The program of classes for the development of attention and memory. The program "Development of voluntary attention of preschoolers

Program goal:

Formation of the optimal level of arbitrariness of attention, as an age-psychological neoplasm in primary school age.

Program objectives:

• to develop in the child the ability to control their activities to develop basic properties attention;
• volume, distribution, concentration, stability, switching and selectivity;
• develop the main types of attention: auditory and visual.

Executor:

Teacher-psychologist.

Classes are held in groups of 6-8 people. Classes are held in the afternoon, after the main study load. The lesson lasts 30 minutes. Classes are held 1-2 times a week. The cycle includes 6 lessons. The repetition of the cycle is possible 2 times a year.

An exemplary summary of classes

Block	Lesson number	Orientation
I. Introductory	Lesson 1	Group introduction
II. Basic	Lesson 2	Volume and concentration of attention
	Lesson 3	Distribution and switching of attention
	Lesson 4	Volume, concentration and stability of attention
	Lesson 5	Distribution, switching and selectivity of attention
III. Final	Lesson 6	Summarizing

II. Development plan

Lesson 1. “Let's get to know each other”

Purpose of the lesson: creating an atmosphere of psychological comfort in the group, relieving tension, introducing the leader to the children.
Introduction. Teach greeting ritual in a group - children stand in a circle. Starting with the leader, the handshake is passed around the circle (from left to right). Learn the names of the members of the group.

Game "Dragon biting its own tail"

The goal is to relieve tension and stiffness.

The children line up. They hold each other by the waist. The host shows who is the “head” and who is the “tail”. The task of the “tail” is to run away from the “head” and not break the chain. The game is played with music. After 2 min. head and tail change roles.

The game "March to the corner!"

The goal is to introduce the members of the group to each other.
Incentive material for the game:
Who was born in St. Petersburg, and who in another city?
Who has siblings and who doesn't?
Who likes to go to school and who doesn't?
Who has a pet at home and who doesn't?
Who goes to the circle and who doesn't?

Explain to the children that the group will now all the time be divided into two parts according to different criteria. The question is asked “Who was born in St. Petersburg march to the right corner”, “who was born in another city - march to the left corner”, etc. etc.
After each division, ask the children to notice who is with them in the group. You can invite the children to ask the group their own questions.
At the end, in a circle, we remember who was born where, who has a dog, etc.

Exit from class. Ask the children what they liked the most. Teach farewell ritual groups - everyone stands in a circle, join hands and say “goodbye!” in unison.

Lesson 2. “We notice everything!”

Purpose of the lesson: increase the amount of attention, the development of concentration.

greeting ritual.

Exercise “What is missing?”

The goal is to increase concentration.
Stimulus material for the exercise: 2 sets of “spot the differences”.
Children are divided into two teams. Each team receives 2 drawings and the task: to find differences in them. Runtime 3 min.

Game "Acoustics"

The goal is to develop the ability to focus on one type of activity.
Children sit in a circle. The host gives the task: "Close your eyes and listen carefully to what is happening in the corridor." A minute later there is a poll. Then we listen to what is happening in the office. Then what happens outside the window.

Game "Zoo"

Stimulus material for the game: a field of 12 cells (sheet A4) and a set of cards with animals (12 pcs.)
The task of children is to remember in which cage lives which animal. A field with 4 animals is presented (for 30 seconds). With each show, the number of animals increases.
Farewell ritual.

Lesson 3. "Figaro here, Figaro there."

Purpose of the lesson: training of switching and distribution of attention.
greeting ritual.

Exercise "Square"

The goal is to train the distribution of visual attention.
Stimulus material for the exercise: a field of 12 cells (A4 sheet), paper, writing utensils.
The children are presented with a field on which numbers from 1 to 16 are randomly placed. The task of the children is to arrange the numbers in ascending order as quickly as possible. The task is performed individually on your sheet. The one who has finished shows the leader. After the first three correct answers, the game stops.

Typewriter game

The goal is to train active attention.
Each child is assigned one letter. The leader says the word. If this word has a letter assigned to it, the child should go to the board.
Words for the game: hedgehog, house, dad, circus, porridge, frame, hand, water, bull, coat of arms, dawn, dream.
Letters: e, g, d, o, m, p, a, c, i, p, k, w, y, c, b, s, g, h, i, s, n.

