "Search non-stop"

4) Psycho-gymnastic exercise

5) The game "Merry little men"

6) Farewell

Development of distribution, concentration of attention

1) Greeting

2) Exercise "Find words"

3) The game "Pick up the pencil"

4) Psycho-gymnastic exercise

5) Exercise "Find the figures"

6) Farewell

Development of concentration, switching attention

1) Greeting

2) The game "Ear-nose"

3) Exercise "My favorite fruit"

4) Psycho-gymnastic exercise

5) Exercise "Flies - Does not fly"

6) Farewell

Development of stability of attention, logical thinking

1) Greeting

2) Exercise "Remember the drawing"

3) Psycho-gymnastic exercise

4) Exercise "Attentive hands"

5) Farewell

Reflection of group members, repetition and consolidation of material

There is a discussion in the circle aboutWhat did you learn, what did you like and what didn't you like? We play the games that we like the most.

Appendix 1

The program for the development of attention of younger students

Lesson 1

1) Greeting
The psychologist welcomes all children in connection with the start of classes. Tells how they will pass, introduces elementary rules behavior in the group, offers a greeting ritual.

2) An exercise aimed at developing concentration and stability of attention .
The psychologist writes on the board (or in the air) with his finger a word one letter at a time. Children write letters as they appear in notebooks or try to remember them. Then it is discussed which word each got. The psychologist can involve one of the children in the image of the word.

3) Exercise for the development of concentration and distribution of attention, auditory memory "Restore the missing word."
The psychologist reads a series of 5-7 words, unrelated in meaning:
SUGAR - BULLET - BOX - FISH - DANCE - PEAR
Then the row is not fully read, one of the words is omitted, the children must restore the missing word (and later its place in the row).

4) Psycho-gymnastic exercise
Psychologist:
Stand up straight. Raise your hands up. Stretch. Imagine that your hands are stems with flowers blooming on them. Flower petals reach up towards the sun. Take a deep breath. Throw your closed hands behind your head. Then separate them and pull them up. Breathe deeply and evenly. Imagine that you want to reach the sky with your hands. Slowly lower your arms.

5) Exercise "Who is more attentive?", aimed at developing concentration, attention span, visual memory The psychologist speaks, and the children look at the figures with the numbers located in them for 10 seconds.

After the specified time has elapsed, the psychologist removes the drawing and asks the participants to write in their notebooks the sum of all the numbers in the figures. Then draw the shapes in correct sequence and write a number in each figure.

6) Farewell

The psychologist asks the children what they learned in class, what did they like, what did they not like? He himself talks about his impressions of the lesson.
Lesson 2

1) Greeting

2) Exercise "Restructuring the word" aimed at developing the distribution of attention and convergent thinking.

Psychologist:
From letters given word make up as many new words as you can. In a new word, each letter can be used as many times as it occurs in the original word.

Word: COTTAGE.

3) Exercise "Think of an object", aimed at developing volume and shifting attention.

The psychologist asks the children to list items, for example Green colour. He asks to be careful not to repeat the names of objects.

4) Psycho-gymnastic exercise

Psychologist:
Take a deep breath. Hands slowly rise through the sides up. Holding the breath while inhaling. Exhale with an open strong sound A-A-A. Hands slowly drop. Inhale. Hands rise to shoulder level through the sides. Retention of breath. Slow exhalation with a strong oh-oh-oh sound, hug yourself by the shoulders, lower your head to your chest. Slow deep breath. Raise your arms to chest level. Retention of breath. Slow exhalation with a strong the sound of woo. Lower your hands down.

5) Exercise "Examples and text", aimed at developing concentration, distribution and switching of attention.

The psychologist offers the participants to solve 7 simple examples within 5 minutes. At the same time, he reads aloud a text unknown to the children. Participants must correctly solve the examples and answer questions on the content of the text within the agreed time.

6) Farewell

Lesson 3

1) Greeting

2) Exercise "Fill in the gaps in words", aimed at the development of attention stability, flexibility of thinking.

