Inclusive education in the Republic of Belarus

Today, a model of integrated education has been created in the education system of the republic, which is a significant achievement compared to the previously existing model of separate education, when a child with a disability had no chance to study with his peers in kindergarten or school. But as integrated classes and groups in preschool institutions developed and expanded, it became obvious: it is not enough to simply open the doors of a regular school or kindergarten for a child with special needs and place him in a regular classroom with his peers. Inclusive education, being a logical continuation of the integrated education system, offers new, more advanced and flexible approaches to organizing the educational process and interaction with each child.

Inclusive education- training and education, during which the special educational needs of all students, including persons with special needs of psychophysical development, are met in institutions of basic and additional education with the creation of appropriate conditions and the fullest inclusion of all students in the joint educational process.

The modern understanding of inclusive education is that all children should be educated together whenever possible, regardless of any difficulties or differences that exist between them.

The goal of developing inclusive education is to provide opportunities for education for all students, including persons with special needs of psychophysical development, in basic education institutions.

At the heart of inclusive education are based on the idea of ​​equal treatment of all people, any discrimination against children is excluded, and special conditions are created for children with special educational needs.

The project is currently being developed Concepts for the development of inclusive education (students with special needs of psychophysical development) in the Republic of Belarus. The Concept for the Development of Inclusive Education in the Republic of Belarus (hereinafter referred to as the Concept) is a system of views on the principles, priority areas, goals and objectives, mechanisms for the development of inclusive education in the Republic of Belarus.

The concept is being developed with the aim of realizing the right to education for all children, including children with special needs of psychophysical development, in educational institutions closest to their place of residence, to create conditions that maximally take into account the educational needs of each student, revealing the potential of each student.

The concept is aimed at creating a holistic system of inclusive education, which should be based on a deep knowledge of the main factors that determine the state of education, especially special education, on the formation of readiness to accept any child into the basic education system, and tolerant relations in the education system.

The Concept defines the main goals, objectives, principles and mechanisms for the development of inclusive education, aimed at the fullest realization of the right to education for all students at all levels of education and lifelong learning.

Time frame for concept implementation

The implementation period for the Concept is 2015 - 2020.

2015-2017 - implementation of scientific research and experimental activities; individual educational institutions provide inclusive education;

2018-2020 - increase in the number of educational institutions providing inclusive education to 20 percent; educational institutions with a barrier-free environment up to 10 percent;

2020 and subsequent years - any (every) educational institution provides inclusive education.

Expected results of the concept implementation

The implementation of the Concept will contribute to the improvement of regulatory legal documents, the introduction of innovative technologies, modern approaches to organizing the joint educational process of ordinary children and children with special needs, and ensuring the architectural accessibility of educational institutions.

The implementation of the Concept will improve the quality of education and the quality of life of all students, promoting their socialization and knowledge of life in all its diversity.

WHAT IS PHONEMIC HEARING?

Phonemic hearing- this is the ability to perceive by ear and accurately differentiate all speech sounds, especially those that are similar in sound. Thanks to phonemic hearing, a child can recognize and distinguish sounds. PHONEMATIC HEARING is needed so that it is possible to correlate a sound and a letter; even the correct pronunciation of a sound becomes very difficult if phonemic hearing is not sufficiently developed. A child with poor development of phonemic hearing does not recognize one or another acoustic feature of a complex sound, by which one sound differs from another. Due to the failure to recognize one or another feature, the sound is recognized incorrectly. This leads to incorrect perception of words (initially) and subsequently to incorrect pronunciation (for example: house - “tom”, furniture - “nebel”, long - “clay”). These shortcomings interfere with the correct understanding of speech by both the speaker and the listener. In addition, as can be seen from the examples, the meaning of the statement is lost and changed. Impaired and underdeveloped phonemic hearing and perception significantly complicate learning to read and write, leads to impaired written speech (dysgraphia), and delays the process of automation of given speech sounds.

How to test phonemic awareness? You can do it yourself!

Ask the child to repeat the syllables in pairs: sa-za, ta-da, ba-pa, wa-fa, ma-na; sha-zha-sha, wa-fa-va, ma-na-ma, da-ta-da; words: bear-bowl, mouse-bear, goat-braid. If a child incorrectly repeats chains of syllables and words after you, this indicates that phonemic hearing is impaired.

What does impaired phonemic hearing lead to?

Very young children are not yet able to control their hearing and cannot distinguish correct pronunciation from incorrect ones, but the child grows, develops, and along with him his phonemic hearing develops, provided that the child is in a favorable speech environment - adults talk to him, they read him fairy tales and teach him poetry. And gradually the child masters the correct pronunciation. By 4 years the child should already be able to pronounce all sounds correctly, except [l], [r]. And by 5 years, the correct pronunciation of all sounds of the native language and mixing of phonemes (s-sh, zh-sh, k-t, r-l, etc.) is not allowed.

When phonemic hearing is impaired, we observe incorrect pronunciation in children aged 4 years and older. In addition, children with phonemic hearing impairment, when working with a speech therapist, spend more time on the process of automation (introducing sound into speech); such a child often has to be corrected by parents for a long time.

Later, when the child goes to school, he may have some problems learning to read and write. Phonemic hearing impairment manifests itself in the fact that a child, when reading, confuses the names of letters, misses letters in words and does not notice this. And in a letter, replacing voiced letters with unvoiced ones is deafening and vice versa voicing (barrel-kidney, bunny-bunny, house-tom), replacing hard ones with soft ones and vice versa (uncle-dada, door-door, love-lub). The entire process of learning to read and write is based on the child’s ability to analyze each sound in a word and distinguish it from other sounds.

Exercises to develop phonemic hearing:

1.Game “Catch the sound.” The adult names the sounds, and the child must clap his hands when he hears a given sound (for example, the sound [Ш]).

A K L N Sh S P Sh Shch V Z Ts Sh

Then in words:

SCHOOL KNIFE NOSE PORRIDGE CHAIR GRANDMOTHER GIRAFFE

2.Game "Correct me". We say the word correctly and incorrectly, and the child claps his hands when the word is said correctly.

APPLE CANDY MACHINE

MAFYNA YABOKO COFFEE

MASYNA JABJAKA CASSETTE

APPLE CANDY MACHINE

3.Game “Come up with a name.” Come up with a name for a boy (girl) based on a given sound, for example, the sound N - Nastya, Nadya, Natasha. Sound V - Vova, Vanya, Vasya, Valera, etc.

4.Game “ Name the first sound in the word”. Name the first sound in the word: stork, duck, cloud, autumn, willow, cat, house, bridge, mother, porridge, elephant, etc.

!!! For this game, the letters at the beginning (Ya, E, E, Yu, since they denote double sounds (YA, YO, YU, YE). When highlighting the initial consonant sounds, make sure that the child pronounces them without the overtone E, not EM, not ME, and M, for example, in the word “BRIDGE”.

5. Game “ Name the last sound in the word” . Name the last sound in the word: house, car, cat, table, bridge, poppy, etc.

!!! For this game you should not take words with iotated vowels letters at the end (Ya, E, Yo, Yu), since they indicate double sounds (YA, YU, YE, YO).

6.Game “ Additives” . By adding a given sound to the beginning (end) of a word, name the resulting words. For example: the sound Sh..uba (fur coat), ..apka (hat),..ar (ball), we..(mouse), no..(knife), du..(shower).

7.Game “ Where does sound live?” . Determine where a given sound “lives” in a word: at the beginning, middle or end of the word. For example, the sound Ш in the words: mouse (at the end), hat (at the beginning), car (in the middle).

8.Game “Sound Chain”. I will name a word, and you will name a word that begins with the last sound of my word. (for example: cat-pineapple-plane-tank, etc.)

9. Game “Correct Dunno’s mistakes.” Listen carefully and correct mistakes.

Co. With and jumped over the fence.
Co. l ova produces delicious milk.
R The horse is chewing juicy grass.
Co. h ka catches the mouse.
Soba X and guards the house.

I wish you success!

Teacher-defectologist: Sokolovskaya Irina Igorevna.

ADVICE FROM DEFECTOLOGIST

1. LET'S START WITH YOU:

Even if you are silent by nature, still talk to your child. Accompany your actions with words.

1. SPEAK CLEARLY :

Simply, clearly, pronouncing every word, every phrase. Do not lisp or be moved by repeating a wrongly spoken word. Talk like you would with adults, do not forget about the expressiveness of your speech.

1. VERY IMPORTANT :

Good mood. Try to pronounce a new word in an emotionally favorable situation. Psychologists have noticed: in such conditions, the child learns and absorbs new information 10 times better than in neutral or unfavorable conditions.

1. READ, READ, READ …

short poems, stories and fairy tales. Reread them many times - don’t be afraid that your child will get tired of it. Children perceive texts that they have already heard many times much better: it once again replenishes the passive and then produces them in active speech

1. FINGERS HELP WITH SPEECH:

Pay attention to the development of fine motor skills - precise movements of the hand and fingers. Motor skills are closely related to speech development. Modeling, drawing, “finger theater”, playing with small objects - all this will help speech, and in the future, writing.

1. BE PATIENT, FORGENT AND... CAREFUL.

If your child pronounces a sound incorrectly, never laugh or repeat after him the incorrect pronunciation of the word.

Repeat the words correctly.

1. ONLY YOU!

Remember: only you and your faith in his strengths and abilities will help him develop harmoniously. Don’t forget to actively rejoice in his successes, Praise your child more often.

⇒show ​​the child to medical specialists (on the recommendation of the PMPC);

⇒do homework with him systematically and carefully;

⇒exercise daily or every other day in a friendly, playful manner;

⇒do not force your child to do homework;

⇒do not give more than 2-3 exercises in one lesson;

⇒maintain the accuracy of completing tasks;

⇒do not offer difficult tasks to complete at the first stage, gradually move from simple to complex;

⇒introduce assigned and fixed sounds into everyday speech, developing the child’s self-control skills;

⇒gradually increase the complexity of the child’s speech requirements;

⇒teach to observe, listen, reason, express your thoughts clearly and clearly;

⇒together with the group’s teachers, work on the development of movements, cultivate perseverance and independence in completing tasks;

⇒coordinate with the speech pathologist and educator all work on developing correct speech;

⇒remember that the time frame for overcoming speech disorders depends on the degree of complexity of the defect, the age and individual characteristics of the child, the regularity of classes, the interest and participation of parents in correctional work.

⇒believe in the strength of your child, instill confidence in him with faith and patience.

I wish you success!

Teacher-defectologist: Sokolovskaya Irina Igorevna

15 tips for parents on developing their child’s speech

♦ TIP 1 - Speech development is promoted by early pacifier abandonment. Pacifiers are relatively harmless in the first year of a baby's life. If you give them after this period, the teeth and tongue begin to take an incorrect position in the mouth, a gap may form or an abnormal bite may form. Pronunciation will also suffer.

♦ TIP 2 - Speech development will speed up the transition to solid food (for proper jaw formation and tongue placement).

♦ TIP 3 - Voice any situation. From birth, the baby perceives the sounds of the surrounding world and the speech of people (especially the mother). Even if you are silent by nature, still talk to your child. Lack of communication can significantly delay speech development. A child understands spoken speech more easily if it explains what is happening to him and around him. Therefore, accompany your actions with words.

♦ TIP 4 - Respect your child's attempts to speak. There is an extreme - overly active adults who will ask, answer, and do everything for the child. Let the child speak out, listening to him with interest.

♦ ADVICE 5 - Don’t talk into space, look into the child’s eyes. This is especially important if your baby is overly active and constantly moves.

♦ TIP 6 - Don't babysit! What a child hears from others is his speech norm. If you constantly say, for example, “how cute you are,” then the child will say so. Babysitting inhibits speech and mental development.

♦ TIP 7 - Children may develop slurred speech if people around them speak quickly. The baby simply does not have time to hear the word or phrase. The speech of adults merges into an imperceptible mass of sounds. At first, speech understanding suffers - the child does not understand what they want from him. And later he begins to speak blurredly. Stuttering may occur as the child tries to copy the accelerated rate of speech of adults. Therefore, speak measuredly and clearly.

♦ TIP 8 - Same, but different. Repeat the same word or phrase many times (changing the order of the words). For your child to learn a new word, use it more than once and in different contexts.

♦ ADVICE 9 - Promotes the development of speech and emotional retelling of fairy tales, necessarily accompanied by movement (how a bunny jumps, how a fox sneaks, how a hedgehog puffs, etc.).

♦ ADVICE 10 - Pay attention to the development of general and hand motor skills (the centers of speech and hand movement are located in the cerebral cortex nearby, the hand will work - irritation in the brain will affect the speech center, stimulate its work); playing with the ball so that the entire shoulder girdle works.

♦ TIP 11 - Drawing on a vertical surface (a roll of wallpaper on the door) with both hands at the same time to stimulate the work of both hemispheres. Draw and comment, for example, “we are drawing rain. Drip-drip-drip”, etc.

♦ TIP 12 - Protect your child's physical and mental health. Frequently ill children and children with unstable mental health are more susceptible to speech disorders. Hardening and a positive atmosphere in the family are important. The habit of sorting things out in front of the child must be eradicated, avoid watching horror films together, etc.

♦ ADVICE 13 - Keep a diary in which you record your child’s speech achievements, write down how many words he understands and which ones he pronounces.

♦ TIP 14 - Be patient, forgiving and... careful. If a child pronounces sounds incorrectly, do not laugh or repeat the incorrect pronunciation. Encourage your child to listen to the correct pronunciation and try to repeat it.

♦ ADVICE 15 - ONLY YOU! Remember: only you can help your child develop harmoniously. Don’t forget to actively rejoice in his successes and praise your baby more often.

Good luck!

Teacher-defectologist: Sokolovskaya Irina Igorevna

Articulation gymnastics

In order for a child to learn to pronounce complex sounds, his lips and tongue must be strong and flexible, hold the required position for a long time, and easily make multiple transitions from one movement to another. Articulation gymnastics will help you learn all this.

Reasons why you need to do articulatory gymnastics.

Thanks to timely articulation gymnastics and exercises to develop speech hearing, some children themselves can learn to speak clearly and correctly, without the help of a specialist.

Children with complex sound pronunciation disorders will be able to quickly overcome their speech defects when a speech therapist begins to work with them: their muscles will already be prepared.

Articulatory gymnastics is also very useful for children with correct but sluggish sound pronunciation, about whom they say that they have “porridge in their mouth.”

Articulation gymnastics classes will allow everyone - both children and adults - to learn to speak correctly, clearly and beautifully. We must remember that clear pronunciation of sounds is the basis for learning to write at the initial stage.

How to do articulation gymnastics correctly?

At first, articulation gymnastics must be performed in front of a mirror. The child must see what the tongue does. We adults don’t think about where the tongue is at the moment (behind the upper teeth or behind the lower teeth). For us, articulation is an automated skill, and a child needs to acquire this automatism through visual perception, constantly practicing.

Don't be upset if some exercises don't work out for you the first time. Try repeating them with your child, admitting to him: “Look, I can’t do it either, let’s try together.”

At first, the exercises should be performed slowly, in front of a mirror, since the child needs visual control. After he gets used to it a little, the mirror can be removed. It is useful to ask your child leading questions. For example: what do lips do? What does the tongue do? Where is it located (up or down)?

Then the pace of the exercises can be increased and performed countingly. But at the same time, make sure that the exercises are performed accurately and smoothly, otherwise the exercises are meaningless. When working with children 3-4 years old, you need to ensure that they master the basic movements. For children 4-5 years old, the requirements are higher: movements must be clear and smooth, without twitching.

At 6-7 years of age, children perform exercises at a fast pace and are able to hold the tongue position for some time without changes.

If during classes the child’s tongue trembles, is too tense, deviates to the side, and the baby cannot maintain the desired position even for a short time, you need to choose easier exercises to relax muscle tone, and do a special relaxing massage.

If you identify the violation in a timely manner and start working with the child using articulation gymnastics, you can achieve positive results in a shorter period of time!

Be patient, gentle and calm, and everything will work out. Engage with your child daily for 5-7 minutes. It is best to conduct articulation gymnastics in the form of a fairy tale.

Lip exercises.

1. "Smile"- Keeping your lips in a smile. The teeth are not visible.
2. "Tube"- Pulling the lips forward with a long tube.

Exercises to develop lip mobility:

1. Biting first the upper and then the lower lip with teeth.
2. « Smile-pipe" Pull your lips forward with a tube, then stretch your lips into a smile.
3. « Piglet"Move your lips extended like a tube left and right, and rotate them in a circle.

Static exercises for the tongue.

1. "Chicks." The mouth is wide open, the tongue lies quietly in the oral cavity.
2. "Spatula". The mouth is open, a wide, relaxed tongue rests on the lower lip.
3. "Cup". The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
4. "Needle." The mouth is open. The narrow, tense tongue is pushed forward.

Dynamic exercises for the tongue.

1. “Clock”, (“Pendulum”). The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.
2. "Swing". The mouth is open. With a tense tongue, reach for the nose and chin, or the upper and lower incisors.
3. "Brush your teeth". Mouth closed. Move your tongue in a circular motion between your lips and teeth.
4. "Horse". Suck your tongue to the roof of your mouth and click your tongue. Click slowly and forcefully, pulling the hyoid ligament.
5. "Painter". The mouth is open. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.
6. « Delicious jam." The mouth is open. Using a wide tongue, lick your upper lip and move your tongue deep into your mouth.

I wish you success!

Teacher-defectologist: Sokolovskaya Irina Igorevna

Defectologists:

teacher-speech pathologist Guguchkina Evgenia Pavlovna

Education: higher professional

teacher-speech pathologist Kustova Yulia Alexandrovna

Education: higher professional

teacher-speech pathologist Guryanova Irina Anatolyevna

education: higher professional

Download:

Preview:

On the eve of summer, I would like to give parents some recommendations on how to spend time with their children to benefit their development. A full summer can provide children with a supply of energy for the entire next year. This means that in the summer there must be new experiences, communication with peers, and proper nutrition.

At the same time, we must not forget about consolidating in the child’s memory the knowledge and skills acquired during the school year. The most productive method of repeating the material covered is to include the knowledge and skills acquired over the year into the framework of entertaining games. There is no need to force your child to take special classes in the summer. The main thing to remember is that the main activity of a child is play; it is during play that a child can learn something new or consolidate already acquired knowledge. Here are some tips and a selection of games to help you understand the principles of summer “learning.”

Ball games “Edible - inedible”, “Living - inanimate”, “Names”, “On the contrary” (for words with opposite meanings: high - low, light - heavy), “What around us looks like a circle, square, triangle, rectangle?" Such games captivate children and bring a lot of positive emotions, which is essential for the successful development of a child. Children take part in the game with pleasure.