Exercise “Four Elements”

The goal is development auditory attention associated with motor coordination.
Children listen to the leader, and then repeat with him which movements correspond to which commands.
Then the children begin to run in a circle, but as soon as the command sounds, they freeze in a certain position. The careless are out.

Farewell ritual.

Lesson 4. “The Steadfast Tin Soldier”

Purpose of the lesson: development of volume, concentration and stability of visual and auditory attention.
greeting ritual.

Exercise "Be careful!"

The goal is to develop the stability of auditory attention.
Children march to the music, as soon as the music stops, the children must stop. The inattentive are out of the game.

Game “Mirror””

The goal is to develop the ability to concentrate.
Children are divided into pairs. One child shows simple moves hands, torso, the second child repeats. After 2 min. children change roles.
Discuss who was the best "mirror".

Exercise “Three Changes”

The goal is to increase the amount of visual attention.
Children stand in a row. One child is the leader. The task of the facilitator is to carefully look at a number of children, turn away, then name what changes have occurred.
You can help the child. Who has changed places? What has changed in clothes, hairstyles? What are the new items?
Farewell ritual.

Lesson 5. “Look, don’t look”

Purpose of the lesson: training of switching, distribution and selectivity of attention.
greeting ritual.

Exercise "Mathematician"

The goal is to develop the ability to distribute visual attention.
Stimulus material for the exercise: Table with a certain amount different items. Children are calculated on 1-4. Each child, in accordance with his number, must count the number of a particular item in the table.

Exercise "Find the word"

The goal is to train the selectivity of attention.
Stimulus material for the game: a table with a set of letters for each child, a sheet with words - a ball, an elephant, a cloud, a house, a pencil.
Children are invited to find words in the table and color them.

Game "Day - night"

The goal is to develop the ability to switch visual and auditory attention.
Children in a circle. Explanation of the rules. When music plays, it's day; when it's not, it's night. During the day, each player must actively move, talk and observe others. At night, everyone should be silent, not walk and close their eyes - fall asleep. At night, you need to carefully listen to what is happening around.
After 4 min. (two minutes for each time of day), the host gathers the children in a circle and asks: who saw and heard what.
Farewell ritual.

Lesson 6. “Summing up”

Purpose of the lesson: reflection of group members, repetition and consolidation of the material.
greeting ritual.
The scheme of this lesson depends on the children. In a circle, we discuss what we learned, what we liked and what we didn’t like. We play the games that we like the most.
The main focus of this lesson is to leave favorable memories for children about their successes and thereby consolidate the accumulated

LITERATURE

1. Anufriev A. F. et al., How to overcome difficulties in teaching children, M., 2001
2. Valker D., Conflict Resolution Training for elementary school, St. Petersburg, 2001
3. Gavrina S. E. et al., Developing attention (workbook), M., 2003
4. Workbook school psychologist/ ed. I. V. Dubrovina. - M., 1987
5. Samoukina N.V., Games at school and at home: psychotechnical exercises, and correctional programs. - M., 1993

A feature of the correctional program for the development of attention in younger students was that they had special exercises aimed at developing attention during the lessons of the general education cycle. We present these exercises by lesson.

Math lessons

Laying out of sticks

Purpose: development of voluntary attention, fine motor skills fingers.

Equipment: counting sticks (pieces of thick insulating wire, straws for cocktails, etc.), pattern sample.

Description. The child is offered to lay out a pattern or silhouette of sticks according to the model.

a) 1st level of complexity - patterns in one line;

b) 2nd level of complexity - simple silhouettes, consisting of 6 to 12 sticks;

c) 3rd level of complexity - more complex silhouettes, consisting of 6 to 13 sticks;

d) 4th level of complexity - complex silhouettes with large quantity parts, consisting of 10 to 14 sticks.

Instruction: “Look what is shown in this picture (pattern, house, etc.)? Take the sticks and lay out of them exactly the same pattern (house ...). Be careful when posting. Get to work."