3) Psycho-gymnastic exercise

We raise our hands up. We take a deep breath. We hold our breath. We reach up, trying to get an apple growing on a tree. Did not work out. Gently put our hands down. Exhalation. Hands shook. Let's try to pick an apple again. We raise our hands, we stretch. Inhale. Retention of breath. They plucked an apple. We lower our hands down. Exhalation.

The psychologist asks the participants to find the missing letters in the words (5-6 words).

4) Exercise "Fly", aimed at developing the stability of attention and spatial orientation.

The psychologist distributes the table to the participants and dictates the “fly flight” inside the table to the right - to the left, up - down, but not diagonally. Children track the flight of the "fly" visually.

5) The game "Stay calm", aimed at developing concentration, stability of attention, spatial orientation.

The players form a circle. The driver walks inside the circle and, stopping in front of someone, says loudly: "Hands." The one to whom he addressed should stand still, and his neighbors should raise their hands: the neighbor on the right - left hand, neighbor on the left - right hand. Whoever makes a mistake leaves the circle.

6) Farewell

Lesson 4

1) Greeting

The driver turns his back to the group of participants.
Psychologist :
“..., you are now in the forest, we are shouting to you: “Ay!” Close your eyes tightly, who called you - find out. Participants say "Ay!", trying to change their voice. The driver must guess the participant calling him.

3) Exercise "Graphic dictation",

4) Psycho-gymnastic exercise

5) The game "Deaf phone", aimed at developing concentration and switching attention.

An analogue of the game "Broken Phone". Participants draw with their finger on the back of the next player in the chain, first letters, then short words.

6) Farewell

Lesson 5

1) Greeting

2) Exercise "Coded examples", aimed at developing the distribution of attention and logical thinking.

The psychologist offers the participants, using the key to the cipher, to solve examples:

OS - MI =

TS + MK =
KO + VP =

MAA - MO =

Key:

3) Psycho-gymnastic exercise

Psychologist :
Imagine that a magician has turned you into toys. Close your eyes and try to see what kind of toy you have become. Now open your eyes and try to portray your toy with a pose or movement. The rest of the participants guess what kind of toys they are.

4) The game "Four elements", aimed at developing attention span.

The players stand in a circle. The psychologist agrees with them that if he says the word "earth", everyone should put their hands down, if the word "water" - stretch their hands forward, if the word "air" - raise it up, the word - "fire" - rotate their hands.

5) Exercise "6 squares", aimed at developing concentration, attention span, visual memory.

Dots are shown in 6 squares. The psychologist invites the participants to make blanks in their notebooks - 6 empty squares. Then he presents the children in succession with 6 squares and asks them to remember the location of the points. Memorization time - 1 minute. Then the participants draw points from memory in the drawn blanks. The psychologist presents squares as the location becomes more complicated and the number of points increases.

6) Farewell

Lesson 6

1) Greeting

2) The game "Hippo", aimed at developing concentration and stability of attention.

The psychologist calls any words, the participants repeat them. For example, a lamp is a lamp, the sky is the sky, etc. But there is one forbidden word - “behemoth”, which cannot be repeated, but you need, for example, to clap your hands. This word psychologist can pronounce at any time.

3) Exercise "Find the letters", aimed at developing stability and concentration.

The psychologist distributes newspaper clippings to the participants and invites them to find all the letters “a” and cross them out with a line, circle the letters “n”, and underline the letters “m” from below with a line. The time to complete the task is 5 minutes.

4) Psycho-gymnastic exercise

Psychologist:
Imagine what is in your chest balloon. Inhale deeply, exhale through your mouth. Inhale again and imagine the balloon filling with air and getting bigger and bigger. Exhale slowly through your mouth as if the air is slowly escaping from a balloon. Pause and count to 5. Inhale again, hold your breath for a count of 3, imagining an inflated balloon inside you. Breathe out, feel like warm air passes through the throat, mouth.

5) Exercise "Code words", aimed at developing the distribution of attention, logical thinking and visual memory.

The psychologist asks the participants to decipher 7 coded words. Gives the key to the cipher. Each letter corresponds to a certain number.

The words :

6740 (fox)
434675 (gopher)
43125 (Marmot)
624b (moose)
184b (lynx)
9265 (wolf)
521290 (cow)

Key :

Participants write down the deciphered words in a notebook. The psychologist suggests memorizing these words. Memorization time - 10 seconds.
Words are reproduced. Then the psychologist asks to find the superfluous among the words and underline it with a line. Explain why it is redundant.