Word games. They can brighten up a long journey in transport, a boring trip “on business” or garden chores, and at the same time they develop vocabulary and auditory memory very well. Such games include:

What words and colors can describe the time of year;

Name a word-object, a word-action, words-associations, a word-color, only funny words;

Tell us about the object: what is it like (name as many adjectives as possible): what kind of apple? – green, large, firm, juicy, fragrant;

What can it do (name as many verbs as possible): what does the flower do? - grows, blooms, blooms, withers, etc.

Play words where only one sound changes: kidney - daughter - dot - hummock...

“Find the mistake in the sentence.” (Mushrooms grow in the forest. Cones grow... on the Christmas tree.)

Teach your child to write a story based on a picture. Explain that a story has a beginning (short like the morning), a middle (long like the day) and an end (short like the evening).

Talk to your child during all activities such as cooking, cleaning, dressing, undressing, playing, walking, etc. Talk about what you are doing, what you see your child doing, what other people are doing, and what your child is seeing.

Speak calmly, at a normal pace, with intonation.

Speak using CORRECTLY constructed phrases and sentences. Your sentence should be 1 – 2 words longer than the child’s. If your child still speaks only in one-word sentences, then your phrase should consist of 2 words.

Ask OPEN questions. This will encourage your child to use multiple words to answer. For example, ask “What is he doing?” instead of “Is he playing?” If the child finds it difficult to answer when asking a question, use the word “or.” For example: “The boy is jumping or running.”

Maintain a temporary pause so that the child has the opportunity to speak and answer questions.

Listen to the sounds and noises that surround us. Tell your child: “Listen to the dog barking, but listen to the wind,” etc. And then ask “What is this?” This could be the barking of a dog, the sound of the wind, an airplane engine, the rustling of leaves, the babbling of a stream, etc.

Tell a short story, a story. Then help your child tell the same story to you or someone else. If you have any difficulties, ask your child guiding questions.

If your child uses only a few words in his speech, help him enrich his speech with new words. Select 5-6 words (body parts, toys, products) and name them to your child. Give him the opportunity to repeat these words. Don't expect your child to pronounce them perfectly. Encourage your child and continue to memorize them. After the child has said these words, introduce 5-6 new words. Continue adding words until the child recognizes most of the objects around him. Exercise every day.

If your child only says one word, start teaching him short phrases. Use words that your child knows. Add color, size, action. For example, if a child says “ball”, consistently teach him to say “Big ball”, “Tanya ball”, “round ball”, etc.

Motor development

• Collect and sort berries;
• Weed the beds;
• Lay out drawings from stones, cones, matches, cereals);
• Play with clay, wet sand;
• Look for “treasure” buried in the cereal;
• Play with balls and balls (throw, catch, hit the target)
• Throw and catch flying saucers.
• Collect mosaics, construction sets, puzzles;
• Sort through cereals;
• Play with fingers (folk games like “Magpie”);
• Color the coloring pages with colored pencils;
• Fold simple paper toys (origami);
• Screw nuts (toy and real);
• Weave beads;
• Sculpt from plasticine, plastic, dough.

Read aloud to your child more often. This brings the child and the adult closer together and is developmental in nature. Discuss what you read, look at the illustrations - let the child train his memory and tell you what he remembers, what he liked best about the fairy tale or story. Ask him to describe his favorite character. Try to draw, color, shade the characters of a fairy tale or story.

Parents must remember:

1. Don't force your child to study, get him interested. The child's interest is the key to success.
2. Classes should be held in the form of a game; proceed to the next exercise only after mastering the previous one.
3. Don't scold your child for mistakes. Criticism can destroy a child's interest. Help your child correct mistakes, do everything fun, together, without coercion or blame.
4. Encourage the child’s speech activity, stimulate speech.
5. Don't show that you expected more from him if he couldn't do something. The main thing is to be patient and not turn fun games into boring activities with many demands. If your child is interested and tries, then you are on the right track.
6. Remember that you have a wonderful child and together you are capable of much!

Preview:

Games with an autistic child.

SENSOR GAMES

Features of touch games

We conventionally call sensory games the purpose of which is to give the child new sensory sensations. Feelings can be very diverse:

Visual (for example, the child sees bright colors, their flow into each other, mixing):

Auditory (the child hears a variety of sounds, from the rustling of fallen leaves to the sound of musical instruments, learns to distinguish them);

Tactile (what the child feels through touching, feeling: these are materials of different textures, from a soft terry towel to the cool smooth surface of glass; and objects of various sizes and shapes - a large ball and tiny beads, various balls and cubes; and contact , hugging with another person);

Motor (sensations from body movements in space and rhythm of movements - walking, running, dancing);

Olfactory (the child inhales and learns to distinguish the various smells of the surrounding world - from the aroma of a cutlet and mother’s perfume to the smell of a wooden fence and a steel crossbar);

Gustatory (the child tries and learns to distinguish the taste of different foods and dishes).

A small child, beginning to discover the world, absorbs streams of sensory information: he looks at bright colored objects and toys, feels them and pulls them into his mouth, rattles iron lids and rustles plastic bags. He is interested in everything, every little thing matters. Adults call this period “climbing everywhere.” But, realizing the significance of what is happening for development, they support the child in his exploration of the world, putting up with disorder in the house, damaged objects and the occurrence of various “emergency” situations. Many experts note the importance of sensory play for the development of an autistic child. E. Yanushko highlighted a number of games for children and parents.

Sensory play as an opportunity to establish contact

Conducting specially organized sensory play with an autistic child can provide wonderful new opportunities to establish contact with him. At the moments of receiving sensory sensations, the child experiences pleasure, which manifests itself in his entire appearance, as well as in the degree of determination (if you try to switch his attention to something else, he will insist on continuing the activity he liked, and if you try to prohibit him, the answer will be a violently expressed protest).

When playing such games with your child, teach him to rejoice and rejoice with him. The inner world of a child with autism syndrome is often painted in dark tones of fear and discomfort or loneliness, detachment from people. And if you manage to fill his world with bright colors of confidence and joy, this can become a driving force that encourages the child to more actively explore the world around him. At the same time, he will begin to see you as an assistant and ally.

Types of sensory play

Games with paints

COLORED WATER

To play you will need watercolor paints, brushes, 5 transparent plastic glasses (in the future the number of glasses can be any). Place glasses in a row on the table and fill with water. Take a brush with paint of one of the primary colors - red, yellow, blue, green (you can start with the child’s favorite color, if there is one, this will help to involve the child in the game) - and dilute it in one of the glasses. When commenting on your actions, try to attract the child’s attention, introduce an element of “magic”: “Now let’s put your favorite yellow paint on a brush, like this. And now... put it in a glass of water. I wonder what will happen? Look how beautiful it is!” Usually the child watches in fascination as the cloud of paint gradually dissolves in the water. You can diversify the effect and in the next glass you can understand which method he likes best.

In this game, the child can quickly show a desire to participate more actively in what is happening - by “ordering” the next paint or snatching a brush and starting to act independently. After the first demonstration, the child plays “Colored Water” not only during a lesson with a psychologist or teacher, but can start the game at any time he wants. In this case, someone close to you comes to the rescue. If the level of development of the child’s everyday skills allows, he may well act independently.

As the excitement for the pure sensory experience begins to wane (different children require different amounts of time and repetition), you can begin to expand the play. A possible option for developing the game is organizing the child’s active participation in it and developing everyday skills. So, if a child likes the game, most likely he will agree to follow your instruction request - ask him to open the tap, pour water into a plastic bottle, then fill the glasses with water. If you spill water on the table or floor, ask your child to wipe the puddle with a rag. Instructions must be clear. At the beginning of such work, you act together with the child: “Let's open the tap. Where is our bottle? Here it is, let's pour some water into it - wow, what a heavy bottle it is now, let's carry it together. Now let's pour the water into glasses. Glug-glug-glug - it flows water. Oh! We spilled water on the table! What a puddle it turned out to be! Let’s take a rag and wipe the table,” etc. When the child is sufficiently comfortable with this game and clearly understands some simple actions, give him more and more independence in completing tasks.

MIXING PAINTS

By mixing paints, we can create new colors. To do this, pour water of different colors into one glass or dissolve several colors alternately in a glass of clean water. So, from yellow and red we get orange, from blue and yellow we get green, from red and blue we get violet.

The process of painting with watercolors on a wet sheet can give you vivid sensations. To do this, place an oilcloth on the table or floor. Wet a thick sheet of watercolor paper (simply dipping it in a bowl of water) and place it on oilcloth, smoothing it with a damp sponge. Dip your brush into one of the paints and gently brush over the paper. Continue with other colors.

As if by chance, you can run a brush with water over the paper, but without paint - the water mixes with the paints and delicate, blurry, light halftones appear on the sheet. Experiment with your child!

PUPPET LUNCH

Set the table, arrange the glasses, seat the dolls and bears and treat them to different drinks. In the game, red water turns into tomato juice, white water into milk, orange water into Fanta, and brown water into coffee...

You can start a game of “Restaurant” or “Cafe”, taking into account the experience and age of the child. The game can be an opportunity to practice counting - count the glasses of drinks so that they correspond to the number of “guests”. Using cups of different sizes, you can introduce your child to the concept of size.

water games

Fussing with water, pouring and splashing is especially loved by children. Such games can be played not only while swimming, but at any opportunity: stick your finger into the gushing stream of a fountain and see what happens; look into a puddle on the asphalt and try to see your reflection, clouds, branches in it; throw pebbles into the pond and watch the circles spread across the water...

Playing with water also has a therapeutic effect. The very texture of the water has a pleasantly calming effect and provides emotional release. Therefore, it is useful to visit the pool: the child not only learns to swim, strengthens his health, but can also relieve negative emotions and receive a positive charge of energy.

Given the therapeutic properties of water, it is very likely that sensory play will smoothly flow into therapeutic play.

Games with water.

WATER TRANSFUSION

To make it easier for your child to reach the tap, move a chair to the sink. Take plastic bottles, vials, cups, bowls of various sizes. Now fill them with water: “Glug-glug, water is flowing. Here is an empty bottle, and now it’s full.” You can pour water from one container to another.

OPEN! - CLOSE IT!

Turn over a plastic bottle filled with water. Then place your palm under the stream flowing from the neck. Comment on your action with the words: “They closed the water! How do you ask to open the water? Say: “Lena (encourage the child to use addresses), open it!” Here, I opened it - the water started flowing again, glug-glug-glug!” Next time, use your baby's palm to encourage him to close and open the water.

FOUNTAIN

If you place a spoon or a bottle with a narrow neck under running water, you will get a “fountain”. Usually this effect delights children: “Psh-sh-sh! What a fountain it turned out - hurray!” Place your finger under the stream of the “fountain” and encourage the child to repeat the action after you.

POOL

After filling the basin with water, organize a game of “pool” where toys learn to swim. Carrying out such a game is recommended if the child has already visited the pool and has a real idea of ​​​​it. Accompany the progress of the game with a verbal comment: “Our dolls came to the pool. What a big pool! They learn to swim in the pool - like this. Let's swim!”

LAKE

Fill a large basin with water: now this is a “lake” in which fish or ducks swim: “What a deep lake - a lot of water! Ducks swim in the lake. Here is a mother duck. And here are her babies - little ducklings.” Quack-quack-quack ! - says the duck. “Children, follow me!” The ducks have come to the shore and are basking in the sun,” etc.

SEA

Next time, the same basin of water can turn into a “sea” on which boats are sailing: “A boat sailed on the sea and buzzed: ooh-ooh! And who wants to sail on a ship? The bunny wants to!” (you can use figurines sculpted made of plasticine, which are firmly installed on the deck) The wind has risen! Our boat has capsized - let’s quickly save the passengers! Now let’s fix the boat and we can sail on,” etc.

BATHING DOLLS

Bathe the naked dolls in warm water, rub them with a washcloth and soap, wrap them in a towel: “Now let’s bathe the dolls. Let’s pour warm water into the bath - try the water with your hand, it’s warm? Great. And here are our dolls. What are their names? This is Katya , and this is Misha. Who will be the first to swim? Ok, let’s ask Katya, doesn’t she like the water? etc.

DISHWASHING

Wash the dishes after the doll’s “lunch” using a sponge and dishwashing detergent: “We’ll wash the dishes. Open the tap! What kind of water is here? Hot. And here? Cold. Let’s open both cold water and hot water - then you’ll get warm water. Here So let’s scrub the plate with a sponge. Now let’s rinse the dishes!”

Games with soap bubbles

Children love to watch soap bubbles whirling; they rush around the room with cries of delight until they “catch” every single one, and immediately ask for repetition. But they often refuse to blow bubbles themselves - this requires skill and a certain level of breathing development.

We suggest pre-preparing your child for playing with soap bubbles. To do this, you need to teach him to blow hard, to direct the air stream in the right direction. We offer the following games:

- "It started snowing" " - blow on a piece of cotton wool in the air so that it does not fall.

- "Sail on, little boat" !" - blow on a small light boat on the water (for example, while swimming).

- "Spinner" - blow on a fidget spinner.

- "Roll, ball!" - blow on a small ball (for example, for ping-pong), you can blow through a straw.

- "Bulki" " - blow through a tube into a glass half filled with water. The game will show whether the child has formed a targeted exhalation and whether he is blowing strongly.

When playing with soap bubbles, take precautions. Make sure your child does not suck liquid into his mouth. He can do this by inertia if he is used to drinking juice from bags through a straw, or wants to taste the bubble liquid. Therefore, use harmless substances and little by little.

FOAM CASTLE

Pour some water into a small bowl, add dish soap and stir. Take a wide tube, lower it into a bowl and start blowing - with a loud gurgle, a cloud of iridescent bubbles will grow in front of the child's eyes. Invite your child to blow with you, then on his own. Place a plastic or rubber toy inside the foam - this is a “prince who lives in a foam castle.

Games with candles

Prepare a set of candles - regular long candles, floating candles, small birthday cake candles.

LET'S BLOW ON THE LIGHT

Place the long candle firmly and light it: “Look, the candle is burning - how beautiful!” Remember that the child may get scared - then put the game aside. If the reaction is positive, offer to blow on the flame: “Now let’s blow... Stronger, like this - oh, the flame has gone out. Look how much smoke rises.” Most likely, the child will ask you to light the candle again. In addition to providing pleasure, blowing out a candle light is useful for developing breathing.

HOLIDAY ON THE WATER

Having filled the basin with water, lower one or more floating candles onto its surface - in a dark room (for example, in a bathroom with the door closed) you will get a spectacular spectacle, with light reflections shimmering in the water. For stability, you can place candles on plastic plates made from doll dishes.

COLD - HOT

Fill a tablespoon with water and hold it over the candle flame, drawing the child's attention to the fact that the cold water has become warm. You can also melt a piece of ice, ice cream or butter. “You can’t touch the light - it’s hot! You can get burned. Let’s hold a piece of ice over the light. Look, the ice is melting.”

Games with light and shadows.

SUNNY BUNNY

Having chosen the moment when the sun is peeking through the window, catch a ray of light with the mirror and try to draw the baby’s attention to how the sun “bunny” is jumping on the wall, on the ceiling, from the wall to the sofa, etc. He may want to touch the spot of light. Then slowly move the beam to the side: try to involve the child in the game - offer to catch the running “bunny”. If your child liked the game, switch roles: give him a mirror, show him how to catch the beam, and then stand against the wall. Try to “catch” a speck of light very emotionally, without forgetting to comment on your actions: “I’ll catch it, I’ll catch it! What a nimble bunny - how fast it runs! Oh, and now it’s on the ceiling, you can’t reach it... Come on, hare, come down to us!" A child's laughter will be your best reward.

SHADOWS ON THE WALL

When it gets dark, turn on your desk lamp and shine its light on the wall. Using your hands, you will get the shadow of a barking dog, a flying bird, etc. on the wall. You can use various objects and toys.

The child may be scared, so try it carefully and for the first time do not play this game in the children's room. In the event of a fright, the child's fear will be firmly connected in his mind with the place where the child experienced it, with a specific table lamp. Try it first in the corridor, or better yet, on the street, in the light of a lantern.

SHADOW PLAY

You can come up with a simple plot and organize a whole “shadow theater” using paper silhouette figures prepared in advance.

FLASHLIGHT

Prepare an electric flashlight and, when it gets dark, walk around the apartment with the flashlight. A flashlight will come in handy if a light bulb has burned out, while walking through the dark alleys of a park where there are no street lights, etc.

Beginning of the form

DARK - LIGHT

Use a flashlight to light up a dollhouse or playhouse you can build from a large box.

CHINESE LANTERN

By covering the wire frame with colored paper and attaching a small lantern inside, you will get a “Chinese lantern” that will illuminate everything around with a mysterious light.

Ice games

ICE

Let the mother prepare the ice in advance: together with the child, fill an ice tray with water and place it in the freezer. During class, take out the ice and, together with your child, squeeze it out of the mold into a bowl: “Look how the water froze - it became cold and hard.” Warm a piece of ice in your palm: “Oh, what a cold piece of ice! And the handle is warm - let’s hold it in our palm. Look, water is dripping - this is the ice melting and turning into water again.”

THE ICE IS MELTING

Heat a piece of ice over a candle flame or over a switched on stove. Or pour hot water into a glass glass (you can tint it), put in a piece of ice and watch how quickly it melts. You can take several glasses and observe how ice melts differently in water of different temperatures.

And when the child drinks very hot tea, add a piece of ice to the cup of tea so that “the tea cools down faster.” You can also cool the juice for the bear, the bear drinks and says; "Oh, what cold juice!"

COLORFUL ICE

You can make colorful ice by adding colors to water. Or paint on a large piece of ice.

ICE FIGURES

Freeze water not only in special molds. Also use plastic cups and candy molds to get pieces of ice of different shapes and sizes. Use them as a constructor - lay out patterns (preferably on a uniform colored background). Make an ice pyramid or house out of ice.

ICICLES

During a walk in winter, pay your child’s attention to frozen puddles, icicles, etc.

Games with cereals

Prepare cereals: buckwheat, peas, semolina, beans, rice. The class takes place in the kitchen.

HIDING THE HANDS

Pour buckwheat into a deep bowl, put your hands in it and move your fingers, feel its structure. Expressing pleasure with a smile and words, invite the child to join: “Where are my hands? They hid. Let’s hide your hands too. Move your fingers - it’s so nice! Now rub your palms together - it’s a little itchy, right?”

Hide small toys by burying them in the cereal, and then look for them.

Next time you can use other cereals.

POURING THE GREATS

Pour the cereal with a scoop, spoon, or glass from one container to another. Pour the cereal in your hands, drawing the child’s attention to the sound produced.

RAIN, HAIL

The child may want to spill the cereal. In this case, it will be very difficult to stop him. Be prepared for such developments - let your child do this by controlling his actions. Let the crumbling grain become “rain” or “hail”, and from that moment sensory play becomes therapeutic.