Drawing by cells

Purpose: development of concentration and volume of attention, the formation of the ability to follow the pattern, the development of fine motor skills of the hand.

Equipment: a blank sheet of paper in a large cage (1 1 cm); sample for drawing; sharpened pencils.

Description. The child is offered to draw, according to the sample, a figure on a blank sheet in a cage with a simple pencil. The task has two levels of difficulty:

1st level of complexity - the sample consists of open figures;

2nd level of complexity - the sample consists of closed figures.

Instructions: “Look carefully at the picture. It depicts a figure consisting of lines. Draw exactly the same figure in the cells on a clean sheet. Pay attention!"

Note. It is not recommended to use a pen or felt-tip pen for drawing. If desired, the child can shade the closed figure with a colored pencil.

Purpose: to consolidate ideas about geometric shapes ah, ways to modify them by composing new geometric shapes from two or three existing ones according to the model.

Equipment: cut out geometric shapes for laying out the whole figure; silhouette patterns.

Description. The child is offered to independently lay out a silhouette figure from geometric shapes according to the model.

Instructions: “Look carefully at the picture. Of all the geometric figures, make up exactly the same figure next to the sample.

Note. Despite the instructions, some students try to lay out the parts on the sample. It is necessary to stop the child and ask to lay out the figure next to the sample. Samples of silhouette figures are obtained by cutting a square 7 × 7 cm in a certain way. When composing silhouette figures, use all parts, attaching one to the other, not superimposing one on the other.

What lies where?

Equipment: a form with standards of figures and objects corresponding to these standards, as well as a rack and cut-out figures for manipulation.

Description. The child needs to distribute objects relative to the proposed standards of figures. The technique can be used in two versions.

1. A simplified version: on a separate form, a rack with patterns of figures is shown, and flat objects are cut out and laid out by the child on the shelves of the rack relative to the proposed patterns of figures (the standards are compared with objects).

2. A rack with shelves and patterns of figures, as well as objects are depicted on one form. The child must complete the task without manipulating objects. Show and explain your actions.

Instruction: “Look, on this form a rack with shelves is drawn, on which geometric shapes are indicated: a rectangle, a triangle, another rectangle, a square, a circle, an oval. You need to lay out the carved objects that I have on the shelves so that they are next to the geometric figure that they look like. Explain your choice."

Reproduction of geometric shapes

Purpose: development of voluntary attention, memory, thinking.

Equipment: pencil, blank sheet of paper corresponding to the size of the sample (13 10 cm).

Description. The child is offered to consider different geometric shapes, remember their location in order to reproduce them from memory on a clean sheet in 10 seconds.

Instruction: “Look carefully at these geometric shapes and try to remember their location. After a while, I will remove the card, and you will have to draw the same geometric shapes on a piece of paper from memory, arranging and coloring them as it was on the sample.

Build a track

Purpose: development of stability of attention: the ability to generalize objects on the basis of shape, size; consolidation of ideas about geometric shapes.

Equipment: a table with a different arrangement of geometric shapes in lines, chips.

Description. The child is offered to help the hero of a fairy tale get to a certain place by building a path. To build a path, it is necessary to cover certain geometric shapes named by adults with chips.

Instructions: “Look carefully at this table. Help the hero of the fairy tale get along the path to the place he needs. And for this, close the chips from left to right:

a) all triangles (circles, squares);

b) only shaded triangles (circles, squares).

Note. If the student can not cope with the task on his own, then consider the table with him. Highlight those signs of geometric shapes that he should be guided by when performing the task. Review mistakes with your child. When the task is mastered, a more complicated option can be offered: to play the game “Who is faster” in the class.

Draw a circle and a triangle

Goal: training the distribution of attention.

Equipment: two simple sharpened pencils (2M) and 1/2 each landscape sheet(A4 size, 20 x 14.5 cm) for each student.

Description. The student must draw simultaneously with both hands on one sheet: a circle - with one hand, a triangle - with the other hand (and start and finish drawing both figures at the same time).

Instructions: “Now you will draw with both hands at once. Take two pencils. On a separate sheet of paper, try to simultaneously draw a circle with one hand and a triangle with the other. It doesn't matter which hand you draw which shape. Do as you please! But just remember that you need to start and finish drawing both figures at the same time.