6) Farewell

Lesson 7

1) Greeting

2) Exercise "Mice hid in minks", aimed at developing concentration, attention span, visual memory.

The psychologist invites the children to carefully look at the sheet with the squares depicted on it - “minks” and remember in which “minks” the mice sit. You have 20 seconds to memorize. Then the psychologist removes the sheet, and the participants must, in the tables lined in notebooks, draw “mice” in the cells in the form of dots.

3) Psycho-gymnastic exercise

Take a few deep breaths in and out. Close your eyes. Imagine the beautiful blue sky. Clouds move across it. You are watching them. Let your thoughts fly away with the clouds. You are focused on the sky. You are calm and feel peace, silence and joy. Open your eyes. Take a deep breath and exhale.

4) Exercise "Circle in a square", aimed at developing concentration of attention, spatial orientation.

The psychologist asks the participants to draw a square in their notebooks. Draw a circle with your eyes closed. Make several attempts to complete the task.

5) The game "Head, floor, ceiling", aimed at developing concentration.

Now we will play a game. If I say “head”, then we look in front of us, if “floor” - we look down, the head is lowered, if “ceiling” - we look up, the head is raised. Be careful.

6) Farewell

Lesson 8

1) Greeting

2) Exercise "Figure row", aimed at developing the distribution and volume of attention.

The psychologist asks the participants to draw a series of figures in their notebooks:

Psychologist:
1) Put a "cross" in the 2nd triangle on the left and a minus sign in any circle.
2) Cross out all the squares and triangles after the circles.
3) Underline the squares before the triangles, but not after the circles.

3) The game "Search non-stop", aimed at developing the distribution of attention.

The psychologist asks the participants to see as many objects of the same color as possible around them within 10-15 seconds. One of the participants, at the signal of the psychologist, begins to list, the others supplement it. It is important that children do not repeat.

4) Psycho-gymnastic exercise

Psychologist:
Stand in a circle without bending your knees, reach with your hands to the tips of your toes. I'll start counting from one to ten. For each count, you will raise your hands, as it were, a step higher. Thus, on the count of "10" your hands will be raised up. The higher you raise your hands, the more cheerful your spirit will be.
The psychologist performs this exercise with the children, while counting from one to ten.

5) The game "Merry little men", aimed at developing concentration, attention span, visual memory.

The psychologist invites the participants to carefully look at the drawing-nok and memorize 6 postures " funny little men". Memorization time - 20 seconds. Then the psychologist removes the drawing, and the children show the poses. The sequence of the image pos is important.

Poses:

6) Farewell

Lesson 9

1) Greeting

2) Exercise "Find the words", developmentally directed attention.

The psychologist distributes alphabetic texts to the participants.
Psychologist:
Let's see how careful you are. Each of you has literal texts. Hidden among these sets of letters were words. You need to find them and underline them with a line below. Similar exercises different schools give different interpretations.

3) The game "Pick up the pencil", aimed at developing concentration of attention and speed of reaction.

Participants stand in a circle. The psychologist holds a pencil with his finger. Suddenly, he calls one of the participants and at the same time releases the pencil. The called person must pick up the pencil before it falls. The one who catches becomes the leader.

4) Psycho-gymnastic exercise

Psychologist:
Imagine that you have a small helpless chick in your hands. He is wet, cold, disheveled. Stretch your arms palms up. Fold your palms, hide the chick in them. Warm it up. Breathe on it, warming it with your even, calm breathing, put your hands on your chest. Share the goodness of your heart with the chick. And now open your palms and you will see that the chick joyfully took off, smile at him and do not be sad, he will still fly to us.

5) Exercise "Find the figures", aimed at developing concentration and attention span.

Participants are given a picture, having considered it, they must determine the number of triangles and the number of quadrangles.

6) Farewell

Lesson 10

1) Greeting

2) The game "Ear-nose", aimed at developing attention shifting.