You can walk on the cereal scattered on the floor in socks or barefoot. At the end of this game, organize cleaning.

LET'S FEED THE BIRDS

In this game you will need buckwheat or rice groats and toy bird figurines - these could be sparrows, or chickens, ducks. “The birds came to us: pee-pee-pee! The birds are asking for food. What do the birds eat? Yes, grains. Let's pour some grains for the birds. Eat grains, birds!”

TASTY PORRIDGE

After adding water to the semolina, cook “porridge” for the doll, and then feed it.

Together with your child, prepare real porridge, let him take out the pan, pour in the cereal, and stir the porridge with a spoon.

You can “cook” other food for dolls from cereals - for example, if you press peas into a piece of brown plasticine, you get “chocolate with nuts.”

PLACE INTO PLATES

Mix some beans and peas in a bowl. Then ask the child to separate the peas and beans and place them on separate plates: “Look, the peas and beans are mixed. Let’s put the peas on this plate, and the beans on this one.”

Games with plastic materials (plasticine, dough, clay)

Let us stipulate in advance that the use of some materials is impossible due to the increased disgust of an autistic child. He may throw away the dough in disgust because it sticks to his hands, he will not dare to touch the clay, he will refuse to work with plasticine if it smudges or smells unpleasant. To work with plastic materials, you should teach your child some skills to work with them:

- We crush and pinch off.Prepare a block of plasticine and invite your child to hold it in his hands, knead it with his fingers, and pinch off a few small pieces. Such actions will introduce the child to the soft and plastic texture of the material and provide a variety of tactile sensations to the fingers. Next time, offer your child a piece of dough, then clay. Please note that different materials feel different to the touch and have different properties.

- Press and spread. Teach your child to press a piece of plasticine onto a board or sheet of cardboard using a pressing movement of the index finger (the result should be a round cake). If you first press your finger on the plasticine and then move your finger, then in this way (smearing) we get a plasticine line.

- Roll into balls, roll out sausages. Show your child two basic modeling techniques (rolling balls in a circular motion and rolling sausages back and forth): on the table plane or between your palms if you are working with a large piece, or between your fingers (thumb and index, or thumb and middle) if a piece of plasticine small. Use your child's hands first (if he doesn't resist). Then invite your child to try doing it on their own. Usually, performing these simple techniques, especially rolling, does not cause much difficulty for the child.

Cut into pieces. Teach your child to cut plasticine or dough into pieces of various sizes using a plastic knife.

After the child has mastered each technique separately, you can combine different methods in one game. For example, when we “make pies,” we crumple, roll out, and cut.

PLASTICINE PICTURES

When creating plasticine pictures, pressing and smearing methods are used. In this simple way, you can quickly make a wide variety of “pictures” from plasticine: smear green plasticine on cardboard - this is “grass”, pinch off small pieces from a block of red plasticine and stick them on - you get a “clearing with berries”. In the same way, “goldfish” will swim in the blue pond, and a yellow plasticine “sun” with rays will appear on the blue cardboard. Smear multi-colored pieces of plasticine on a dark background to create a “fireworks” display. And if you press multi-colored plasticine cakes onto a cardboard circle, you get “sweets on a plate.”

COOKING

Let's roll small balls of red plasticine - we get “berries”, and multi-colored balls become “sweets” or “vitamins”. If you stick sticks into multi-colored plasticine balls (you can use “ear sticks”, after removing the cotton wool), you get “chupa chups” fruit lollipops. We roll out a piece of red plasticine - we get a “sausage”, and if we roll out white plasticine very thinly - we put “spaghetti” on a plate. Let's cut a piece of light brown plasticine into pieces - this is “bread”.

So, the “treat” is ready, we invite the dolls to “Lunch”. You can make a birthday cake from pieces of plasticine of different colors, insert a candle and organize a “Birthday”.

When you start making the dough, give your child a piece and try to organize “pies” with him.

GARDEN

Lay out plasticine beds on a piece of thick cardboard. Now “plant vegetables”, for this you can use cereals - for example, peas will become “turnips”, and red beans will become “potatoes”; a multi-colored mosaic will turn into “red tomatoes” and “green cucumbers”; You can try to sculpt some vegetables (for example, “carrots”) from plasticine.

If your child likes this game, you can think about other vegetables. Similarly, “berries and mushrooms” will grow in the forest, and “flowers” ​​made of mosaics will grow in the clearing.

Games with sounds

LET'S LISTEN TO THE SOUNDS

The surrounding world is filled with various sounds. Pay your child's attention to them - listen with him to the creaking of the door, the sound of a spoon on the sides of a cup when stirring tea, the clinking of glasses, the squeaking of brakes, the sound of train wheels, etc.

LET'S KNOCK, LET'S RATTLE!

Extract a variety of sounds from objects: knock wooden (or metal) spoons together, run a stick over a radiator, tap your knuckles on glass.

FIND THE SAME BOX

Pour different cereals into small boxes (there should be two boxes with the same cereal). Shake the box, attracting the child's attention to the sound - let him find a box that sounds the same.

In addition to cereals, you can use beads, pebbles and other materials.

Increase the number of pairs of boxes gradually.

WHISTLES

Buy a variety of sounding toys for your child - rattles, whistles, squeakers, etc.

MUSICIANS

Buy children's musical instruments for your child - drum, tambourine, metallophone, pipe, accordion, piano.

When the child learns to distinguish their sound by ear, to play them correctly, use his skills in story games - “It’s the bear’s birthday. Let’s play the piano for him,” when we sing a song about Antoshka - play the harmonica, etc.

SOUNDS OF NATURE

Once in nature, together with your child, listen carefully to the sounds around you - the rustling of leaves, the buzzing of a fly, the babbling of a brook... The sounds of nature themselves bring calm and harmony.

Rhythm games

When playing rhythm games, use the following techniques:

Clap your hands;

Foot stamping;

Jumping in a certain rhythm;

Dancing;

Pronouncing the texts of poems;

Singing children's songs.

The use of poems, nursery rhymes, and songs in working with an autistic child involves:

Accompanying text with movements;

Reproducing the plot using toys;

Showing plot pictures (in the future, such a picture will “trigger” the child to sing a song).

In this case, one should proceed from the principles of simplicity (movements should not be complex) and accessibility of the plot for children's perception. In addition, the child must like the poem or song. Introduce rhymes and songs gradually, giving the child the opportunity to choose those that suit him best.

First, the adult independently reads a poem or sings a song, accompanying them with movements. When the child remembers the text, the teacher, stopping while speaking or singing, gives the child the opportunity to finish or finish singing the last word in the line, and possibly the whole line. At the same time, encourage the child to repeat the expressive movement that accompanies singing or speaking. The same work is continued by my mother. If you do this for quite a long time, the moment will come when the child will begin to sing and pronounce rhymes on his own, of his own free will. But if you listen carefully to a child’s independent singing or repetition of a poem, it becomes obvious that the meaning of the words often remains unclear to him. However, in any case, such speech activity is useful. Often it is during lessons with rhythms that the child makes his first attempts to use active speech.

Clarification of the semantic content of the texts used can be achieved by showing actions, using pictures, toys, and playing out stories. In addition, if such a game is accompanied by the display of a plot picture or toy, then the child associates the text of the song or poem with a certain image - an object or image. As a result, the child, seeing a harmonica, begins to play it and hum a song about Antoshka, and when he notices a picture of geese, he begins to hum a song about cheerful geese.

We recommend starting classes with the following texts: songs - “Antoshka”, “Song of the Lion Cub and the Turtle”, “Two Cheerful Geese Lived with Granny”, “Chunga-Changa”, “Song of the Crocodile Gena”; nursery rhyme poems - “Ladushki”, “The horned goat is walking”, “The woman was sowing peas”, “Big feet are walking along the road”; cycle of poems "Toys" by Agnia Barto.

SNAKE

Take a ribbon (jump rope, rope) and, making oscillatory movements with your hand, move away from the child, inviting him to catch up with the snake: “The snake is crawling away, crawling away! Hurry up and catch up!” Give your child the opportunity to triumphantly step on the snake with his foot.

AIRPLANES

Spin the child in the air - "Let's fly, fly!", then lower him onto the sofa or the floor - "We've landed..."

Such and similar games are also useful because the child will be able to throw out the emotions that have accumulated in him; this gives such games a therapeutic effect. And an adult will need more emotionality. However, there is a danger that the adult will become for the child only a means of achieving the sensation he needs (for example, when the child is spun around). To avoid this, try not to allow such games to become stereotypical and diversify them. For example, before spinning your child around, suggest: “Today we’ll take a teddy bear with us on the flight.”

Preview:

Advice for parents from a speech pathologist

Today I bring to your attention tips on parenting and behavior with children. Remember, a child is a person and it is necessary to respect him, not to suppress his desires and interests, but in case of inadequate desires and interests, be able to find a wise way out of the situation and an explanation.

Advice for parents.

If you want to have a good relationship with your children, then follow these tips.

1. Do not spoil your child, you will spoil him. You don't have to do everything your child asks. He's just testing you.

2. Don't be afraid to be firm with your child. He prefers this approach. This allows him to determine his place.

3. Don't answer stupid and meaningless questions. If you do this, you will soon discover that the child just wants you to do it all the time.

4. Don't let bad habits take too much of your attention from your child. This will only inspire him to continue them.

5. Do not do for the child and for the child what he is able to do for himself. He may continue to use you as a servant.

6. Do not demand immediate explanations from your child as to why he did this or that. Sometimes he himself does not know why he acts this way and not otherwise.

7. Don't test his honesty too much. When intimidated, he easily turns into a liar.

8. Don't let his fears and concerns worry you. Otherwise he will be even more afraid. Show him what courage is.

9. Don't make promises that you can't keep - this will shake his faith in you.

10. Don't be inconsistent. This confuses him and makes him try harder to leave the last word in all cases.

11. Don’t find fault with your child or nag at him. If you do this, he will be forced to defend himself by pretending to be deaf.

13. Never even hint that you are perfect and infallible. This gives him a sense of futility in trying to catch up with you.

14. Don't get too upset when your child says, "I hate you." He doesn't literally mean it. He just wants you to regret what you did to him.

15. Do not make your child feel that his misdeeds are a mortal sin. He has the right to make mistakes, correct them and learn from them. But if you convince him that he is good for nothing, then in the future he will generally be afraid to do something, even knowing that it is right.

16. Don't forget, the child loves to experiment. This is how he experiences the world, so please accept it.

17. Do not try to discuss his behavior in the midst of a conflict. For some objective reasons, his hearing becomes dull at this time, and his desire to cooperate with you becomes much weaker. It's okay if you take certain steps, but talk to him about it a little later.

18. Do not correct your child in the presence of strangers. He will pay much more attention to your remark if you tell him everything calmly, face to face.

19. Do not forget that a child cannot develop successfully without understanding and approval, but praise, when it is honestly deserved, is sometimes forgotten. And it seems like never a scolding.

20. Let your child feel that he was born from your love for each other, and not just from sexual pleasure. Quarrels between parents traumatize the child's psyche.

21. If a child sees that you love your brother or sister more, he will not complain to you. He will simply attack the one to whom you give more attention and love. He sees justice in this.

22. The child is interested in the opposite sex. If you ignore this and do not explain to him what to do and what to do with his feelings, then his peers and older guys will tell him about it. Will this make you feel at ease?

23. Don't try to get rid of your child when he asks frank questions. If you don’t answer them, he will generally stop asking you questions and will look for information somewhere else.

24. The child feels when it is difficult and difficult for you. Don't hide from him. Give him the opportunity to experience this with you. When you trust him, he will trust you.

25. Treat your child the same way you treat your friends. Then he will become your friend. Remember that he learns by imitating examples rather than by being criticized.

26. It is important for your child to know from you what is right and what is wrong. But most of all, it is important for him to see in your actions confirmation of whether you yourself understand what is right and what is wrong.

Remember! The child acts and does as he sees! And not the way he hears. And no matter how much you tell him what this or that must be done, he will do it the way you do it...

Finger games with various objects

With a spiky ball

Along the path, along the path Ave. lightly hit the ball on the table with your hand and move it forward.

Someone's feet are stomping towards us.

This is a hedgehog, look, roll the ball in our palms, fingers wide

He made his way to us from the wilderness. spread out.

The left hand was all over the table. With our left hand we roll the ball on the table in a circular motion.

And then he fell into the stream. Toss from hand to hand.

He decided to prick us. We roll along the back of the left and right hand.

I just realized that I have no strength.

He snorted and peeled off his fingers. Hold it in his left palm and transfer it to his right palm.

And he went back into the forest. Etc. lightly hit the ball with your hand

Table with advancement.

Wooden massager

Our children's hands

We'll ride around a little. Turn your palms in front of you.

Both up, down

And lightly, don’t push! Simultaneously move your palms up and down on the massager.

The skin feels the thorns

And you move, don’t rush. Let's keep moving.

And now one by one:

Right up and left

Down. Alternating calm movements.

This is needed for massage,

This is not a whim at all.

The spikes did not sit idle. Tap the thorns of the massager with your fingers

Our palms warmed up. Turn your palms in front of you.

Beads

At Lyusenka's ball Stringing beads on a fishing line

All the beads scattered

We need to help collect them,

How can we help?

Larger in the middle. The largest pearl bead is placed in the middle of the necklace.

She is beautiful - like a piece of ice.

We already know all the colors -

We quickly string the beads.

Let's not be lazy, just know that!

Lucy! Put on your beads!

Beads

In our left, right hand - The palms of the left and right hands are shown, with rosary beads on them.

These are the things you see

These are bones on a string

For me and Nikita.

Fingers move together: Simultaneously fingering the rosary with the fingers of both hands.

One, two, three - that's what they need.

We sort out the bones

And at the same time we repeat:

"Blue, blue whale in the sea,

It lies easily on the wave"

Sun (clothespins)

The sun came out from behind a cloud. Attach clothespins to each ray of the fake sun.

And he looks out my window.

There are so many rays from him,

That all the roads are dry.

Clouds (clothespins)

And here is the cloud - look

We attach the clothespins down. Attach clothespins along the bottom edge of the cloud dummy.

It's mushroom rain:

Cheerful, warm and mischievous.

Carpal expander

I am developing my hands,

I squeeze the expander in my hands. Simultaneous squeezing of hand expanders in the right and left hands.

One, two - I press the right hand,

Three, four - I press left.

I worked a little bit

Everything is a hot palm.

Computer keyboard

Fingers on the keyboard Chaotic pressing of the keyboard buttons with the fingers of both hands.

They jump like bunnies.

Fingers pressing letters

They develop by playing.

Preview:

Autism and communication: 5 ways to communicate with your child.

Any parent who has a child with autism wonders at some point about how their child will communicate. It is interesting that in many cases it is not the autistic child himself who should learn communication and communication, but his parents. There are 5 main ways to understand what they are trying to say, and they all have to do with the human senses.

Most parents believe that when they have a child, they will teach him everything they need to know about the world. However, if a child develops autism, then it is the child who will teach his parents a lot, of course, if the parents are willing to listen and are able to adapt to their language. Most children with autism speak in many different ways, not just words. Often they communicate through their feelings and body language, and failure to understand this fact leads to moments of frustration not only for the child, but also for his parents.

Strategies for learning how to communicate with an autistic child include the following five main ways:

1. Vision

2. Hearing

3. Touch

4. Smell

5. Taste

Interestingly, these top 5 ways to communicate with an autistic child are the same methods of communication that everyone else uses. The difference, however, is that although children with autism are able to perceive all of these 5 senses, they have difficulty expressing themselves through speech. So remember, the main communication problem in autism is something akin to a “language barrier.”

Vision

In the context of an autistic person, vision would include things like increased sensitivity to light and a special interest in certain colors or patterns. Most people will never understand why a child with autism might like a specific part of a toy rather than the whole toy, but it is because they are more attracted to the color, pattern, or other visual characteristics of the toy.

Bright artificial light, such as in a supermarket, can be especially irritating for a child with autism because bright artificial light produces glare, which puts extra strain on the eyes and forces them to work harder. Many autistic children see reflections from ceiling lights in photographs and images. This is why they sometimes look at objects from the corners of their eyes.

Flashing lights from a TV screen, computer screen, etc. may also cause visual stress. In addition, some autistic children also suffer from epilepsy, and certain flashes of light, glare or patterns can very easily cause them to have an epileptic seizure.

Understanding these things will help you interact more effectively with an autistic child when their body language indicates that the light or image is influencing them in some way.

Hearing

Different sounds tend to have a powerful effect on a child with autism. So powerful, in fact, that the mere sound of running water from a tap can very easily send a child into hysterics.

Children with autism hear background noise from the TV, the sound of an aquarium filter, the furnace running, the ticking of a clock, and all those other noises you don't hear unless you want them to. They cannot simply “turn off” these noises, for example, like we can. They hear everything, and the surrounding atmosphere turns into chaos for them, especially if they try to retain any information in memory.

Understanding this will help you communicate with your autistic child. Watch their body language, and if they cover their ears with their hands, act restless, or throw a tantrum, then listen to the noise around them. Perhaps the problem may be in the sounds that reach your child's ears.

Touch

If you really want to communicate with your autistic child, you shouldn't expect it to be through touch. Many children with autism have altered signals running through their nerves. While hugging or getting dressed may feel good to you, it may actually be painful for an autistic person. And if you've ever had the flu, then you remember that feeling when your whole body hurts and aches at the very beginning. This is exactly what a person with autism experiences most of the time.

This is why some children with autism undress themselves: they cannot stand the sensation that clothing brings to them on their body. So you will have to choose light clothing made of delicate fabric that does not make noise when the child moves and is as comfortable as possible to wear. Don't forget that color is also of great importance for an autistic child.

When talking about the feelings of an autistic child, the feeling of hunger deserves special attention. It can be 10 times stronger than that of an ordinary person, and manifest itself in lip and tongue biting, auto-aggression and auto-stimulation. Add to this the feeling of frustration that the child is not able to tell you about it, and you realize the seriousness of this problem. The texture and texture of food consumed can also be an issue for a child with autism.

In addition, there is a tendency among autistic children to develop more severe behavior problems during intense use of two or more senses at once. Hunger at the same time as the smell of food that the child cannot eat. Shopping malls, which have high noise levels, bright lighting, variety of colors, etc., are specially designed to capture your attention through the senses. Such marketing tactics, however, can be detrimental to a person with sensory impairments.

Smell

An autistic child is much more sensitive to different smells than ordinary people, and, as a rule, has a very sensitive sense of smell.

The list of odors that can cause severe discomfort in an autistic child can be listed for a long time, but at the top of this list are perfumes, shampoos, food, dirty animals, etc., and this can lead to unwanted situations. Understanding that the smell you smell is 10 times more intense to your autistic child will help you interact with him.