Note. The exercise can be used for individual work, as well as in group.

Purpose: development of auditory attention, consolidation of ordinal counting skills within 10, development of thinking.

Equipment: ball.

Description. In accordance with the commands of the teacher, the student to whom the ball is thrown counts in order to 10.

For example, I will say "five" and throw the ball to Lena. How should you count?

Lena: "Six, seven, eight, nine, ten."

Correctly. Let's start playing."

Note. A more complicated option could be this. The teacher warns: “Children, be careful! I can take the ball before you count to 10 and throw it to the next student with the words: "Count further."

You must remember what number your friend stopped at and continue counting. For example, I say: "Four" - and I throw the ball to Vova. He counts up to 8, I take the ball from him and throw it to Vitya with the words: "Count further." Vitya continues: “Nine, ten.”

As an option, there can be a game "Before" and "After". The teacher, throwing the ball to the student, says: "Up to five." The child must name the numbers that go up to five. If the teacher says: "After five", the students should name: six, seven, eight, nine, ten.

The game is played at a fast pace.

writing lessons

Laying out a mosaic pattern

Purpose: development of concentration and volume of attention, fine motor skills of the hand, the formation of the ability to work according to the model.

Equipment: mosaic, sample.

Description: the student is offered to lay out a letter from the mosaic according to the model.

Instruction: “Look, this picture shows a letter. From the mosaic you need to lay out exactly the same letter as in the figure. Pay attention. Get to work."

Science lesson

mixed forest

Goal: development of observation, the formation of the ability to distribute attention.

Equipment: a drawing depicting camouflaged trees.

Description. The student is given a drawing depicting disguised trees, among which he needs to find a birch (pine, the smallest Christmas tree).

Instructions: “Look, this picture shows camouflaged trees. Among them, you need to find a birch (pine, the smallest Christmas tree) as soon as possible. Start looking."

Who is the hunter afraid of?

Purpose: development of the volume and stability of attention.

Equipment: a drawing depicting a forest, animals and a hunter.

Description. The student is offered a drawing depicting a hunter in the forest. It is necessary to find the one whom the hunter was afraid of.

Instructions: “Look carefully at the picture. It depicts a hunter running through the forest. He was afraid of someone. Who could be afraid of a hunter in this forest? Show and explain: - why?

Cow Manya and her owner

Purpose: development of stability of attention.

Equipment: a drawing depicting a labyrinth, a simple pencil.

Description. In the proposed labyrinth, the student must go through a winding line, drawing a finger or reverse side pencil, find a short path along which the hostess could move to her cow Mana.

Instructions: “Look carefully at this picture. It depicts a labyrinth through which you need to find a shortcut. Once the cow Manya got lost - she wandered into a deep forest and did not know how to return home. She got hungry and started looking for juicy and tasty grass. What path should the hostess follow in order to meet her as quickly as possible.

Purpose: strengthening the ability to assemble the whole from parts, the formation of attention.

Equipment: 13 postcards (the size of each postcard is 10-14 cm) with different subjects (and two of them should not be the same), each of which is cut into four equal parts. Several tables combined into one common table; chair for each student.

Description: Obeying the rules of the game, all children must collect whole postcards - “quartets” from the parts “walking” in a circle among the players. The winner is the one who collects the most "quartets".

Instruction: “Now we will play the Quartet game. In this game we will use postcards cut into 4 equal parts. All parts of the cards are mixed and distributed in a circle (5 parts for each player) so that the players do not see the picture. The remaining parts are stacked face down on the "con" for their further playing. All players must carefully consider the parts received.

Among the players with the help of a rhyme, the order is established. The first player shows everyone one part of the card. The rest of the players give it to the one who showed, if they have among their cards, all the cards are parts of the postcard to the 1st one that the 1st player showed. If, however, none of the players had parts of the postcard to the next one shown in this moment, then the next player takes one card from the horse pile. And if the taken card turned out to be the 4th to the three available parts of one postcard, the next one has a “quartet” - a whole postcard.