Psychologist:
Touch your left ear with your right hand, and grab your nose with your left hand.
At the signal of the psychologist, the participants should change hands: touch the right ear with the left hand, and the nose with the right hand. And so several times.

3) Exercise "My favorite fruit"

The exercise allows the facilitator to create a working mood in the group, the development of memory, the development of the ability to long-term concentration of attention also takes place.

The group members introduce themselves in a circle. After calling themselves by name, each participant names their favorite fruit; the second - the name of the previous one and his favorite fruit, his name and his favorite fruit; the third - the names of the previous two and the names of their favorite fruits, and then their name and their favorite fruit, etc. The latter, therefore, must name the names and names of the favorite fruits of all members of the group.

4) Psycho-gymnastic exercise

Psychologist:
Pick up imaginary sand in your hands (while inhaling), Clench your fingers tightly into a fist, hold the sand in your hands (holding your breath). Gradually open your fingers (exhale), the sand spills out of your hands. Shake the sand off your hands, relaxing your hands and fingers. Drop your arms along the body: too lazy to move heavy hands.

5) Exercise "Flies - does not fly"

Exercise for the development of switching attention, the arbitrariness of performing movements.

Children sit or become a semicircle. The leader names the items. If the object flies, the children raise their hands. If it does not fly, the children's hands are lowered. The leader can deliberately make mistakes, many guys will involuntarily raise their hands, by virtue of imitation. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.

6) Farewell

Lesson 11

1) Greeting

2) Exercise aimed at developing concentration, attention span, visual memory "Remember the picture"

The psychologist invites the participants to carefully look at and memorize the provided drawings. Drawing memory time - 10 seconds.

Children draw pictures in their notebooks from memory.

3) Psycho-gymnastic exercise

Psychologist:
Now we will lift the "heavy barbell". Inhale. Raise the bar up. Retention of breath. We hold the barbell on outstretched arms. Then we throw it away. Exhalation. We are resting.

4) Exercise for the development of concentration, stability of attention, sound perception "Attentive hands".
The psychologist reads a series of words that contain the sounds "i" and "y". Participants listen carefully and, if the word has the sound “and”, raise their right hand, and if “th”, they raise their left. If there is neither one nor the other sound, then the hands remain lowered down.
Words: elevator, batting, iodine, engineer, sparrow, game, pencil, pen, buffalo, wagon, climate, kayak, scientist, dreamer, palm, small, neighbor, first, straw, flexible, egg, theater, ballet, pitchfork, field, bird, balcony.

5) Farewell

Lesson 12

Summarizing

In the circle there is a discussion of what they learned, what they liked, and what they did not like. We play the games that we like the most.

Based on the diagnosis, it is possible to outline goals and objectives for the development of the attention of these children. To do this, we have developed a correctional program to develop the properties of attention in preschool children with OHP.

Correctional program for the development of attention of older preschoolers with OHP

Explanatory note

AT modern world preschoolers with disabilities speech development make up the largest group of children with developmental disabilities, in this group there are more and more children with general underdevelopment of speech, of one level or another.

Defective speech activity leaves an imprint on the formation of children's sensory, intellectual and affective-volitional spheres. In children with general underdevelopment of speech, there is a violation of the skills of constructive activity, insufficient stability of attention, limited opportunities its distribution. Any activity is successful if it is accompanied by attention.

At present, they have become topical issues development of attention in children with speech disorders.

The purpose of the correctional program: the development of the attention of a child of senior preschool age with OHP.

Tasks of the correctional program:

1. Develop volume, stability, switchability and distribution of attention.
2. Form concentration of attention.
3. To cultivate self-control in a child.

Form of organization: group (no more than 10 people), mixed. Group and mixed forms of conducting classes are used, since it is in a group of children that a game can be fruitfully played, which is the leading activity of this age stage.

Duration: time - 25 minutes, 2 times a week. This is due to the fact that for children of senior preschool age this duration of classes is optimal, does not cause overwork.

Stages of corrective work:

1. Orientation stage - provides an opportunity to get to know the children, to establish contact with the group and with each child in it.
2. Corrective stage - directly corrective work, in this case - the development and correction of the main properties of attention. Specially selected games and exercises are used.
3. The final stage - consolidation, summing up the results of the work done.