Taste

Along with hunger and smells, taste is a very powerful sense in autistic children. Pleasant and unpleasant taste sensations for you are certainly enhanced several times in a person with autism. In addition, they have their own taste preferences, so you shouldn’t get angry if your child doesn’t like the food you prepare, because they feel “bad” food several times more intensely.

Body language plays a huge role in how a person with autism attempts to communicate with others. Now you don't need special equipment to understand that your baby's screaming in a restaurant may be caused by the smell of food and/or the additional level of white noise he hears; or to realize that he covers his ears with his hands every time you go on a field trip to the children's aquarium because working water filters can be a problem for him.

Autistic children may not always understand you, but do you understand them? Pay attention to their body language and senses, and only then will you be able to speak the same language with them.

Preview:

Organizing the life of an autistic child

Parents of children with autism often face problems in raising and organizing the lives of their children. Often, in search of solutions to emerging problems, they turn to specialists, various books, the Internet, and seek help from people who have personally encountered this problem. There are a large number of books devoted to the problem of children with autism. Many authors have dealt with this problem. In this article we relied on one of them - E. Yanushko. I would like to believe that this article will help parents in their search for answers to questions, will help parents and children become closer, and learn to understand each other.

Organization of the spatial environment.

Living space of an autistic child

The living space of an autistic child requires special organization. According to the degree of distance from the place where the child (preschooler) spends most of his life, the space is divided into a children's room, an apartment, and the area closest to the house. According to the type of activity of the child, the space can be conditionally divided into household - everything related to the acquisition of everyday life skills (toilet, eating, getting ready for bed, etc.), play - a place for a variety of games, educational - a place for special developmental activities, and the immediate social environment (the territory within which the autistic child communicates with adults and peers, and also gets acquainted with the outside world, and first of all with the world of people.) - the staircase, where communication with neighbors takes place, the playground, where the child enters into communication with other children, a store, a street.

Children's room

Make sure that the children's room becomes a comfortable place for the child, where he feels safe and, if necessary, has the opportunity to hide from external influences. This will require sensitivity and love from parents, as well as the fulfillment of a number of necessary conditions:

FIRST CONDITION - SAFETY

The children's room should be equipped taking into account the fact that the child will run, jump, tumble, climb on furniture, etc. There should be no dangerous objects in the room (heavy, sharp, breakable, etc.); all potentially dangerous objects must be hidden or locked.

SECOND CONDITION - PROVIDING COMFORT AND COZINESS

Decorate the room in pleasant, soft, soothing colors; electric lighting should be soft and not harsh on the eyes.

THIRD CONDITION - AVAILABILITY OF THE NECESSARY EQUIPMENT

A children's room is a place where a child plays and learns. It must have a desk or table with a chair. The child needs toys: wooden and plastic construction sets, construction sets; various nesting dolls, pyramids, inserts; sounding toys and a set of toy musical instruments; games for developing fine motor skills - mosaics, wooden beads, games with laces, etc.; educational printed board games - cut-out pictures, lotto, dominoes, Seguin boards, Montessori frames, etc.; toys for role-playing games - dolls, bears, other soft and rubber toys, cars, dollhouse, doll dishes and furniture, first aid kit, etc. Children's books should be selected taking into account the child's age and preferences. They should be understandable to the child, useful for real mastery of the world around them, and evoke positive emotions. In addition, the child must have materials for creativity: colored pencils and markers, paints, crayons for drawing, colored paper and cardboard, plasticine, etc.

FOURTH CONDITION - MAINTAINING ORDER

A certain order must be established and maintained in the child's room. All objects, things and toys must have their own fixed place. It is better to put things in the wardrobe in the same places - this makes it easier to teach the child to be independent. Order in the surrounding world of objects is important for any child, but for an autistic child, with his stereotypical behavior, it is a necessary condition of life. Sometimes it is necessary to introduce new details that will please the child - hang his drawings on the wall, choose new curtains with him, buy and hang a picture on the wall. If your child resists the slightest change, put it off, but be sure to try again. Do not forget about the need to create an emotionally positive mood: discuss the upcoming change in the interior with your child in advance, talk about how good it will be, organize his active participation in the process of introducing new elements into the interior.

Apartment space

The space of the apartment is to a large extent connected with the child’s mastering of household skills. The child needs to be helped to understand the purpose of the bathroom, kitchen, toilet, understand the purpose of a variety of things, etc. To do this, you should, firstly, constantly comment on various everyday moments, explaining the meaning of what is happening: “We’ve just returned from a walk - our hands are so dirty! Let’s go wash them! Where do we wash our hands? That’s right, in the bathroom. What should we take? "Here it is, the soap smells so good. Oh, what a good fellow you are - I remembered that I needed to dry my hands with a towel, but I forgot the towel is hanging on the hook." Secondly, it is necessary to involve the child in housework. Let the child participate in preparing lunch - throw vegetables into the soup, grate cheese; while washing dishes, you can ask him to wipe the cups with a towel, arrange the dishes and cutlery on the shelves; invite him to place his shoes in the hallway, vacuum the carpet in the living room, etc. Be sure to take into account the child’s age and capabilities. It is important to remember that the main thing is not the quality of work, but participation in household chores. Use every opportunity for this, gradually expanding the types of homework. Often children themselves want to take part in what is happening - let your child pour powder into the washing machine, drop dishwashing detergent on a sponge, cut bread for dinner. It is these actions that can help a child become independent.

Immediate social environment

The “immediate social environment” refers to the area outside the apartment. This is the landing where meetings and communication with neighbors take place; and a playground where the child can interact with children; and a store where you can observe the interaction of the seller with customers, and the area where the child gets acquainted with the world around him - the world of people and objects, nature. When leaving the apartment, it is necessary to help him master the space around him step by step, gradually getting rid of fears and accumulating positive experience. In order for a child to be able to accept something new, it is necessary, first of all, to identify negative emotions and fears associated with certain places, objects, and people. When fear is identified, try to associate the experience of a variety of positive emotions with this place.

The most serious difficulties of an autistic child are in the area of ​​communication with people. It is necessary to help the child in cases of difficulties in interacting with other children and adults. For example, if he decided to approach another baby, but then froze, unable to address himself, not knowing what to do next, do not miss this moment - quickly approach and voice his intentions: greet the other baby, ask what his name is and introduce yourself yours, help with your hand extend a hand to a new acquaintance, offer him a toy. Do all of this on your child's behalf. Come up with options for continuing contact: offer to exchange toys and organize a game nearby, when children play independently, but can watch the other play, sing a song together, start a ball game, etc. It is necessary to maintain your child’s interest in children, peers, and older children. Choose an activity that everyone will enjoy; interaction will be possible based on common interest.

Parents should be constantly on alert, and if a difficult or dangerous situation arises for the child, protect and insure him. Remember that the presence of other people's children and adults around can lead to unpredictable situations. For example, if a strange adult approaches a child on the street, reprimanding him for incorrect behavior, which happens quite often, approach, but do not enter into a discussion, do not try to explain the child’s behavior and its characteristics, but try to quickly end the conversation and take the child away. Remember that the child will definitely react, even if outwardly he remains unperturbed. Expressing calm with all your appearance, hug the child, as if showing that nothing terrible happened, and then explain why “aunt called him a bully”: “You are running fast, and there are kids here - look. If you accidentally touch him, the little one may fall and cry.” ". In such cases, the adult faces two tasks. The first is to explain cause-and-effect relationships and let the child understand that he is not “bad,” but that a difficult situation has simply arisen. And only then offer the child specific ways to correct it. The second is to let the child feel that you love him, that you are with him and will not hurt him under any circumstances, that you will always come to his aid. If the child’s reaction to a remark is expressed violently - for example, he cries or stomps his feet and screams kicking the bicycle, riding which he “does not look where he is going” - do not disturb him, give him the opportunity to throw out negative emotions and only then tactfully explain, what happened and how a similar situation can be avoided in the future.

In the store, teach your child to choose what he needs - groceries, household goods, organize his communication with the seller and make small independent purchases - give the child money and let him buy candy or a bag of juice from a familiar seller. This will become possible when the child becomes completely comfortable in this situation. Ask your little one to help you carry the grocery bag. And when the situation of going to the store becomes familiar and natural, you can look into another store, go together by bus to the fair to choose plasticine and paints, etc.

When walking, try to diversify your routes. If the child resists choosing a new walking route, do not object, but try to expand knowledge about the familiar path: pay attention to the traffic light at the intersection, explain what should be done when the light is green, red, etc.; show where the kindergarten is located, look there and watch together how the children play on a walk; Remind: "Look, there's a bus stop. We take the bus here when we go to the pool." Describe everything you see along the way; and do this repeatedly, even if the child does not pay attention to these descriptions (trying to diversify the comment by introducing interesting details into it). And next time, again try to change the route a little, gradually moving greater distances away from home. To do this, try to create a motive for the child - “Let’s go there to buy paints,” “Let’s go to the park, remember how you met a dog there, and its owner allowed you to hold its leash?”

If your baby is old enough, take him with you when you go “on business”: to the post office, to the bank, to the pharmacy, etc. At the same time, tell your child what mail is, what the postman does, write with your child and send a letter to grandma. At the pharmacy, together with your child, buy a bandage, cotton wool and a plaster for the doll’s first aid kit, with which the child will “treat” the dolls at home.

Feel free to repeat yourself and say things that go without saying. With the right approach, which requires constant attention and wise help from an adult, new impressions will enrich the experience of interaction of an autistic child with other people and teach them how to live in society. The need to make decisions in difficult situations will strengthen the child and help him become more independent. However, you should be patient, because... You will have to solve not only the child’s problems, but also overcome human misunderstanding. But if events develop favorably, you can enlist the support of others, find new friends, and establish friendly relations with neighbors.

Long walks

Walks to a distant park, on a visit, to the circus, to a cafe; visiting a swimming pool or children's studio can be difficult for an autistic child and his accompanying loved ones, and sometimes even impossible. Moving away from familiar “habitat”, the child loses confidence and finds himself in the grip of fear and discomfort. This condition can cause an acute reaction - the child begins to cry, pulls the hand, thus expressing a request to return. This is a self-defense reaction when the child tries to get out of a state of discomfort. In this case, it is necessary not to persuade the child, not to scold him, but to give him the opportunity to calm down. Act according to the situation; stop for a while, look around with your child, talk, and then continue on your way or return home. The situation is more difficult when the child does not express his state violently, but experiences acute negative emotions deep inside himself. This is very harmful for him and can again slow down his development. Therefore, parents who decide to visit a new place for their child should closely monitor the child’s condition and his mood; when anxiety and discomfort appear, it is better to turn home and say: “Never mind, next time we’ll go to grandma. But now we’ll come back, because our bear is left alone at home, he’ll be bored.” In this case, it is preferable to name a neutral reason for returning home; do not talk about the child’s fear, because this can cause additional trauma.

However, hiding from the world while staying at home is, although an easier way, it does not give the child the opportunity to experience the world in all its diversity, does not solve the problem of fears, and hinders the development of independence. Of course, long walks are necessary and mandatory, but the following rules must be observed:

1. Master the space gradually.This means that a long-distance hike is possible only after the child has become sufficiently comfortable in closer territory.

2. Prepare for your hike in advance, discussing where you are going to go, what awaits you there. In this case, it is better to try to avoid surprises that might frighten an autistic child, so tell him in detail what awaits him. Remember the cartoon, show a suitable picture.

3. Encourage your child to use public transport. To start, you can take just one stop on the bus or metro. Prepare your child for the trip by telling in advance how it will happen, where and why you will go. In the future, take short trips; It’s good when the purpose of the trip is clear to the child: “We’ll take this bus to the store to buy pencils. We’ll have to go three stops. Let’s count them together.” You can take your favorite toy with you: something familiar in an unfamiliar environment will help him calm down. At the same time, explain to your child the rules of behavior in transport: “Hold on to the handrail, otherwise the bus will turn and you might fall,” “You have to pay the fare,” etc.

4. Choose places to visit carefully. To start, choose something closer to home and where there are fewer people. Gradually teach your child to be in groups, and over time he will no longer be afraid of crowds.

5. Visiting new placeswhere unfamiliar children and adults are - a drawing circle, a swimming pool, -Bring your child for a short time at first, give him the opportunity to get used to the new environment, to the children's group, to new adults. You can agree with the teacher or coach and attend classes with the child for the first time, and if the child wants, go out with him for a short time. After resting, the child can return to classes. But if he wants to go home, do as the child asks. Do not forget that a situation that requires a child to actively interact with other people is a huge job for him. But if organized correctly, visiting a children's group is very useful for the child, giving him invaluable experience of social life and a variety of impressions that stimulate development.

6. Act according to the situation: Be prepared for the fact that your child may behave differently. So, he may want to retire at any moment, because the crowd of people has tired him - find a quieter place where he can rest. And if the child, without waiting for the performance, wants to return home, do not resist. This means that today he has already received enough impressions. Do not insist under any circumstances, avoid pressure, otherwise next time the baby will be afraid to go with you on such a trip.

7. At home, remember, discuss what you saw, savor interesting details. Consolidate and expand new ideas using different techniques and possibilities: draw a picture, learn a rhyme, organize a game. Ask questions, explain cause-and-effect relationships and the logic of events during the conversation, infect the child with your positive emotional attitude.

The practice of working with autistic children shows that by correctly organizing the gradual development of the world around them, it is possible to overcome the limitations caused by the child’s difficulties. Don't be afraid to try. Remember that results will only be achieved through constant, regular training.

Preview:

future first graders.

This solemn and exciting day has come: your child is a first grader. What awaits him? How will everything turn out? You are worried, and this is normal and natural. But your natural parental anxiety should not develop into school anxiety in the child himself. Let him go to school with the confidence that he likes to study, that he can do a lot, and that he will definitely learn everything else.

1. Wake your child calmly in the morning; when he wakes up, he should see your smile and hear your gentle voice. Don’t urge in the morning, don’t pull over trifles, don’t reproach for mistakes and oversights, even if “Yesterday you were warned.”

2. Don't rush. The ability to calculate time is your task, and if you fail at this, it is not the child’s fault.

3. Don't send your child to school without breakfast. He will have to work a lot before school breakfast.

4. Under no circumstances say goodbye with “warnings”: “look, don’t play around”, “behave well”, “so that there are no bad grades”.

5. Wish your child good luck, cheer him up, find a few kind words - he has a difficult day ahead.

7. If you see that a child is upset, do not question him, let him calm down, then he will tell everything himself.

8. After listening to the teacher’s remark, do not rush to scold. Try to have your conversation with the teacher without the child. By the way, it’s always a good idea to listen to both sides and don’t rush to conclusions.

9. After school, do not rush to sit down for homework; you need two to three hours of rest (and in first grade it is better to sleep for 1.5 hours to recuperate). The best time to prepare lessons is from 15 to 17.

1. Don’t force you to do all your homework in one sitting; after 15-20 minutes of studying, 10-15 minute breaks are needed, it’s better if they are moving.
2. While preparing lessons, do not sit “over your head”, give the child the opportunity to work alone, but if your help is needed, be patient. A calm tone, support (“don’t worry, everything will work out,” “let’s figure it out together,” “I’ll help”), praise (even if not everything works out) are necessary.
3. When communicating with a child, try to avoid conditions: “if you do, then...”, sometimes the conditions become impossible to fulfill regardless of the child and you may find yourself in a very difficult situation.

13. Find at least half an hour during the day when you will belong only to the child, without being distracted by household chores, TV, or communication with other family members. At this time, what matters most is his affairs, worries, joys and failures.

14. Develop a unified tactic for communication between adults in the family and the child; resolve your differences regarding pedagogical tactics without the child.

If something doesn’t work out, consult a doctor, teacher, or psychologist.

Do not consider the literature for parents superfluous; you will find a lot of useful information there.

15. Remember that during the school year there are critical periods when it is more difficult to study, fatigue sets in faster, and performance is reduced.

This is the first 4-6 weeks for a first grader (3-4 weeks for students in grades 2-4). The end of the second quarter, the first week after the winter holidays, the middle of the 3rd quarter - during these periods you should be especially attentive to the child’s condition.

16. Be attentive to your child’s complaints of headache, fatigue, and poor health; most often these are objective indicators of learning difficulties.

17. A bedtime story, a song, and gentle stroking would be very timely - it calms you down and reduces tension. No showdowns, reminders of troubles before bed, reminders about tomorrow’s test, etc.

18. Believe in the child! Rejoice at his successes, do not make tragedies out of failures. Instill in him the confidence that he “can do anything, will achieve anything” if he wants to.

19. Save his notebooks with the first letters, drawings, incorrectly solved problems, and when the child is already giving up, take them out!

“You see, before you didn’t know how to write so beautifully, but now you’ve learned, and it will get better. I will help you!"

20. The more difficult and unsuccessful the day was for your child, the more attentive you should be to him. Be sure to find something to praise your child for and only after that can you end the conversation with him.

21. Do not force your child to rewrite homework. Firstly, it’s not interesting, it’s tiring, which means it’s not pleasant. In addition, do not forget that the child is tired, upset, and his small arm muscles are still poorly developed.

Overwriting leads to overwork. Let him learn to do his homework carefully right away.

22. A low grade is a psychological trauma for a child. To prevent rating trauma, do not punish a bad rating. Both you and the child must understand that the assessment is like a red light, an alarm signal: you haven’t finished learning here, haven’t figured it out, haven’t tried enough; and not a reason to get even with the child for your, by the way, voluntarily taken upon yourself, worries.

23. Pay attention, emphasize, preach: it takes effort.

Let him understand that success most often depends on effort rather than on luck, chance, or your help. Have time to notice and celebrate any effort that led the child to success or improved the quality of work. Avoid implying that a mistake or failure is a consequence of a lack of ability.

24. Remember, a child tends to accept any assessment you give globally, believing that they are assessing his personality: “a three means I’m bad.”

25. Praise the performer, criticize the performance.

26. Do not compare the successes of your son or daughter with the successes of their friends, children of your acquaintances. Compare your child only to himself. You couldn’t do it before, but now you can.

27. Set short-term goals so that the feeling of constant success does not leave him. Frequent success develops a sense of mastery, of excellence, which saturates the motivation to learn.

28. Bet on success in advance: select for explanations a volume of material that the child can master for sure (with some effort, of course).

29. If children are slow-witted, to “lift them up,” resort to positive attitudes: “This task may seem difficult, but I’m sure you can handle it.” objects suspended above the crib and gradually learns to act purposefully, correctly determine the place of an object in space (direction and distance), and take into account the shape and size of objects in his actions. Thus, he develops perception and hand-eye coordination.
At the same time, manual skills are developed and
coordination of actions of both hands (the child grabs small objects with one hand, large ones with two hands), type of grasping - with a fist, a pinch (three fingers), the index and thumb together (index type of grasping). The movement of the fingers is differentiated (the child learns to place his fingers well,
squeeze together, highlight one or two fingers).