In case of receiving a “quartet”, the player has the right to an additional move. Otherwise, the next player shows his part of the card to all the players. The game continues until there is nothing left at stake, and all the cards are formed from the parts of the cards. The one who collects the most "quartets" wins. Before starting the game, consider all the whole "quartets". Let's start playing."

Note. The game is played in order. All parts of the postcard are given to the player who showed one of the parts, even if there are 3 of them, without hiding. A player who has collected a "quartet" - a whole postcard, has the right to an additional move. The teacher plays with the children and controls the implementation of the rules.

find a shadow

Equipment: a drawing depicting a figurine and a shadow cast by it.

Description. The student is offered a drawing depicting a snowman and its four shadows; knight and his three shadows.

Instructions: “Look at this picture carefully. It depicts a knight and his shadows. It is necessary to find among these shadows his real one.

Compare, name, count

Purpose: development of observation.

Equipment: drawing - fish in an aquarium.

Description. The student is offered a drawing that depicts an aquarium with fish. You need to find two identical fish.

Instructions: “Look at this picture carefully. It depicts an aquarium with fish, two of which are identical. Find them, show them and give an explanation.

Find two identical animals

Purpose: development of voluntary attention.

Equipment: drawing depicting animals (mice, roosters, giraffes, elephants).

Description. The student is offered to find two identical animals in the picture.

Instructions: “Look carefully at the picture. It depicts mice (roosters, giraffes, elephants). It is necessary to find the same mice among all mice.

Purpose: development of voluntary attention.

Equipment: 48 chips with the image of objects (animals, birds) and 6 cards with the image of the same objects.

Description. Cards are distributed to all participants. The leader, taking out one chip from the bag, names the object (animal, bird) depicted on the chip. The player who has this item on the card takes a chip and closes the corresponding cell of the card with it. The winner is the one who first closes all the cells of his card.

Instruction: “Now we will play Lotto. Sit at a large common table, where you want. I will give each of you one card, which depicts objects familiar to you (animals, birds). I will be leading. Be careful. I will take out one chip from the bag, on which one of the objects is depicted, and name it. Which of you will have exactly the same object on the card as shown on the chip, must say: "I have." In this case, I will give him this chip, which will need to close the cell on my card with the same image. So we will play until one of you closes first all the picture cells of your card. He will be the winner."

Note. At the first stage of the game, the teacher is the leader, in the future, the student can take the role of the leader.

Name the subject

Purpose: development of the integrity of perception, the formation of the ability to classify, include parts in a whole, concentrate attention.

Equipment: drawings with a disguised image of objects (toys, fruits, dishes, vegetables).

Description. The student is offered a drawing with a disguised image of objects. It is necessary to see and show each of the items separately.

Instructions: “Look carefully at this unusual drawing. It depicts disguised objects. It is necessary to see and show each item separately. Get on with the job."

Note. At the first stage of work, it is advisable to offer the student to drive along the contour of each object with a pointer. In the future, when the child has mastered the task with a pointer, you can offer him to follow the contour of the object with his eyes.

Who is flying?

Purpose: the formation of attention, the development of the ability to highlight the main, essential features of objects.

Equipment: a list of item names.

Description. The student must respond and perform movements in accordance with the words of the teacher.

Instruction: "Attention! Now we will find out who (what) can fly and who (what) cannot. I will ask, and you immediately answer. If I call something or someone capable of flying, for example a dragonfly, answer: “Flies” - and show how she does it - spread your arms to the sides like wings. If I ask you: “Does the pig fly?”, be silent and do not raise your hands.”

Note. List: eagle, snake, sofa, butterfly, Maybug, chair, ram, swallow, plane, tree, seagull, house, sparrow, ant, mosquito, boat, iron, fly, table, dog, helicopter, carpet...

The game can be played with one child or with a group of children.

edible - inedible

Purpose: the formation of attention, familiarity with the properties of objects.

Equipment: ball, chalk.

Description. Depending on the named object (whether it is edible or not), the student must catch or hit the ball thrown to him by the teacher.