This remedial program is based on the following principles:

1. The principle of systematic corrective, developmental and preventive tasks. This program compiled taking into account the system of tasks three levels:
- · Corrective tasks aimed at eliminating difficulties in the development of attention, its basic properties. In this case, the work is aimed at forming the concentration of the child's attention, which, according to the results of diagnostics, is poorly developed in the child.
- Developmental tasks are aimed at developing the properties of attention and the skills of its effective use in the main activities of the child. This program is aimed at developing the volume, stability, switchability and distribution of attention, as well as their successful application in game classes and in other activities of a preschooler.
- · Preventive tasks aimed at preventing deviations in the formation of various properties of attention: volume, stability, concentration, switchability and distribution of attention; as well as the prevention and prevention of possible difficulties in the child's activities (playing, subject, educational, etc.). For this purpose, self-control in the child should be brought up so that after the correction program the child, controlling his attention, could avoid difficulties.
2. The principle of unity of correction and diagnostics. Before compiling a correctional program, a psychological diagnostics children. Based on the diagnostics, insufficient development of attention in a preschooler with ONR was revealed, which was taken into account when drawing up the program. The work also includes games with a diagnostic nature to determine the dynamics of the development of attention in a child. Upon completion of the work, psychological diagnostics are again carried out in order to determine the effectiveness of the work carried out with the child and to draw up further recommendations.
3. The principle of priority correction of the causal type. In accordance with this principle, the priority goal of the correction is to eliminate the causes of difficulties and deviations in the development of the child. In this case, the causes of impaired attention are speech disorders, general underdevelopment speech. This correctional program is designed in such a way as to eliminate these reasons: the use of interesting visual material, the alternation of didactic and outdoor games, physical education and relaxation exercises.
4. Activity principle of correction. This program takes into account the leading activity of the preschooler - the game. Thus, the program selected games and game exercises on the development of the attention of the child.
5. The principle of taking into account the age, psychological and individual characteristics of the child. This program takes into account age features senior preschool age. The work also takes into account individual characteristics child identified during the diagnosis.
6. The principle of the complexity of methods of psychological influence. In this correctional program are used various methods psychological impact: didactic games, outdoor games, drawing therapy, physical education sessions, relaxation exercises.
7. The principle of active involvement of the closest social environment to participate in the correctional program. For the effectiveness of corrective action, it is necessary to involve relatives of the child, teachers, etc. in the work. To this end, the program presents homework for the development of attention, which the child performs at home with relatives. (After classes No. 4, No. 8, No. 9).
8. The principle of programmed learning. The presented program consists of successive and interrelated stages of work: Indicative stage - provides an opportunity to get to know the children, establish contact with the group and with each child in it (Classes No. 1 and No. 2). Corrective stage - directly corrective work, in this case - the development and correction of the main properties of attention. Specially selected games and exercises are used (Classes No. 3 - No. 9). The final stage is consolidation, summing up the results of the work done (Lesson No. 10).
9. The principle of complication. In this work, the proposed games and exercises gradually become more difficult with each lesson.
10. Accounting for the volume and degree of diversity of the material. At the beginning of the program, classes are more focused on concentration. And then, when the child has learned this, it is proposed to master the rest of the properties of attention. The material of the classes is varied, which creates a favorable background for working with children.
11. Accounting for the emotional complexity of the material. To create a positive emotional background activities and stimulation positive emotions for children, the program uses fairy-tale elements - travel. Also, at the end of each lesson, relaxation is carried out, which helps to relieve possible tension after class.

The program consists of 10 specially prepared lessons, each of which consists of 3 parts:

1. Introductory part - getting to know the children, greeting. Creation favorable mood for further work.
2. The main part - conducting games and exercises for the development, formation and correction of the main properties of the attention of older preschool children with OHP.
3. The final part - summing up the results of the lesson, farewell to the group.

Analyzing literary sources, it should be noted that many authors propose to use a block of classes in the correctional program for developing the attention of preschoolers with OHP (APPENDIX B).

Conclusions for chapter 2: based on the analysis of the results of the study, it is necessary to build such joint activities with preschoolers with OHP, which would give the most effective and positive results based on the results of its implementation.