In the development of manual motor skills in young children, correlating actions play an important role, that is, such actions when you need to combine two objects or two parts of an object. The principle of correlating actions underlies the game tasks of many didactic toys (turrets, nesting dolls, pyramids, etc.).
By playing with them, the child improves manual dexterity, eye,
coordination of hand actions.

In children with developmental disorders, grasping does not occur without the special influence of an adult, which, combined with physiological immaturity, leads to immaturity of manual skills.
Therefore, with children with developmental disorders, long-term systematic correctional work is necessary to develop visual-motor hand coordination in order to prepare children for learning at school (for writing), performing work tasks, and in
future access to affordable vocational training. Didactic games can make a great contribution to the development of manual motor skills. This issue has been actively studied by Strebeleva E.A.

GRIP DEVELOPMENT

Catch the ball

Target. Learn to grab large objects with both hands, spreading your fingers over the object; correctly set the distance from yourself to the ball, the direction in space (right, left, straight); develop hand-eye coordination using both hands.

Equipment. Inflatable ball of bright colors, rope, fishing line for hanging the ball.

Progress of the game. A child sits on a chair and a ball is lowered over him, tied to a rope, the end of which is held by an adult. The rope is thrown over the fishing line. The ball is gradually lowered and the child is asked to catch it without getting up from the chair. If he tries to catch the ball with one hand, the adult shows how to do this and, if necessary, distributes the fingers of his hands. The ball appears on the left and right at such a distance that the child can grab it with both hands.

Rattles

Target. Learn to grab small objects with one hand, taking into account their size and shape; determine the distance from yourself and the toy, the direction of movement in space; learn to firmly grasp the rattle while dancing, holding it in your hand for a long time, imitate the actions of the teacher.

Equipment. Rattles, different in size and shape.

Progress of the game. The child sits at the table at such a distance that you can reach the rattle with your hand. The adult moves the rattles along the fishing line one by one and asks the child to catch it. When a child receives a rattle, he is shown how to hold the rattle by the handle and lift it up.

Rearrange the toys

Target. Learn to grasp small objects with a pinch, develop coordination actions of both hands.

Equipment. Small objects (chips, buttons, mosaics), trays, a tall vessel, preferably transparent.

Progress of the game. The child sits at the table, there is a vessel in front of him, and small objects lie on a small tray to his right. The same items are on the adult’s table.

He shows his fingers folded in a pinch, takes small
objects and throws them into the vessel, drawing the child’s attention to the fact that he is holding the vessel with his other hand. Then he asks him to do the same.

If necessary, individually shows how to fold
fingers and pick up objects. After the child collects the objects with his right hand, they are poured onto a tray and moved to his left hand. Now the child should throw objects with his left hand and hold the vessel with his right.

Roll the balls

Target. Develop hand-eye coordination, strengthen pinch grasping, and develop correlating actions.

Equipment. Rolling chute, colored balls in a box, basket.

Progress of the game. An adult shows how to take the balls with a pinch and
place them on the top end of the gutter. Please note that
The ball rolls down the chute into the basket. Then, by imitation, the child repeats the teacher’s actions.

Roll the balls through the goal

Target. Is the same.

Progress of the game. The adult sits at one end of the table, the child, opposite, at the other. The adult places a gate between himself and the child. He takes one ball and rolls it through the gate towards the child. He catches it and returns it back with the same movement.
It is necessary to pay attention that the ball must be taken with a pinch.

DEVELOPMENT OF RELATED ACTIONS

Let's plant mushrooms

Target. Learn to combine an object with a hole (correlating actions); act purposefully, sequentially: from left to right, without missing holes; hold an object with a pinch; act with your dominant hand while holding the box with your other hand.

Equipment. A table (or box) with holes, mushrooms (the diameter of the mushroom stem corresponds to the diameter of the hole).

Progress of the game. An adult takes a mushroom with one hand and shows how
insert it into the hole. At the same time, he holds with his other hand
table The child then acts by imitation. If he finds it difficult, then joint actions of an adult and a child are used.

Color slide

Target. Develop attention, purposeful actions, learn to correlate the hole of the ball with the rod.

Equipment. Colored (solid) slide, small trays according to the number of children.

Progress of the game. The adult removes all the balls from the rods and asks the child to perform the same actions. An adult picks up one ball, examines it and pays attention to the hole. The child finds a hole in his ball. The adult points to the rod and says: “I’ll now put the ball on this stick,” and performs the action. Then he asks the child to put all the balls on the sticks. The child performs imitation actions. When stringing, you must ensure that the child uses both hands: with one hand he holds the slide by the base, and with the other (leading) he takes and strings the balls. If he finds it difficult to combine the ball with the rod (visual or motor impairment), the adult first helps him by using joint actions or gestures.

Pyramids

Target. Learn to correlate the holes of the rings with the rod, developing hand-eye coordination when operating with both hands; to form purposefulness of actions and stability of attention.

Equipment. Pyramids of different sizes and shapes.

Progress of the lesson. 1st option. The child is given a pyramid
from 4-5 rings with caps. The adult disassembles his pyramid and invites the child to do the same. Then he draws attention to the holes in the rings and shows how to put them on the rod. The child acts by imitation: with one hand he holds the base of the pyramid, with the other (leading) he takes the rings. The rings are strung in any order. In case of difficulties, an adult helps using joint actions and pointing gestures. When repeating the game, the position of the hands changes: the child holds the rod with his leading hand, and strings the rings with the other.

2nd option. The child is given two pyramids: one with a thick
and the other - with a thin rod. The rings of both pyramids are removed and mixed. The child must correctly match the holes of the rings with the desired rod. An adult learns to make a choice by trial, each time correlating the size of the hole with the thickness of the rod.

Close the boxes

Target. Learn to perform correlating actions, develop accuracy of hand movements, hand-eye coordination, coordination of actions of both hands; to form focused attention, teach to act through trials; pay attention to the properties of objects (shape, size), explaining that correlation by these characteristics is a condition for the successful execution of actions.

1st option. The child is asked to close boxes of different shapes (choice of two).

Equipment. Two boxes each with tightly covered
lids (round and square) for each child.

Progress of the game. The adult gives the child two boxes and removes the lids from his own boxes, asking the child to do the same. Then
places lids so that they do not lie next to their boxes. An adult helps the child make the right choice: he traces the contours of the lids and openings of the boxes, teaches how to try the lid on the box. When the child closes the box, the adult says: “That’s right, you closed the round box with a round lid.” Etc.

When the game is repeated, the number of boxes is increased to 3, and in subsequent years of study to 4-5. Later, new shapes are introduced into the game - oval, rectangular, triangular.

2nd option. The child closes boxes of different sizes.

Equipment. Two boxes of the same shape,
but of different sizes with tight-fitting lids.

Progress of the game. It is carried out in the same way as in the first option.

Roll out the nesting dolls

Target. Practice correlating actions; continue to develop joint movements of both hands; to form attention and purposeful actions; create a positive attitude towards story toys.

Equipment. Truck, matryoshka dolls (double)
for each child.

Progress of the game. The child is given four halves of a nesting doll. An adult folds his matryoshka doll and shows it to the child.
admires her, says how beautiful she is. Then he puts the nesting doll in the car, gives it a ride, drives the car to the child and asks: “Does your matryoshka want to go for a ride?” Invites the child to assemble his matryoshka doll and roll it around. The child collects the nesting doll and plays with it, putting it in the car.

IMITATING HAND MOVEMENTS

Train

Target. Act by imitation. Develop hand movements, learn to arbitrarily regulate the speed of movements.

Progress of the game. An adult clenches his hands into a fist and places them on the table.
and says: “Listen, the train has started.” He begins to slowly tap on the table, accompanying each blow with the word “knock,” and invites the child to perform the same movements with him - “the carriages are moving.” Gradually, the adult speeds up the pace of tapping and speaking, encouraging the child to do the same.

Shadow theater

When folding your fingers in a certain way on the wall
you can get images of different animals - a bunny, a goose, etc.

Equipment. Screen, table lamp (light source).

Bunnies

Target. Develop movements of the hands and fingers, the ability to act by imitation; arouse interest and a positive emotional attitude towards the game.

Progress of the game. An adult folds his fingers, getting an image of a bunny on the screen: the little finger and ring finger are bent and held with the thumb - “muzzle”, and the other two fingers rise up - “ears”, the hand bends slightly forward. A bunny jumps on the screen. “This is a mother hare looking for her hares. Where are they?" - says the adult and invites the child to make bunnies. The child needs help to fold his fingers correctly. After this, the child raises his hand, bringing them closer to the screen, the bunnies jump around the hare.

Geese

Target. Continue to develop attention and imitation when moving the hands and fingers; learn to perform movements with both hands at the same time; arouse interest in the game.

Progress of the game. The adult says that today it was not bunnies who came to visit us, but geese. He squeezes all four fingers together, and presses his thumb against them from below, sharply bending his hand downwards. “Ha-ha-ha, where are my goslings?” - he says and helps the child
make a goose with one hand. The gosling is walking with his mother, she calls him.

In the future, the game can be complicated. The child takes two goslings for a walk, that is, he makes figures with two hands.
goslings Geese can follow their mother closely.

DEVELOPMENT OF FINGER MOVEMENTS

Playing the children's piano (grand piano)

Target. Develop fine finger movements on each hand,
act in imitation of an adult; continue to evoke a positive emotional attitude towards toys and a desire to cooperate with an adult.

Equipment. Children's piano (grand piano), elegant doll.

Progress of the game. An adult places a child's piano on the table. Then he shows the doll and asks him to play a song for her. First, he plays a simple melody familiar to children, humming it without words (“la-la-la”), encouraging the child to sing along. After this, the child, with the help of the teacher, strikes the piano keys, first with the index finger of his right hand, then with the other fingers.

Subsequently, the child plays for a teddy bear or other toy with both hands, hitting the keys with the fingers of both hands.

Mosaic

Target. Teach grasping with a pinch, introduce the index
type of grasping, develop attention, imitation, ability to analyze and reproduce a simple pattern.

Equipment. Set of mosaics (hexagonal shapes) on
each child, small story toys (matryoshka dolls, bunnies,
pupae, etc.).

Progress of the game. An adult shows the child a mosaic board and draws attention to the holes. He takes one mosaic element and lets you examine the cap and pin (“like a mushroom”). Shows how to insert the mold into the hole in the board. Gives the child a set and asks him to insert the elements into the holes.

The child lays out a path for the matryoshka, and she walks along it, then a house for the bunny, a flower for the doll, etc.

When a child learns to perform these imitation tasks, they act according to the model.

Train

Target. Continue to develop finger movements, pinch grip and pointing type of grip; develop coordination when performing simultaneous identical actions with both hands;

Equipment. Elements of a plastic construction set.

Progress of the game. An adult invites the child to build a train and distributes elements of a chain from a construction set. The number of elements increases as the game is mastered (first 4-5 elements, then 10-15). The adult says that the red element is a steam locomotive, and the yellow ones are carriages, and connects the elements into a chain. Fixing your actions at each moment, first shows
what, then - both hands are done by one hand. The child imitates the teacher.

Fence

Target. Continue to teach how to correctly grasp individual objects and groups of small objects; develop coordination of both hands;
to form purposeful actions and an emotional attitude to the game; imitate the actions of an adult.

Equipment. Ready-made small houses from the “Build a Village” and “Cone” construction sets, small toy kittens.

Progress of the game. The adult gives the child a house and says that
Little kittens live there; a fence needs to be built around their house to prevent a dog from running into the house. Builds a fence sequentially, connecting the elements of the constructor. Then he gives the elements and the child also builds a fence. An adult provides him with the necessary help.

Beads for a doll

Target. Develop correlative actions, coordination of the actions of both hands, and an emotional attitude towards the result of one’s activities.

Equipment. Large beads, colored wire, fishing line.

Progress of the game. The adult draws the child’s attention to the doll sitting in the play corner and says that she needs beads. He gives the child beads and colored wires and shows that he needs to take a bead with one hand and a wire with the other, find a hole in the bead and thread the wire through it. Helps the child put on the first bead. Then the child works independently. The ends of the wire are connected by an adult. After this, the beads are put on the doll.

Help Dunno

Target. Teach children to fasten buttons; continue to develop fine hand movements; to form a positive emotional attitude towards the game and purposeful actions with objects.

Equipment. Cardboard sheet (size-
half notebook size) with the image of Dunno, at some distance from Dunno a large button is attached, 4 petals made of dense colored material
a fabric loop is sewn to each petal (the loop can be
cut into the petal itself).

As you master the game, 2-4 buttons are sewn to the cardboard,
the number of petals also increases.

Progress of the game. The adult shows Dunno and says that he wants to collect a flower from the petals, but he doesn’t know how, he needs to help him. Then he explains to the child how, by sequentially putting loops of petals on buttons and distributing them around the button, to create a beautiful flower. Dunno rejoices and thanks. Then the child independently attaches the petals to the buttons. If necessary, resorts to joint actions.

The dolls came from a walk

Target. Teach children to unfasten buttons; continue to develop fine hand movements; to generate interest in mastering object-based game actions.

Equipment. A doll dressed for a walk (coat and sweaters with buttons), doll dishes.

Progress of the game. A doll comes to a child and asks him to help her undress, since she doesn’t know how to unfasten buttons. An adult helps unbutton the buttons on a coat or jacket.
Next, the child performs a similar task.

Games are played: “Let’s dress the doll (bear) for a walk” (fastens the buttons); “Let’s put the doll to bed” (unfastens smaller buttons on other doll clothes: robes, sundresses, blouses or vests); "The doll stood up"
(fastens small buttons).

Bunny path

Target. Learn to thread a ribbon through a hole by imitating the actions of an adult; continue to develop fine hand movements, purposefulness of actions; create a positive emotional attitude towards completing the task; develop hand-eye coordination and a sense of space on a piece of paper.

Equipment: A sheet of thick cardboard with
with a picture of a house (there is a ribbon attached at the bottom of the cardboard, about
house hole), cardboard figurine of a bunny.
For the second version of the game, three holes are made in the cardboard sheets so that the path runs at a right angle.

Progress of the game. The adult gives the child a sheet and asks the children to show the house. “A bunny lives in this house,” he says and shows the figurine. “He wants to get home, but there is no path.
Help me make a path for him.” An adult explains how to make a path, threads the tip of the braid into a hole: “So you have a path to the house.” Leads his bunny along the path to the house. The child performs an imitation task. If there are difficulties, an adult helps him.

It is raining

Target. Continue to teach how to thread the braid into the hole, first by imitation, then by model; develop small movements, purposeful actions; observe the direction of movement diagonally (despite the discontinuity of the line); continue to create an emotionally positive attitude towards the game task and the result of your actions.

Equipment. A sheet of cardboard with an image of grass and fungus (three braids are attached to the top of the sheets, from each there are five holes down diagonally across the sheet, into which the braid should be threaded - “rain”); all three lines must be parallel, a bunny figurine made of cardboard.

Progress of the game. An adult takes his sheet of cardboard and shows how a bunny walks on the grass. “Oh, it’s raining,” he says, turns the sheet over and shows the children how to stretch the ribbon to make rain. At the same time, he draws attention to the fact that the rain comes from top to bottom diagonally - and each braid is pulled into its own slots, they are all laid side by side. Then he gives the child a sheet of cardboard and, with the help of an adult, he completes the task. After this, the adult turns the sheet over and says: “It’s raining again, hurry up and hide your bunny.” A child hides a bunny.

The same principle applies to the game “Guide the chicken to the chicken” (bare to the hare, puppy to the dog, etc.). In each case, you can change the number of slots and the direction in the location of the braid: vertically, horizontally, diagonally.

DEVELOPMENT OF MOVEMENTS OF THE HANDS

The most dexterous

Progress of the game. An adult shows the child balls in a box (initially no more than three items) and says that they can be
with one hand transfer the net to another box, shows how to do it. Then he invites the child to become dexterous and perform the same actions.

Catch a fish

Equipment. Materials from the game “Catch a Fish”, plastic fish, aquarium, nets.

Progress of the game. The game is played in the same way as the previous one. The child transfers the fish caught with a net to the aquarium. At first, an adult shows all the actions.

chicken" (bare to hare, puppy to dog, etc.). In every
In this case, you can change the number of slots and the direction in the location of the braid: vertically, horizontally, diagonally.

DEVELOPMENT OF MOVEMENTS OF THE HANDS

The most dexterous

Target. To develop flexion and extension movements of the hands in children.

Equipment. Two cardboard boxes, balls with a diameter of 2-3 cm, an aquarium net.

Progress of the game. An adult shows the child balls in a box (initially no more than three items) and says that they can be transferred with a net into another box with one hand, and shows how to do it. Then he invites the child to become dexterous and perform
the same actions.

Catch a fish

Target. The same, develop a positive attitude towards the game.

Equipment. Materials from the game “Catch the Fish”, plastic
mass fish, aquarium, nets.

Progress of the game. The game is played in the same way as the previous one. Sing-
The child transfers semolina fish with a net to the aquarium. In the beginning everything
The action is shown by an adult.

A GAME

Play more with your children.

Helping a child with mental, physical, speech, moral and aesthetic development is a huge daily work of parents and those around the child. In this difficult work, the leading role belongs to the organization of games.

Parents and adults raising them should consider playing with children with developmental delays not as fun, but as a therapeutic procedure that must be carried out regularly and purposefully. The choice of game and its implementation should be carried out taking into account the child’s age, mental and physical capabilities. Some children have to be taught how to use toys correctly, while others can start with quite complex play activities, including the development of visual and auditory attention and memory. Still others can use the game to form generalizing concepts (vegetables, fruits, dishes, etc.). However, no matter what kind of child the game is played with: a toddler or an older preschooler, very developmentally delayed or not, an indispensable condition of the game should be the creation in the child of a joyful feeling, which is supported by an adult who has become an equal participant in it.

For every child, play is the leading activity. In play, a child learns to think, develops his abilities and dexterity, attention, memory, and develops perseverance and endurance.

The game evokes a feeling of satisfaction, introduces the child to surrounding objects and natural phenomena, shapes his feelings, observation and speech.

Children who are developmentally delayed, as a rule, either do not know how to play, or their “play” is of a peculiar nature: while showing interest in a toy, they do not play with it for a long time and often use it for other purposes. The desire to break a toy is typical.

If a child does not know how to play, cannot concentrate his attention on any one toy, grabs onto everything, or, conversely, senselessly repeats the same action, for example, winds a top for hours or repeatedly opens and closes a water tap, then such The child needs to be taught to play as soon as possible.