Instructions: “Now we will play. I will name the objects (eg apple, chair, etc.). If the named object is edible, then you must catch the thrown ball and move forward one square drawn in chalk. If the named object is inedible, then you must hit the thrown ball, and then move forward one cell. If an incorrect answer is given (the ball is not caught, although the object is edible, or it is caught, although the object is inedible), then the player remains in the same class. The child who comes first last class becomes the leader.

Note. If you are playing with two or three children, then up to 10 classes can be drawn, and if you are playing with four or five children, then you need to draw 5 - 6 classes.

Examples of the names of objects for the game: ball, orange, window, cheese, doll, onion, book, pie, cutlet, house, soap, cake, bun, tomato, cucumber, scissors, etc.

Psycho correctional program

to develop attention

for senior preschool age

Prepared by: educational psychologist MBDOU

"Kindergarten No. 34 "Teremok"

Dimitrovgrad, Ulyanovsk region

Begunkova A. S.

Explanatory note.

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

Tasks of the correctional program:

1) develop the volume, stability, switchability and distribution of attention;

2) to form concentration of attention;

3) to cultivate self-control in a preschooler.

Form of organization: individual.

Duration: time - 20 minutes, 2 times a week.

The correctional and developmental program is designed for a month and consists of 8 specially prepared lessons that contain exercises for developing attention, its concentration and switchability.

Lesson #1

Greetings.

Game "I see"

Target: development of the child's attention, optimization of orientation in space.

The participants (psychologist and child) take turns calling the objects in the room, beginning each statement with the words: “I see ...”. You cannot repeat the same subject twice.

The game "Listen and clap"

Purpose: development of selectivity of attention, thinking.

The child is invited to listen carefully and clap his hands when he hears the name of the animal among the called words. The set of words can be like this:

Christmas tree, lily of the valley, elephant, chamomile.

Doll, hare, mushroom, car.

Grapes, river, forest, squirrel.

Skis, giraffe, plane, vase.

By analogy, you can use the names of plants, toys, etc.

Game "Cross out the circle with a dot"

Purpose: development of the distribution of attention.

On a sheet of paper, draw 25 circles with a diameter of a five-ruble coin. Put a dot inside some. While the sand is being poured into hourglass, cross out the dot inside the circles.

Blots.

Target : withdrawal emotional stress in children, creating a favorable emotional background establishing contact with children; development of the ability to see the image, to show independence in creativity and image creation.

Equipment: clean sheets paper (A4), paint or gouache, brushes.

The child is invited to take a little paint of the color that he wants on a brush, splash a “blot” on a sheet of paper and fold the sheet in half so that the “blot” is printed on the second half of the sheet. Then the sheet should be expanded and try to understand who or what the resulting “blot” looks like.

Lesson #2

greeting ritual.

Game "Find the same picture"

Purpose: identifying the ability to establish identity, developing the stability of attention

A sheet with drawings is laid out in front of the child. Each row has 4 pictures. You need to carefully look at the first picture and find exactly the same in the row.

Correctional and developmental lesson

SUBJECT:

Attention development program

Prepared by:

5th year student, group 502

Faculty of Psychology

correspondence department

Chelyabinsk 2009

Goal: developing the attention of younger students

1.Teach students how to develop attention;

2. Gaining knowledge about ways to develop attention.

3. Raising an attentive attitude to learning.

Program time:

– 10 group lessons The duration of each lesson is 45 minutes;

– frequency of meetings: twice a week;

– number of participants: 12 - 15 people;

– age of participants: 8 years.

Materials: note paper, pen.

Lesson progress:

1. Organizational moment

2.Main part

3. The final part is getting feedback.

The program of corrective work

When planning corrective action, it is necessary to consider existing methodologies, select the most appropriate. In this case, it is necessary to take into account the age of the subjects, since the correctional program should not be tedious, boring.

The role of the facilitator in the program is to create a favorable psychological climate in the group that promotes behavioral changes. The interaction of the leader and the group primarily implies the equality of psychological positions. It is very important that the students change their perception of the psychologist as an "adult", begin to treat him as a member of the group. The ability to take a position "next to" comes with experience, but still necessary condition"attachments" to junior schoolchild is the ability of the leader to accept each participant, the entire group as a whole, as they are.

It is necessary to abandon the role of a judge, who now and then makes his assessments-sentences.

Other important condition rapport and support is the ability to lead to empathic understanding. The essence of empathic understanding is the ability to show your emotional response using verbal and non-verbal means communication and at the same time showing sincerity and naturalness.

The leader of the group from the very beginning introduces the participants to the principles of work. He strives to ensure that these principles are consistently implemented by students, turning into group norms. The implementation of these principles - norms is necessary to protect participants from negative group experience, possible traumatic experiences.

Principles of behavior of group members.

1. Voluntary participation lies in the fact that each participant independently decides to work in a group, since he must be personally interested in his own changes. You cannot force or oblige to attend a group, since you cannot force a person to change if he himself does not want it.

2. Here and now. It is impossible to discuss outside the classroom what we learn about each other in the classroom, and how different guys behave in them. Everything that happens in the classroom must remain a secret.

3. Respect for another lies in benevolence towards each other, mutual trust. There are no right or wrong answers. The correct answer is the one that actually expresses your opinion.

4. The principle of confidentiality lies in the anonymity of the told situations, cases from life. You can discuss your thoughts, feelings and behavior in the group with strangers, but not the thoughts and feelings of other members It is better to remain silent than to say something that is not what you think. You can not evaluate the performance of another participant, if he himself does not ask you about it.

5. Frankness and sincerity. In a group, you must be sincere and not hide your feelings, even if they seem "indecent". If the client feels sympathy or, conversely, a hostile feeling for any member of the group, it must be said about it. You can't tell lies. If someone does not want to talk about something, then he should simply refuse to speak.

6. Refusal to use "shortcuts". Group members should seek understanding, not judgment. Ratings are the labels we use to label the person as a whole. Instead of globally assessing a person's personality, it is better to talk about its individual aspects, about behavior. Then you can avoid insults and humiliation of the dignity of another person.

7. Tolerance. Participants must tolerate all explicit judgments of other group members, although the content of these judgments may not be consistent with their own beliefs and their own morals. Each group may develop other norms specific to it.

8. Behavior control. This principle is expressed in the formulas: “You can talk about everything, but not everything can be done.” During special group sessions, the realization of one's feelings is sometimes allowed or encouraged, but only under control.

9. Rule "Stop". Each participant has the right to stop any conversation concerning his personality without any explanation. The rest of the group must respect his request. This right gives members confidence and a sense of self-defense against group pressure. The possession of this right leads to the fact that it is resorted to very rarely.

Meeting organizing principles.

1. The principle of activity. During the lesson, teenagers are involved in a very special kind of activity. As a rule, these are specially designed actions. Activity increases if the members of the group are set to be ready to join in the actions performed at any moment. Especially effective are those actions and exercises that allow all members to actively participate in them.

2. Responsibility. Each member of the group takes responsibility for the other members of the group. He makes a commitment not to miss classes or leave the group. But if the tension becomes unbearable, and the desire to leave the group outweighs the desire to be free from their problems, then the group member should communicate his decision, and not disappear without warning.

3. The principle of a research creative position is that the group members realize, discover, discover ideas, patterns, their personal resources, features. A creative environment is created in the group, the main characteristics of which are problematic, uncertainty, acceptance, non-judgmental. The implementation of this principle causes strong resistance from the participants. Situations help to overcome it, allowing the participants to realize the importance and necessity of forming their readiness and in the future, after the end of the formative event, to experiment with their behavior, to be creative in life and in themselves.

4. The principle of objectification (comprehension) of behavior. In the process of training, the behavior of adolescents is transferred from an impulsive to an objective level, which allows making changes. Universal remedy objectification of behavior is Feedback, i.e expressed in words or actions a reaction to a person's words, thoughts, or actions.

5. The principle of partnership communication. Partnership communication is one that takes into account the interests of other participants in the interaction, as well as their feelings, emotions, experiences. The implementation of this principle creates in the group an atmosphere of security, trust, openness, which allows group members to experiment with their behavior without being embarrassed by mistakes. This principle is closely related to the principle of the creative, research position of the group members.

Organizing time

Teacher - psychologist: Hello, my name is Maria Sergeevna today, I will conduct a lesson with you.