Play training can be carried out both in an unexpectedly created situation for this, and at a specially designated time, preferably before feeding the child. At first, the duration of the game depends entirely on the baby’s interest and desire, but as he develops a taste for the game, it should become his need and can last for hours.

All adults know about children’s need for play and toys, but not everyone knows how to choose the right toy.

Which toy to choose?

When choosing toys, parents, first of all, should take into account the age, mental and motor capabilities of the child.

Very young children, especially children with developmental delays, should not be offered a toy that is too complex. So, for example, a one-and-a-half-year-old baby should not be given a wind-up metal toy into which he cannot insert a key. The child does not play with such a toy, but knocks on the table or the floor. An “uninteresting” toy causes irritation, and the game ends with the breaking of an inappropriate gift or tears.

When choosing a toy, remember that the child’s play activity should combine physical activity (for example, acquiring motor skills of the fingers when putting rings on the frame of the pyramid) with mental activity (selecting rings in a certain order).

• Before the age of 1 year, a child learns to grasp an object by touching it and learns to take the object. During this period, he learns to listen and gets acquainted with color. Give your child a rattle, a rubber animal that makes a variety of sounds. Remember that you need to choose toys that are bright and always beautiful in shape;
• from 1 year to 2 years - the age of the first constructive ideas, when children begin to fold and build something, invite the child to put one cube into another or one nesting doll into another. You can assemble a pyramid, build a well from blocks or sticks. Cubes, simple pyramids, wooden carriages and animals of all kinds - here is a selection of toys for this age;
• from 2 to 3 years old, boys and girls show their inclinations differently: girls begin to dress, feed, and comb their dolls, while boys prefer cars, dump trucks, buses, ships, etc. At this age, it is better to give soft dolls to girls, and soft dolls to boys. wooden cars of all types;
• From the age of 3, children enter a period of asking questions: “What is this?”, “Why?”. Their imagination develops greatly. After 3 years, the game becomes much more complicated: girls can play with dolls for hours, pretending to be a mother, a doctor, a salesman, etc. Boys love to be pilots, drivers, or astronauts;
• From the age of 4, both boys and girls prefer outdoor games: scooters, bicycles, skis, balls. From this age, children begin to establish rules in the game, and their buildings become complex and thoughtful.

Thus, at different ages, children play differently and prefer different toys. We can say that toys also have their age.

How to learn to play and which game to choose?

To begin with, divide all your child’s toys into those that he will use at will, and those that will be used by you for didactic, i.e., educational purposes, and will not come into the baby’s field of vision until you Don’t offer them to him, which will be a pleasant surprise for him.

If a child does not know how to play at all, you need to start by teaching him the simplest actions with a toy that has attracted attention. An adult offers, for example, to ride a doll or a bear in a stroller together, feeds or waters the doll together with the child, puts it to bed, covers it with a blanket, etc. At the moment of actions with toys, the adult slowly pronounces in simple words and phrases everything that the child sees. Several times he names toys that are well known to the child and what happens to them. When performing joint play actions, the adult draws the child’s attention to the sequence of actions performed, for example: “First, we will give the doll Masha a bath, and then we will dry it. Dry it with a towel. That’s it, good. Now let’s put the doll to sleep,” etc.

By creating play situations and teaching children meaningful actions with toys or objects, an adult should arouse in the child a joyful attitude and interest in the toy. This can only be achieved if the parent is sincere in his positive emotional attitude towards children's play. The slightest insincerity of an adult will be immediately perceived by the child and will cause a negative reaction in him.

It is useful to stimulate reflected actions in children, namely: “do like mom, like dad, or brother, or sister.”

Here are some examples of teaching children who do not know how to play at all.

Let's play the accordion (pipe, drum, etc.). An adult shows the child a voiced toy, makes a sound on it, accompanied by singing: la-la-la. He takes the baby by the hand, encouraging him to do the same (knock on the drum, blow into the trumpet, etc.). Moving around the room, playing and singing, the adult ensures that the child follows the moving source of sound.

Where did the ball roll? An adult sits down at the table and takes the child into his arms. By rolling a ball or ball across the table away from you, an adult draws attention to the object rolling and disappearing from the table. Then he invites the child to find it on the floor.

Catch a bunny (monkey, bear). An adult hides a toy behind a pillow and warns the child to catch it as soon as it peeks out. At first, the toy appears in the same place, but then, sometimes to the right, sometimes to the left of the edge of the pillow. Finally, the toy can appear in different places. It is important that the child monitors her movements.

Rolling a ball from an adult to a child and back. The child sits on the floor with his legs spread apart. An adult sits opposite him in the same position. He rolls the ball to the child: “Catch it!” And he offers to return the ball back. The ball is rolled several times.

Throwing a ball as shown by an adult: up, on the floor, into the wall, over the head, etc. Try to ensure that the child has the opportunity to get the ball himself from the places where it has rolled.

Imitation of movements of arms, legs, head, shoulders. For example, an adult puts a child opposite him, then raises his hands up and makes small movements with his hands: “the birds have flown.” Invites the child to do the same: “Show how the birds flew”, “Let’s shake our legs”, “Let’s shake our heads”, etc.

Stringing pyramid rings. The rings from a simple pyramid (no more than 4-5 large elements) are removed in front of the child. The adult, having taken all the rings for himself, gives them to the child one at a time. When the child learns to string them onto a rod, all the rings are laid out in front of him and he is asked to assemble the pyramid himself. In this case, you should draw the child’s attention to the fact that of all the rings lying in front of him, he must choose the largest one.

Throwing small objects (mosaics, beads) into a vessel with a narrow neck or narrow opening. The child should take one at a time and throw it into the vessel. Shaking the vessel, listen to see if there are many beads or just one. It is recommended to throw the beads alternately, sometimes with your right hand, sometimes with your left hand.

Folding small paired items and toys into a bag. The child selects two identical objects from the objects scattered in front of him and puts them into the bag, for example: two cubes, two buttons, two identical bunnies, etc.

Place your palms on the table the way an adult placed them. The child, following the adult, repeats the movements of the hands: palms are pressed to the table, facing upward, you can put them on the edge, clenched them into fists, etc. After the child learns to repeat each movement separately, try to have him repeat it after you two poses of your hands, for example: palms down - palms up or palms on the edge - palms down, etc. (This game is especially useful for children with significant delays in speech development.)

With more developed children who already have a need for meaningful play, you can act out events from their life or the life of their family, fragments of their favorite fairy tales and television shows. In such a game, characters can easily be replaced with dolls, toy animals, and masks. Don’t forget to think through the scenario in advance and actively accompany the actions with speech.

Gradually, it is necessary to include targeted and regular exercises in games with the child to develop auditory and visual attention. To do this, you need to develop the ability to correctly perceive, compare and sort objects according to basic characteristics: color, shape, size and integrity. It is also important to begin to develop the ability to patiently carry out constructions according to a model, to develop imitation and memorization.

What to do with your child at home:

1. Cutting with scissors.

2. Embroidery.

3. Modeling with plasticine, clay, salt dough (Salt dough recipe: 300 g flour, 300 g salt, 1 tbsp vegetable oil, 200 ml water. Store in a plastic bag in the refrigerator).

4. Sorting of cereals.

5. Exercises with pine cones:

• hand and foot massage;
• laying out various objects, numbers, letters, geometric shapes.

6. Exercises with matches:

• shifting one at a time;
• laying out objects, figures, letters (according to a model, from memory, lay out the other half of the object).

7. Exercises with laces:

• tying and untying knots;
• lacing and unlacing boots;
• weaving.

8. Exercises with candy wrappers:

• roll a ball;
• smooth out the crumpled wrapper;
• tear into small pieces;
• folding crafts “butterfly”, “fan”.

9. Preparation of vegetable or fruit salads: carrot, beet, apple. The child himself grates vegetables or fruits on a coarse grater, seasoning with butter, sugar, raisins, etc.

10. Games with balls of wool:

• unwinding and winding;
• tossing and catching;
• rolling;
• laying out by size;
• grouping by color.

11. Exercises with buttons:

• laying out by size;
• grouping by color;
• sewing and tearing.

12. Working with coloring books:

• trace the outline of the image with a felt-tip pen;
• transfer the image onto tracing paper using carbon paper.

13. Ball games:

• throwing up and catching, transferring from hand to hand;
• rolling into the gate;
• throwing at a target (mark on the wall, hit the box, knock down the pin).

14. Roll a car or drive a toy along the path (make the path out of cubes or strips of paper).

WE WISH YOU SUCCESS!

Dear parents!

In order to ensure that our joint work over the summer does not disappear, I offer you exercises that can be performed not only at home, sitting, but also in any other environment: walks, trips, shopping, etc.

I sincerely hope that you will continue our joint work over the summer!!!

Exercises for automating sounds

1. Follow the assigned sounds, achieve correct pronunciation, otherwise the work done over the year may go down the drain: “under-automated” sounds may “get lost” (disappear from independent speech), then it will be necessary to start working on these sounds again.
2. Correct words your child pronounces incorrectly. Correct your child's speech CALMLY, pronouncing the word correctly!

Exercises to develop phonemic processes

1. Determining the number of sounds in a word and their sequence. (How many sounds are in the word “poppy”? Which one is 1, 2, 3, ?)
2. Coming up with words with a certain number of sounds.
3. Recognition of words presented to a child in the form of sequentially pronounced sounds. (What word will come from these sounds: “k-o-sh-k-a”).
4. Formation of new words using “increasing sounds. (What sound should be added to the catch “mouth” to make a new word? Mole-grot, steam-park, Olya - Kolya, Tolya, Fields).
5. Formation of new words by replacing the first sound in a word with some other sound. (House-som, scrap-com.)
6. Select pictures or name words in whose names we hear a certain sound.
7. Choose words in which the given sound would be at the beginning, end or middle of the word. (Fur coat, shower, cat.)

Exercises for developing the syllable structure of words (syllable analysis and synthesis)

1. Determining the number of syllables in a word and their sequence. (How many syllables are in the word “hammer”? Which one is 1? 2? 3?)
2. The child comes up with words with a certain number of syllables
3. Composing words from syllables given in breakdown. (The syllables have lost their place, we need to help them find it: na-ro-vo, ka-sum).
4. Recognition of words presented to a child in the form of sequentially pronounced syllables. (What word comes from the syllables: go-lo-va).
5. Distribution of pictures according to the number of syllables in a word. (Put pictures whose names consist of one-syllable words in one place, and whose names consist of 2, 3, 4-syllable words in another).
6. Clap or tap the word syllable by syllable and name their number.
7. Identify vowel sounds. (As many syllables in a word as there are vowels), etc.

Exercises for the formation of correct grammatical structure of speech

1. Exercises for learning to change words by numbers, cases (one garden, and when there are many of them - gardens, walked somewhere - behind the garden, many are eyes - and one ..., many are ears - and one ..., one candy - and six ... etc. .d.)
2. Exercises for learning to form new words (diminutives, affectionate forms, etc.):
3. - Choose a word that suits the meaning: a big garden, and a small one..., a small doll, and a big one...,
4. - Finish the sentence: in the spring they plant potatoes, and in the fall..., they pour water, and salt...
5. - Name the cubs of the animals: the bear has cubs, the cow has ..., the elephant has ..., the sheep has ... etc.
6. - If the boat is made of paper, then it is paper, and the fur coat is made of fur (what kind of fur coat?), etc.
7. - A fox has a fox's tail, a hare, a dog, a cat, etc.
8. - If it’s hot during the day, then the day is hot, and if it’s frosty - ..., wind - ..., rain - ... etc.
9. Play a word game. Deliberately distort the phrase, ask the child to find the mistake and together figure out how to pronounce the words. (“Mushrooms grow in the forest”, “A big cone grows on the tree”)
10. Start a sentence, and let the child finish it himself, choosing different options.

Exercises to expand a child’s vocabulary

1. Enrich your children's vocabulary with new words.

This is facilitated by summer travel, new experiences children receive from vacation trips, trips to the forest, trips to the country, excursions to museums, going to the theater, and the circus. Fix in the children's memory the names of the summer months, natural phenomena (thunderstorm, fog, rain, etc.), plants (berries, flowers, trees, vegetables and fruits, etc.), animals.

1. When looking at a picture, reading a book, listening to a fairy tale, pay attention to rarely encountered, new words.

1. Write poems and rhymes.
2. When reading familiar poems, ask them to suggest the missing word.
3. Word game: “name all your toys”, “come up with words that mean transport”, “name the colors”, “what words can describe summer, autumn, winter, spring”, “remember words with opposite meanings that are close in meaning”
4. Explain the figurative meanings of expressions: heart of gold, evil tongue, short memory, head on shoulders, do not touch with a finger, right hand, break wood, etc.

Exercises to develop coherent speech

1. It is necessary to teach the child to give a complete answer to the question.
2. Make him want to talk about something.
3. Ask about events that are important to him.
4. Listen carefully to your child and guide his confused story by asking questions about the content.
5. Give hints, correct stress and pronunciation, but always give the opportunity to speak out.
6. Exercises for the formation of coherent speech: describing objects, drawings, retelling familiar texts, inventing stories and fairy tales, conversations, composing and writing letters, congratulations, making sentences using given words, etc.

Even in the summer, children should not forget about the existence of pencils, paints, plasticine, and scissors. Let the child sketch his summer impressions. Let's shade and color the coloring pages with colored pencils, paints, and felt-tip pens. Remember that drawing, sculpting, applique, coloring develops fine motor skills. And the impact on the small muscles of the hands affects the development of speech!

The following will also be useful for developing fine motor skills:

1. Fasten zippers, snaps, buttons, tie shoelaces;
2. Collect, sort, sort berries and fruits;
3. Lay out drawings from branches, stones, sticks, acorns, and pine cones;
4. Weed flower beds and beds;
5. Screw nuts and screws (toy and real);
6. Model from clay and sand;

Continue reading fiction with your children. Remember, while listening to an adult reading, looking at book illustrations with him, the child actively thinks, worries about the characters, anticipates events, and establishes connections between his experience and the experience of others. Reading together brings adults and children together, stimulates and fills rare and joyful moments of spiritual communication with content, and cultivates a kind and loving heart in a child.

Family reading is the most important and best way of communication and unobtrusive education, which is the most effective!!!

Literature for reading with children 6 - 7 years old in the summer

When choosing books to read to a 6-7 year old preschooler, you need to consider what the characters are like, what they strive for, how they act, and what your child can learn from them. I believe that children should be educated on good books, without terrible events, with a good ending. Below is a sample list of books, but the choice is yours.

1. Folk tales about animals
2. Stories by N. Nosov. Living hat, etc.
3. N. Sladkov. A hedgehog was running along the path.
4. V. Bianchi. Forest houses. Whose nose is better? First hunt and other stories
5. M. Zoshchenko. An exemplary child. Smart animals.
6. Everyday tales of different nations (about ingenuity and intelligence)
7. Tales of C. Perrault. Little Red Riding Hood. Puss in Boots.
8. A. Barto. Poetry.
9. V. Oseeva. Magic word.
10. A. Tolstoy. Golden Key.
11. Anne Hogarth. Mafia Donkey and his friends.
12. G. H. Andersen. Thumbelina. Ugly duck. Little Ida's flowers, etc.
13. D. Mamin-Sibiryak. Alyonushka's tales.
14. A. Lindgren. The Kid and Carlson, who lives on the roof.
15. V. Kataev. A pipe and a jug. Seven-flowered flower.
16. P. Bazhov. Silver hoof.
17. J.Rodari. The Adventure of Cipollino.
18. G. Auxerre. Kitten named Woof. Charging for the tail. Hello monkey, etc.
19. E. Uspensky. Uncle Fyodor, dog and cat. Vacations in Prostokvashino. Fur boarding…

The manual is intended for parents of primary school students. The authors of the articles reveal the causes of some school difficulties and ways to overcome them. The brochure includes recommendations from psychologists, a speech therapist, a speech pathologist, as well as primary school teachers.

Download:

Preview:

Vorobyova Natalia Anatolyevna, teacher-defectologist of the highest qualification category

State Educational Institution of the Center for Psychological, Medical and Social Support of the Kurortny District of St. Petersburg

The manual is intended for parents of primary school students. The authors of the articles reveal the causes of some school difficulties and ways to overcome them. The brochure includes recommendations from psychologists, a speech therapist, a speech pathologist, as well as primary school teachers.

1. Introduction………………………………………………………..3 pp.
2. The main reasons for school failure……………...pp. 4-5.
3. If a child writes with errors……………………………..6-7 pp.
4. School grades: for or against...................8-9 pp.
5. Homework…………………………………………..10-14 pp.
6. Learning independence………………………………...15-16 pp.
7. Handwriting………………………………………………………..17-18 pp.
8. Problems with a foreign language………………………….19-22 pp.
9. Specific writing errors and exercises to overcome them…………………………………………………………….23-25 ​​pp.

Reminders.

To the parents of a first-grader…………………………………….…27 p.

Homework…………………………………..…………….28 p.

Learning the multiplication table…………………………………..….…29 p.

How to solve a problem and learn a poem………………. ......30 pp.

- How to treat your child’s mark……………………..…31 p.

Useful information…………………………………………......32 pages.

INTRODUCTION

In recent years, we have been talking more and more often and more openly about the difficulties of learning in primary school. And the results of official statistics show that more than one third of children have persistent learning difficulties. This means that more than one third of children do not believe in themselves, do not know how to read and write properly, and therefore do not have a chance to successfully graduate from school and get a decent profession. But the main problem is that our children are left alone with their school difficulties, and parents do not know how to help them, so they mainly blame the school and teachers.

Given this situation, I decided in this brochure to reveal the causes of some school difficulties and suggest to parents ways to overcome them. The brochure includes recommendations from psychologists, a speech therapist, a speech pathologist, as well as primary school teachers.

The main reasons for school failure
Teacher-defectologist:

Vorobyova N.A.

Underachieving students can be divided into three categories:
1. Those who cannot study well, but want to;
2. Those who both cannot and do not want;
3. Those who could study well, but do not want to.

It is very easy for a child to fall from the first category to the second. This will depend on the position of the teacher, on the patience of the parents, and on the child himself.

Why is studying difficult?

1. The child may have mental retardation in general and insufficient intellectual development.

2. Certain mental functions, for example, attention, may be immature. Lacks the ability to concentrate and is often distracted from the task.

3. No basic work skills: the ability to listen and follow instructions, complete a task, check what has been done, manage your time.

4. Rapid exhaustion of the nervous system, low mental performance.

5. Rigidity of the psyche, that is, slow perception and processing of information, difficulties in switching from one type of activity to another. Low overall work pace.

6. Speech disorders: insufficient ability to express one’s thoughts, difficulty understanding the speech of other people. Stuttering.

7. Specific disorders. For example, dyslexia - such a child finds it more difficult to master reading than other children. Dyscalculia is a counting disorder. Dysgraphia - difficulties in mastering writing.