Main part

Lesson 1. "Getting to know the members of the group"

Purpose: to introduce the goals and objectives of the program, explain the concept group work, to unite group members, use the learning effect of group interaction, create a single psychological space and feedback system.

Exercise number 1 "Pictures-riddles"

Purpose: development of the properties of attention.

The host offers to choose one driver, the rest sit on chairs, they must guess.

The student-leader takes out a picture of an animal from the box, without showing it to the other children, describes the object drawn in the picture. Children from the group guess what is shown in the picture.

Exercise number 2 "Numbers"

The facilitator distributes forms with numbers.

Students look for and cross out the numbers with a pencil in 1 minute.

Exercise number 3 "Four elements"

Purpose: development of attention associated with the coordination of auditory and motor analyzers.

Students sit on chairs. At the command of the leader, the children perform a certain movement with their hands.

Exercise number 4 "Reflection"

Purpose: self-analysis of the lesson.

Students are asked to write their answers in their workbooks. next questions: What did you like the most? What task was the most difficult? What would you like to do in the next lesson?

Lesson 2. "Developing attention"

Purpose: development of various properties of attention.

Exercise number 1 "Professions"

Goal: development of concentration.

The leader in turn throws a ball to the participants and briefly describes the professions of people. Participants guess the profession and throw the ball to the host.

Exercise number 2 "Vowels"

Purpose: training of selectivity of attention.

The facilitator asks to circle the vowels. You have 1 minute to complete the task.

Adik Levin (Adik Levin)
doctor medical sciences with over 50 years of experience. Head of the neonatal department of the Tallinn Children's Hospital (1979-2004). Last years working on individual programs diet. Author of numerous books and scientific works, honorary doctor and professor at many hospitals and universities.

Biologically active food supplements: benefits

Angelica Kuznetsova,
specialist and consultant in professional sports and dietary nutrition and food additives certified in Switzerland. He studies in depth sports and clinical nutrition and dietology.

Nutrient expert Anzhelika Kuznetsova, who specializes in the field of professional sports, reveals the “behind the scenes” of food supplements (BAA). “High-quality vitamins and minerals should be available not only to elite athletes, but to anyone who cares about their own health,” she says.

Psychological assistance to preschool children with disabilities

1. Psychological support for preschool children with hearing impairments

Hearing impairment is a special pathology that significantly complicates or makes it impossible speech development. No correction in preschool age fraught with developmental delay or even mental retardation, which are formed as a result of the loss of the so-called higher component of the psyche. The longer the speechless period of the child's development, the more intensive the corrective measures should be.
Recent times there is a growing interest in cochlear implantation - a new method of hearing aid, which makes it possible even for a completely deaf child to perceive sounds. However, even if the implantation was made during or before the sensitive period of speech development, the need for psychological support does not disappear. There are also enough large group children who this method contraindicated: children with somatic diseases, organic syndrome, etc.
The level of development of a child in this category and the features of his support in preschool educational organization depend on preserved speech resources.

How to understand the causes of bad behavior in children and correct it. Force Analysis Matrix

Anastasia Dergunova,
pedagogue-psychologist MADOU kindergarten"Joy" combined type, Nizhny Tagil, Sverdlovsk region

The article contains a method that will help to correct the undesirable behavior of the child and relationships in children's team. It will help the educational psychologist develop professional approach to the analysis of cases of practice and their solution. To do this, you need to make a table - "Matrix of the power analysis of the problem."

To solve a problem that has arisen in a group, you need to indicate the causes of its occurrence, resources, and the alignment of forces. The power analysis matrix will help to see the situation in a complex way, with different parties, to focus on the resource capabilities of the child and to minimize the impact of negative factors.

Thematic plan of game trainings that will prepare children for reading and writing

Oksana Ignatieva, teacher-psychologist of preschool structural unit GBOU "School No. 1987"

The article contains a thematic plan of game lessons for preparatory group kindergarten to prepare children 6-7 years old for school.

To develop phonetic skills and graphomotor skills in children, conduct a set of classes in the form of game training. Thematic plan lessons compiled according to author's program"Journey to Soundland". It will prepare preschoolers for reading and writing.