8. Visual and hearing impairments.

9. The child has a predominance of one channel for receiving information, for example, motor or visual. School education is based mainly on auditory perception and memorization by ear.

10. General weakness of the body. Frequent colds or long-term chronic diseases.

These are the so-called primary causes. They do not depend on the child’s personality or family relationships. They can be eliminated by treatment or special developmental activities, selection of programs that correspond to the child’s capabilities.

What else can prevent you from studying well?

High anxiety. The child is afraid of not having time and really does not have time, he is afraid of making mistakes, but he makes a lot of them. Afraid of looking bad in the eyes of classmates and not meeting the expectations of parents, etc.

Infantilism, immaturity of a child. In the first place are gaming interests. At an older age - lack of a sense of responsibility.

Inconsistency of the curriculum with the child’s capabilities and inclinations, interests (too difficult or, on the contrary, too easy - in both cases it is not interesting).

Excessive demands on the part of parents can cause resistance from the child.

Conflicts with teachers and classmates.

Many bright children also lag behind in their studies. They may thus express an unconscious protest against their parents' hopes and expectations. To become a mature person, every child must separate himself from his parents and realize his own individuality. If parents react exaggeratedly to marks in the school diary, the child feels that the boundaries of his world are not inviolable for adults: they do not trust him!

It is quite obvious that reluctance to engage is not a simple problem. It cannot be solved by increasing or weakening the pressure of parental will on children. If the pressure increases, so does the resistance. And inattention to a child’s activities gives him a feeling of self-doubt and a desire to abandon his lessons. The child must understand that he, as an individual, exists separately from his parents and is responsible for his own successes and failures.

Before reproaching your child for negligence, see if you have done everything to create the necessary conditions for him to study. Moreover, we are not talking about a separate office, but about a good emotional background. If you yell at a child (even deservedly so), don’t expect any intellectual feats. An upset, anxious student is sometimes unable to understand the simplest material.

If a child writes with errors
Teacher-defectologist:

Vorobyova N.A.
Often children, even those who know the rules well, make mistakes in dictations and essays. They grow up to be illiterate adults, and this, unfortunately, cannot be corrected by subsequent education. Try to help your children yourself, without relying on school.

The most important rule, according to psychologists, is: “an error should not be recorded in the mind.”If a child asks how to spell a word, immediately say it correctly. Phrases like: “not written here” are not acceptable."a" and "o".

Try to regularly conduct dictations at home, at least from the exercises in the textbook. If the child is having difficulty or is already writing the wrong letter while standing behind him, quietly prompt him: here is “o” or here is “e”. Do not focus on incorrect spelling, record only the correct one.

Some modern teachers, based on the theory of Tikhomirov (who was awarded the Big Gold Medal by the St. Petersburg Literacy Committee in 1888), are very successful in teaching children and adults literate writing. He owns the following lines:“If you want your child to write correctly, force him to read as it is written, and do not be afraid that he will speak the same way, because children understand that we do not speak the way we write.”

The practical application of the theory is more than simple. The child needs to be taught the so-called"spelling" reading. What does it mean? Any text can be divided into syllables. Each syllable has its own peak, i.e., a vowel sound. The remaining sounds of the syllable, i.e. consonants, are pronounced at a lower sound level. Each syllable can be called a separate sound unit of a word. Almost all children begin to read syllable by syllable, and only then learn to pronounce the whole word. When a child masters reading, he no longer remembers syllables. But in order to teach him literate speech, you will have to turn his attention to syllables again.

Invite him to read aloud, loudly and clearly, some text not the way we usually speak, but the way we write. In this case, the child must break the word into syllables and pronounce it, emphasizing and highlighting them, but quickly enough. And if the word is simple, it can be read quickly, without breaking it into syllables.

In this case, visual, auditory and motor (tongue, larynx) memory works simultaneously. Then, when the child encounters these words in writing, he mentally pronounces them correctly, and therefore writes correctly. For reading, it is better to use the classics: I. Turgenev, L. Tolstoy, I. Bunin, etc.

“Reading literacy” should be regular, and during classes, the presence of an adult must be present to monitor how the child read this or that word. For example, he pronounced the word “which” the way we usually say it, i.e. “which”. The adult needs to gently correct the child and ask him to read the word again.

With children under the age of ten, you can do this for a very short time, about 5 to 10 minutes. Then motor skills no longer work, and reading does not bring the desired result. With children over ten years old, you can study a little more - about 15 minutes.

Regular activities in which the child repeatedly pronounces various words that are difficult to remember out loud exactly as they are written, develop a sense of natural literacy. Over time, he will accurately write any words, even the most complex ones. Because a trained consciousness automatically picks up all the features of their sound.

After just a few months of regular practice, you will notice an improvement in your child’s writing.

Reading syllable by syllable, with clear pronunciation of each letter, must be practiced every day. Test dictations, text and vocabulary, can be carried out 1-5 times a week. When checking your child’s work, do not highlight mistakes with a red pencil. By doing this, you only reinforce the incorrect spelling in your memory. It’s better to write down the words in which mistakes were made and include them in the vocabulary blocks that the child reads, and then check them again in the dictation. Of course, there are proven, complex methods for developing literacy. What we advise today is not difficult and requires only constant, daily work. The effectiveness has been tested repeatedly!

School grades: for or against?

Teacher - psychologist: Barinova N.A.

The assessment system in most of our schools has not changed for many years. Our children receive the same scores as we did in our time and their grandparents.

Yes, our perceptions and reactions are largely individual. And yet, any child - from a poor student to an excellent student - is kept, if not in fear, then in constant tension by school grades. And it is mostly us, parents, who create this tension.

How to react to ratings?

Some adults themselves perceive a mark as a super value and instill this reverent attitude in their children. A son or daughter lives with the feeling that everything depends on their school grades: approval from adults, success with peers, future career, success in life in general. The result is constant anxiety, fear of not being able to cope with responsibility, of looking bad in the eyes of classmates, of losing the favor of parents.

If the only goal is to get high grades, this leads to overload and deprives the child of many of the joys of life: communication with peers, free choice of hobbies (and entertainment). From here it is not far to neurosis, apathy, even depression.

If you see that your child is very concerned about his school grades, try two options for help.

1. Explain to him that he will encounter grades everywhere and always, and not just in school life. However, they cannot completely determine the mood, state and self-image. Reassure your son or daughter that you value them regardless of their academic achievements.

2. Help them master missing school skills, organize homework, develop attention and memory. Expand the range of his (her) interests and capabilities.

Think about how your requirements and expectations compare with the child’s capabilities. Do not focus him on continuous success at school. Better help him identify those subjects in which he is quite capable of getting high marks. And it doesn’t necessarily have to be A’s. After all, the maximum grade is different for each child. For one it is a four, and for the other it is a three. It is important not to compare your student with other children, but rather to show him how he has grown and developed in comparison with his former self.

What is being assessed: knowledge or results?

We have already said that the relativity of grades is now being thought about in the school itself - a source of anxiety. Many teachers understand: it is important to evaluate not only the result, but also the effort expended by the child.

Let your child know that a school grade is simply a tool to measure your level of knowledge or skill in a particular area of ​​a particular subject. It shows how far you have already progressed in your study and how much more you can do. She does not evaluate you as a person, and my love for you does not depend on your school grade.

Try to get as much information as possible about the assessment system at the school where your son or daughter studies. Find out the criteria for grading different types of work (homework, oral answers in class, various tests, answers in exams) in subjects of interest. All this must be presented in regulatory documents, and you have every right to familiarize yourself with these documents.

It may happen that you or your child feel that the grade given by the teacher is unfair. Try to find a constructive way out of the situation. It is possible that in a particular case it is worth “downloading your rights.” But this should not become an end in itself for you and your student. It is advisable that he himself learns to resolve these issues “like an adult” with his teacher.

One of the inexhaustible sources of low grades among our students is problems with the Russian language and low literacy. But often the root cause is specific speech disorders in the child.

Gradually, the situation of chronic failure discourages any desire to study this subject. Speech disorders in children are quite common. One of them is a violation of written speech, the so-called dysgraphia.

Such students make a huge number of mistakes in written work. Moreover, in the eyes of a non-specialist, they can be absurd and inexplicable. Such children need constant and long-term sessions with a speech therapist. You usually don't expect quick changes.

So, not all parents know that such children are allowed to be assessed differentially. Their grades in Russian are reduced only for mistakes due to ignorance of the rules. The presence of purely speech errors should not affect the grade. If your child has similar problems, take a conclusion after consulting a speech therapist and try to negotiate with a Russian language teacher.

Hometasks.

Teacher - psychologist,

Nuzhdina E.A.

It’s rare that a parent doesn’t face the problem of preparing homework at home. This is especially concerning when your child has just started school. After all, we instinctively feel: if we miss something now, we will have to suffer for the rest of our school years.

Where to begin? First of all, find out how much time a child of a certain age should spend preparing homework at home.

Second question: how to organize home activities? This means how to teach a child to get involved in work right away, what tasks to do first, how the child should check what he has done, etc.

Question three: What should I do to prevent my child from losing a positive emotional mood when preparing homework?

Fourth question:should I help, and if so, in what way? How to control, how to cultivate independence? Or maybe we should generally give the student complete freedom and expect independence and responsibility from him?

Question five: what to do if doing homework has become a heavy duty for both the child and his parents? Can anything be changed?

Let's try to answer these questions in order.

1. Homework and when to complete them.

The duration of homework preparation (the optimal duration is indicated in brackets, taking into account the psychophysiology of age) is:
- V 1st grade - up to 1 hour (3/4 hours);
- in 2nd grade - 1.5 hours (1 hour);
- V 3rd grade - 2 hours (1.5 hours);
- V 6th grade - up to 2.5 hours (2-2.5 hours);
- V 8th grade - 3 hours (2.5 hours);
- V 9-11 grades - up to 4 hours (3 hours).

2. How to organize home activities?

Provide working conditions: a familiar workplace, a familiar daily routine, familiar places for the necessary supplies. In this case, the younger student will quickly develop the necessary attitude. When he sits down at his usual table, a working mood quickly arises, a desire to get to work.

Develop in your student the habit of clarifying all assignments and preparing everything necessary before starting work. Gradually he will learn to plan his actions and decide in what order to do his homework. But you will have to take care of this at first. For example, younger schoolchildren often diligently complete written assignments, and after that they learn the rule that this exercise is based on.

To suggest which tasks are best to start with - easy or difficult, you need to observe how the child gets involved in the work and how quickly he gets tired. If he starts working immediately and without difficulty, but the ups and downs quickly change, advise him to start with more difficult tasks. If your swing is slow, but your work efficiency is gradually increasing, you can start with easier lessons. An adult knows how to control himself both during work and at the end of it. Naturally, a younger student does not have such a skill.

At first he will test himself with your help. When a child can fully switch to self-control depends on his individual characteristics. It is good for such a skill to be developed by the time he enters secondary school. A middle and high school student should already know how to self-test using logical and figurative diagrams.

3. Homework and... good mood.

Your child will develop and then maintain a positive attitude towards homework if you:

From the very beginning, let him know that his lessons are as important as the most serious matters of adults; no one has the right to tear a schoolchild away from his work by sending him to the store or turning on the TV;

In your family you will maintain an atmosphere of respect for mental work;

When you return home from work or, conversely, when picking up your child from school, you will not begin communication with a question about lessons; find another form of greeting;

You will not stand over your child’s soul until he begins to do his homework or in the process of work;

You will never use homework as a means of punishment for misconduct;

Try not to remind your child of his many past mistakes and failures and do not frighten him with upcoming difficulties; develop an attitude towards difficulties as something completely surmountable;

When checking what you have done, you will not gloat about the mistakes (“I knew you were making them!”);

If there really are mistakes, you will still find an opportunity to praise the child for the effort expended; note any, even minor, successes (“Today you are doing this letter better than yesterday”, “You tried so hard today!”).

4. How to help and how to cultivate independence?

First of all, determine your attitude towards your child’s school grades. Some parents perceive these grades very emotionally, as if they receive them themselves and as if the grades speak about their parental viability or failure.

Still, the main thing for us is not A’s at any cost, but the child’s interest in learning and his confidence in his abilities. Therefore, if you help do homework, then you do not want the work to be done without a single blot or mistake, but so that the child understands the material.

Your help may also consist of saving your child from sitting for long periods of time at homework. Try to take on some of the monotonous work yourself and thereby free up time for active mental activity.

For example, a first grader writes slowly and with great effort. Write a draft of the assignment yourself under his dictation (for example, solving a problem or an exercise in the Russian language). At the same time, do not forget to make mistakes! And the child will “only” have to check your work and calmly, without stress, rewrite it. Gradually, you will hand over the management of the draft to him. If he doesn’t want to read, read aloud yourself, and the child will check. But for this he will also have to follow the text!

If you have ensured that the child understands part of the material, but is clearly tired, do the rest of the task yourself (nothing bad will happen!), and he will just copy it into a notebook.

Wean yourself from the habit of immediately correcting your child's every mistake if you sit next to him. Just ask him to stop, maybe he will notice and correct himself. At the same time, don't allow uncorrected errors to accumulate. Otherwise, he will feel insecure and helpless.

A schoolchild who is independent in his academic work is a parent's dream. It is clear that it is unlikely that someone who is constantly controlled will become independent. But the other extreme - when the child is not helped even in case of difficulties - will not produce results.

How can we help a child not only complete today’s homework, but teach him to do without our help? Some children will only need a week or two, others several months or even more. But in any case, there will be several stages in this process.

First stage - you complete as many tasks as possible together with your child. You try to understand what knowledge and skills he lacks. Does he have any wrong ways or habits in his work? You help fill in the gaps and get rid of the wrong ways of doing things.

Second phase. The child does some of the work himself. But you must be sure that he can handle this part of the job. It will most likely be a very small part at first, but the child needs a sense of success. Evaluate the result with him. After each independently and successfully completed part, put some kind of icon, such as an exclamation point or a satisfied face. After some time, you and your child will make sure that the correctly done part increases every day. In case of failure, calmly figure out what got in the way. Teach your child to ask for help with specific difficulties. The main thing at this stage is that the child will understand that he can work independently and cope with his difficulties.

Third stage. Gradually, independent work expands to the point that the child does all the homework himself. Your support at this stage is rather psychological. You are nearby, minding your own business. But we are ready to help if needed. Check what you have done. The meaning of this stage is that the child becomes convinced that he can already do a lot on his own, but you will always support him.

Fourth stage. The child works independently. He already knows how long it will take to complete this or that task, and controls himself with the help of a clock, regular or hourglass. You may not be at home or in another room at this time. The meaning of this stage is that the child tries to overcome all the difficulties that arise on his own. Only the most difficult things can be put off until you arrive. You check what you have done. This is necessary until the skill of independent work is finally developed.

Do you think this approach will take a lot of your time and effort? Do we really spend less time and emotions on a fruitless struggle (“to sit down, to start, to not be distracted...”)? To catch up on the nights before a test? What can we demand from a child if we ourselves cannot organize and plan our assistance to him?

Learning independence.

Teacher-psychologist: Khodina A.V.

It seems that the connection between a child’s independence in everyday life and educational independence is the most direct. The sooner he learns to take care of himself, establish contacts with adults and peers, and follow certain rules, the easier it will be for him to adapt to school requirements. In reality, this may not be entirely true.

Some preschoolers are quite independent both at home and in kindergarten. He dresses and undresses himself, easily makes friends with unfamiliar children on the playground or at the dacha, helps his mother around the house, understands his father’s tools, maybe even goes to the store alone...

What about at school? Unexpectedly, you hear from your teacher that your first-grader is passive, he has to be constantly encouraged to work in class, and he cannot write down his homework himself...

This discrepancy is due to the fact that everyday independence and academic independence are far from coinciding concepts. What is learning independence?

Here is the opinion of N. F. Vinogradova, Doctor of Pedagogical Sciences, corresponding member of the Russian Academy of Education. A student’s independence is “the ability to set oneself various educational tasks and solve them without outside support and encouragement” (“Do this…”, “Do this…”). It is associated with a person’s need to perform actions on his own conscious impulse (“I want to do this...”, “I need to do this...”, “I’m interested in doing this...”). That is, such characteristics of the child as cognitive activity, interest, creative orientation, initiative, the ability to set goals and plan their work come to the fore. An adult's help is to make these qualities appear fully, and not suppress them with constant overprotection.

What should you think about?

Don’t we too often let the child know: you are small, you are stupid, you don’t know how to do this, you don’t know that? Don’t we slander him too often (“Don’t get involved in adults’ conversations,” “It’s none of your business”)?

Are we trying to control every step of a growing child? What can this total control lead to? The child gradually ceases to be responsible for his actions; if something doesn’t work out, she shifts the blame onto an adult - mom didn’t remind her, grandma didn’t keep track... Maybe you should ask your first grader: “You came home from school. What will you do first, what will you do next?”; "You're having trouble with your homework. What are you going to do?" (options: do what works, call a classmate, put it off until your parents arrive, etc.); “You have a Russian dictation tomorrow. What should you repeat first?”; "You're taking a math test. Where do you start, what do you need to remember? How will you test yourself?" Don't expect your child to immediately suggest a constructive course of action. It is important to let him understand that success depends, first of all, on his initiative and independence, and not at all on mom or dad’s efforts.

Some teachers offer their students reminders on how to complete various types of tasks. For example, how to do an exercise in the Russian language, how to learn a new rule, how to solve an unfamiliar problem, how to learn new words, how to work on mistakes... If you don’t have ready-made algorithms, try to create them yourself together with your child. Invite him to write down the procedure (maybe in the form of a diagram, using drawings), and then hang this sheet above his desk. Some diagrams will help both in a regular lesson and in test work.

It is very important to cultivate in a child the skill of self-control in educational activities: how to check the correctness of mathematical calculations, how to check the spelling of a single word in a dictionary, how to find out whether you remember the content of a study paragraph well... Self-test schemes are also useful to always have at hand - both at home and at school. lesson.

Praise your student for any initiative shown when completing school assignments: he solved a problem in an unusual way, found additional material in preparation for the lesson, discovered a new way of memorizing, etc.

Handwriting

Primary school teacher: Nuzhdina E.A.

Handwriting problems are quite common in elementary school. Learning to write is a difficult task for any child. Research has shown that at the beginning of their education, first-graders in a writing lesson experience physical and mental stress at the same level as astronauts at the moment of launch.

If difficulties arise...

Writing skills are generally formed later than the ability to read or count. Difficulties arise if the child has insufficiently developed fine motor skills (that is, the ability to control fine movements of the fingers and hands). What to do in this case?

It is better, of course, to prevent these difficulties and engage in special training before school. But these exercises will also be useful for a first-grader, and for others they are simply necessary. Set aside half an hour in your daily routine for them, but don't do it while preparing your homework.

Get a special notebook for exercises, which your child will use to track his progress. But don't force him to just write as much as possible.

Choose interesting and fun activities that develop hand-eye coordination. For example, you need to draw a pencil path between two winding lines without touching them. Or trace some kind of drawing, but not along the contour line, but next to it - from the inside or from the outside.

Of course, shading will help, coloring drawings with small details, adding a symmetrical half to an unfinished drawing. Children really like to draw in cells under dictation (“One cell to the right, two down, etc.”). Come up with a pattern yourself or take a pattern for knitting or embroidery. You will see how, during training, trembling lines will gradually turn into clear and confident ones.

Finger training is required: modeling, assembling construction sets with small parts, assembling Puzzle puzzles, folding patterns from mosaics or other small objects - matches, buttons, cutting along the contour with scissors, stringing beads, sorting out cereals.

Many of the activities that women do are very beneficial for boys as well. After all, they are much more likely to have problems with handwriting than girls. Teach children to embroider, weave beads, knit (it is better to take thick knitting needles and threads). Traditional men's work will also help - hammering nails, sawing, burning.

Special cases

Sometimes difficulties with writing are associated with the child’s insufficient development of motor coordination in general. In such cases, outdoor games (for example, with a ball), dancing, and gymnastics will help.

If, despite all the efforts of you and the child, you cannot develop more or less acceptable handwriting, you may have to seek help from a pediatric neurologist. Such consultation is especially necessary if we are talking not just about insufficiently beautifully written letters, but about more significant problems.

For example, a child cannot follow a line. At the beginning of the line, the letters are located on one line, and towards the end of each line they slide down. Such text deformations indicate poor visual-motor coordination, which may be a consequence of functional and organic disorders of the brain.

As for a child who writes with his left hand, it is not at all necessary that he will have bad handwriting. If he has normal coordination of movements and sufficiently developed motor skills of the dominant hand, there will be no problems with handwriting. It’s just that there are more boys among left-handers, and accuracy in writing, as already mentioned, is less characteristic of them than girls. A competent primary school teacher knows how to work with such children: which side of the desk to sit on, how to help him position his notebook, etc. Now they are releasing special copybooks for left-handed people.

Problems with a foreign language.

English teacher. Gorbunova Irina Lvovna

A child who has no difficulties with a foreign language is perceived by most parents as some kind of miracle. They themselves suffered for several years at school, and even at university. They remember their fear of speaking in a foreign language, difficulties with grammar, the need to learn words by heart... It is not surprising that these fears are passed on to the child.

Are these difficulties really so inevitable?

Is there anything you can do before teaching your baby? Absolutely yes.

The first thing you need to do is to consult a speech therapist. That is, make sure that the child does not have speech disorders. Of course, if a child pronounces one or more sounds incorrectly, the parents themselves notice this. But there are other violations, not always obvious.

For example, insufficiently developed phonetic-phonemic hearing. Such a child perceives sounds by ear inaccurately and reproduces them incorrectly in his speech. It is difficult for him to repeat an unfamiliar word after the teacher, much less a whole phrase. But in English (and in other languages) there are sounds that are absent in Russian words. For example, interdental consonants or the specific sound “r”. It's hard not to get confused if you're just learning the sounds of your native language.

In addition to problems with pronunciation and recognition of sounds, a preschooler may have other, including very serious, speech development disorders. Insufficient vocabulary, problems with mastering the grammatical foundations of the native language. These violations need to be eliminated before school; there is no time for early foreign language learning.

You need to be very careful when teaching children who stutter. In general, unnecessary loads are contraindicated for them, and especially early learning of foreign speech. Otherwise, the defect may become stronger and then difficult to treat.

Secondly, you need to think about when you should start learning the language? When is a child ready for this? There is an opinion that children aged 2 to 5 years most easily perceive a foreign language. And the sooner you start classes, the better. However, at this age, a child can only learn the vocabulary of a foreign language; the grammatical foundations of speech are not yet available to him. Moreover, all learning is based on imitation of an adult. If the teacher has good enough pronunciation, if he uses modern vocabulary, then there will most likely be benefit. But still, the effect of early language lessons is usually small (if there is no appropriate language environment). Success can be expected if both mom and dad speak a second language at home.

At the age of 7-8 years, children are no longer only able to assimilate individual words and phrases. They can understand how a sentence is constructed and express their thoughts in a foreign language. But we must remember that for now, interest in classes is of decisive importance for them. The effect will be if the teacher uses gaming techniques, learning words and phrases with the help of songs, movements, and visual activities of the child. Other points are also important. If a first-grader has difficulty getting used to school, he has problems with reading and writing in his native language, if he begins to get tired quickly, classes in a second language will have to be temporarily postponed.

What happens if, for some reason, your student started learning a foreign language not before school or in primary school, but at the age of 10-11? Does this mean that he will inevitably encounter difficulties and will
to lag behind more erudite peers? Not at all necessary. The reasons for the difficulties of such children are not in their age or at the beginning of their education, but in their psychology. If a child is confident and interested enough, he will quickly learn everything he needs. The ability to master language as a system manifests itself with age. If he feels disadvantaged, that he has not received something, this will manifest itself not only in language learning.

Can parents who have little knowledge of foreign languages ​​help their children learn them?

They can. First, choosing an effective technique. Even in ordinary, non-linguistic schools, they are now trying to diversify language teaching as much as possible. What can we say about numerous courses! Studies have shown that the correctly chosen methodology increases the effectiveness of teaching a foreign language by 70 percent. If you find it difficult to evaluate the programs offered, find a competent consultant. Secondly, you can take special language courses designed for parents with children.

What does a child’s success depend on?

There are no children who are generally unable to master any foreign language. Successes and difficulties in this area are often determined not by the level of abilities, but by the entire mental make-up of the individual. Those who study a foreign language can be divided into two groups of approximately equal size. These are people of the so-called “communicative” and “non-communicative” types (and in fact, “auditory” and “visual” types).

Students of the first - "auditory" type easily perceive other people's speech by ear. They reproduce what they hear well, remember words and expressions automatically, involuntarily. Once in a language environment, within 1-2 days they can communicate in a foreign language. But sometimes they have difficulty mastering the grammatical structure of the language and accurately translating an unfamiliar text. For children of this type, language learning using the “immersion” method, various communication techniques, and communication with a native speaker teacher are suitable.

For students of the second - “visual” type, in order to learn foreign words and phrases, they must first see them with their eyes. They can speak a foreign language only if they understand its logic and system. For such people, traditional teaching methods are more suitable.

Having selected a program and teaching method that is suitable for your student, teach him some little tricks. They will help to interest him and cope with the monotonous, routine work of learning words and grammatical structures.

Here, for example, is a way to learn foreign words using associations and figurative connections. All kids usually immediately remember the English word “dog”. Connect this word to memorizing the verb dig ("dig"). The round “o” in the middle of the word changes to a thin “i”, and we imagine a skinny dog ​​quickly digging a hole in the ground.

Another example: beginners often confuse the words eye and ear. Associate the sound of eye (“ai”) with the exclamation that we make when a speck gets into the eye. And the sound ear - with the name of the long-eared donkey Eeyore. The funnier or more unexpected the associations, the stronger the assimilation.

If you call on your imagination to help, you can make it easier to read English words by transcription. The icon representing the sound "sh" resembles a snake. Seeing it, we remember the corresponding sound.

Reading English text is one of the most difficult types of work for beginners. Only a small part of the words is read according to the rules. The way out is to bring to the rescue not logical, but figurative memory. Make signs for all new words that are introduced to your child in language lessons. Hang and place signs in the room next to these items. Do not remove until you are sure that the child has confirmed both the reading and the meaning of these words. This method is based on recognizing the whole image of a word, and not on reading letters. If a word does not mean an object, but a sign or action, simply give your child these recognition signs as often as possible.

Of course, modern technical means will greatly help in mastering the language - from audio recordings for practicing pronunciation, intonation aspects of speech to special computer programs for mastering grammatical structures and practicing dialogue skills.

Almost all children start learning a foreign language with pleasure. But then for many, positive emotions quickly fade. There are many reasons - the objective difficulties of the subject, the lack of a language environment, and the shortcomings of teaching...

In the middle grades, interest can be revived if the child feels that learning a language is closely related to his hobbies. For example, he may want to understand the lyrics of his favorite Western bands. Or understand computer commands, conduct online dialogue in English. To adults, these motives may not seem serious enough. But even such “partial” interest should be supported and encouraged. It is possible that he will then lead the student to study language as a system.

A high school student should be focused on developing language skills that will help him master his chosen profession. Some will need the ability to work with written text (translation, commenting, annotation). For another - the ability to perceive oral messages and negotiate in a foreign language. And replenishment of the dictionary can be done more purposefully - study more deeply, for example, economic or natural science terminology.

Specific writing mistakes of schoolchildren

and exercises to overcome them

Teacher speech therapist

Gorbunova I.L.

Very often, parents of children who have difficulty learning to write, having put a lot of effort into teaching their children, are faced with the question: “Why isn’t it working? Why does my child make such mistakes?

Let's figure out exactly what mistakes your child makes. So that parents can immediately recognize their child’s mistakes “in person,” it is necessary to consider the main groups of specific writing errors that are not related to ignorance of grammatical rules. Also, within each group, recommendations and examples of basic exercises for correcting typical errors are given.

1. Replacement of letters based on the similarity of their corresponding sounds.

The basis of these errors is most often the child’s failure to distinguish the corresponding sounds by ear, and often their replacement in oral speech. For example, a child writes sapka instead of cap (replacing whistling ones with hissing ones and vice versa), udyug instead of ironing (replacing voiced consonants with voiceless ones and vice versa), etc.

To work with children with such specific errors, parents can be advised to perform the following exercises (using the example of sounds s and w):

Insert the letters s or w instead of dots:

Kapu.ta

Ko.ka

Taru.ka, etc.

Come up with and write down words with the letter s, and then with the letter w.

Write down the words dictated by adults in the appropriate column (depending on what sound is in the word):

S W

Fur coat bag

Snow steps

Libra porridge

1. Distortion of the syllable-sound structure of words and violation of the boundaries between words and sentences.

This group of errors is based on the child’s difficulties in analyzing the speech flow. The fact is that in the process of oral speech we do not need to specifically think about the sound-syllable structure of words, because words are assimilated by us “entirely”, as indivisible. And in the process of learning to write, a child should think: “How to write a word? How to relate this letter and this sound? What letter is heard and what is written?

For example, a child writes tol or stlol instead of table, uokna instead of near the window, o zero instead of lake. There are also common errors:

Rearrangement of letters (webra instead of verba);

Skipping syllables in words (gova instead of head);

Insertion of extra syllables (gololova) and much more.

Exercises in analyzing sentences into words:

The child comes up with sentences consisting of a certain number of words;

Compiling sentences from words given separately (children, ball, in, played);

Exercises in syllable analysis and word synthesis:

Determine the number of syllables in a word and their sequence;

Coming up with words with a certain number of syllables;

The child’s composing of words from syllables given separately (ro-vo-na - crow);

Formation of new words by adding new syllables to a given one. (Which syllable should be added to the word floor to make a new one? Pol-ka, pol-zet, pol-ny, etc.).

Thanks to these exercises, rearrangements and omissions of syllables in writing, as well as difficulties in transferring words, will gradually disappear.

Exercises in sound analysis and word synthesis:

Determining the number of sounds in a word and their sequence;

Coming up with words with a certain number of sounds;

Formation of new words by replacing the first sound in a word (house - crowbar, tom, catfish, com, etc.);

Forming as many words as possible from the sounds of a given word (tractor - cancer, mouth, current, cat, mole, bark, mouth, etc.).

All recording of words is carried out with the obligatory synchronous pronunciation of them by the child, which helps to maintain the sequence of sounds and syllables in the process of recording each word. Writing errors associated with the analysis of speech flow will disappear only when the child learns to clearly imagine the sound-syllable structure of each word.

1. Agrammatisms in writing.

If a child says wow. trees, a lot of mirrors, on trees, etc., then he accordingly transfers these mistakes to writing. The only way to overcome agrammatisms in writing is to overcome them in oral speech. In the course of work, you need to try to develop strong grammatical stereotypes, which should be the starting point in the child’s gradual mastery of the grammatical norms of the language.

Regular work with the child in the proposed areas will help parents and their children work on correcting specific errors in the written language of schoolchildren

For parents of a first grader

Wake up the child calmly. When he wakes up, he should see your smile and hear your gentle voice.

Don’t rush your child, don’t tug at him over trifles, don’t rush, the ability to calculate time is your task.

Don't send your child to school without breakfast.

Never say goodbye by warning about something. Wish your child good luck and encourage him.

Forget the phrase “What did you get today?” Meet the child calmly, without questions, let him relax.

If you see that the child is upset, but is silent, do not question him, he will then tell everything himself.

After listening to the teacher’s comments, do not rush to give a thrashing. Try to keep your conversation without the child. Listen to both sides - this will help you understand the situation more clearly.

After school, do not rush your child to sit down for homework - you need 2-3 hours of rest (1.5 hours of sleep).

When preparing lessons, do not sit “over your head.” Give your child the opportunity to work on his own.

Find at least half an hour during the day when you belong only to your child! Don't be distracted by household chores, TV, etc. At this moment, his affairs and concerns should be important to you.

Remember that during the school year there are critical periods when studying is more difficult and fatigue sets in faster - these are the first four weeks, the end of the second quarter, the first week after winter break, the middle of the third quarter.

Be attentive to your child’s complaints of headaches, fatigue, and poor health - these are indicators of learning difficulties!

Even very big children love a bedtime story, a song, and affectionate stroking. It calms you down, helps relieve stress, and helps you fall asleep peacefully.

to monitor student homework completion

1. Don't compare his skills with those of other children.

2. do not shout, it is better to determine the reason for the child’s lack of ability and (or) desire to perform a given exercise.

3. Create conditions for your child to successfully complete homework.

4. Don't try to do your child's homework, it will do him a disservice.

5. Encourage persistence and character in achieving goals.

6. Require your child to carefully read the instructions for completing educational tasks and the formulation of questions.

7. Teach your child to study in detail the contents of the textbook, its reference materials, rules and instructions.

8. Develop his attention and attentiveness when doing homework.

9. Praise your child for completing homework on time and with high quality.

10. Demonstrate your child’s achievements in front of other family members, brothers and sisters.

11. To make it easier for your child to do homework, buy him encyclopedias, dictionaries and reference books on various subjects.

12. Form the habit of finishing what you start.

13. If you think that your child is overloaded in any of the academic subjects, seek clarification and help from the subject teacher and head teacher.

14. Buy your child logic games that will help him develop perseverance, patience and responsibility.

15. Don't brush off your child's questions. This will add to the problems associated with preparing homework.

Learning the multiplication table. How?

1) NB. It is better to start learning the table from the end, i.e. not from 2x2=, but from 9x2=, then go to the table 8x2=..., then to 7x2=..., then 6x2=..., etc.

Note. Firstly , when the child “goes down” to the multiplication column by 5, then he practically won’t have to learn anything, Secondly , if you start with the multiplication table traditionally from the bottom up as it becomes more complex, then very often children do not learn how to multiply by 6, by 7, by 8, by 9.

2) You need to learn the table not only as a rhyme (and from bottom to top and top to bottom in each column), i.e. in a row, but also necessarily randomly: x9, x2, x6, x8...

3) When studying each column of the tablet, be sure to ask the child, rearranging the multiplicand and the multiplier, i.e. 9x6 = 54, and how much is 6x9 =?

Note. Firstly , thus the child automatically learns examples from subsequent columns, and Secondly , the child in practice understands the mathematical rule that rearranging the multiplied numbers will not change the result.

4) Do not move on to the next column until the previous one “bounces off the child’s teeth” (both like a rhyme back and forth, and scattered, and with the rearrangement of multiplied numbers).

Interesting information about the 9 multiplication table.
(but it is better to tell children about this after they have learned the multiplication table).

A math workbook (by L.G. Peterson) describes a method for multiplying by 9 on your fingers.
Place all 10 fingers in a fan in front of you, palms down, and think of the number you want to multiply by 9. For example, 8. Find the 8th finger (count from the left little finger to the right): to the left of this [i.e. eighth ] of the fingers there will be seven fingers, this is the number of tens, to the right of it there will be 2 fingers - these are units. So: 9x 8 = 72.

How to solve a problem

1. Read the problem. Imagine what the problem says.

2. Write a short condition or make a drawing.

3. Explain what each number shows.

4. Repeat the question of the problem,

5. Think about whether it is possible to answer the question right away, if not, then why? What do you need to know first?

6. Execute the solution and check.

7. Answer the question in the problem.

How to learn a poem by heart

1. Start doing your homework by working on a poem.

2. Read the poem out loud. Find out the meaning of unknown words.

3. Read the poem expressively, try to feel its mood and rhythm.

4. Divide the poem into quatrains or passages.

5. Read the quatrain, try to repeat it from memory, and if necessary, look into the text. Learn the quatrain.

6. Learn the second quatrain in the same way. Repeat the first and second passages together.

7. Also learn the following passage.

8. Recite the entire poem by heart. Before going to bed, repeat the poem 2-3 times.

10. The next day in the morning, read the poem again, and then recite it by heart.

How to treat your child's mark.

Remember that this is your child, and the mark he receives is your mark. How would you treat yourself in this case?

A bad mark is always a punishment. Don’t scold or punish your child, he’s already feeling bad. Think together about what needs to be done, how to change the situation, how to help the little man solve his problem. You have already gone through this, everything is clear to you, but these are his first steps. Don't complicate his path.

Children often get distracted when completing tasks. It is the fault of the adults that they have not taught the child to focus on the task and are constantly tugging and distracting. Try to patiently teach your child not to be distracted while completing a task. Work with the clock: first 5 minutes, and then each time 1-2 minutes more.

Clearly define the time when to study lessons, when to play, when to do homework. This will help the child get tired less and be able to do everything.

Teach your child to learn. This means not only completing the task, but also monitoring yourself and the correctness of execution. Let the child learn on his own, without reminders or prodding. This will be your main learning achievement.

Teach your child to love books. This will help him learn further on his own and successfully master knowledge.

Teach your child to critically evaluate himself and his actions (look at himself from the outside), and not just criticize his classmates and teachers.

Help and encourage!

HELPFUL INFORMATION

Printed publications

Editor: Elena Borisovna Galevskaya, directorState Educational Institution of the Center for Psychological, Medical and Social Support of the Kurortny District of St. Petersburg

Computer layout and design by N.A. Vorobyov

State educational institution for children,

those in need of psychological and pedagogical

and medical and social assistance

Center for Psychological, Medical and Social Support

197701, St. Petersburg, Sestroretsk, Primorskoe highway, 280