Irina Morozova
Summary of a lesson with disabled children “Island of Kindness”
"Island of Kindness"
(lesson for disabled children and children with disabilities)
Target: expand children's ideas about kindness, about kindness towards each other and the people around them.
Tasks:
To form an idea of kindness as an important moral quality;
Enrich children's vocabulary;
Develop visual and figurative thinking;
Develop spatial concepts and fine motor skills;
Develop children's visual perception, imagination and creativity;
Cultivate a kind, sensitive attitude towards others, develop children’s ability to interact in a team, and show kindness in words and deeds.
Progress of the lesson
Exercise “Sun”
I am very glad to see all of you, because each of you is like a little sun that warms everyone with its rays. And you will warm the hearts of those around you with your smiles and good deeds.
The teacher invites the children to get to know each other and give each other some sunshine.
Educational psychologist: Tell me, children, what kind words do you know? What good deeds have each of you done? Well done!
And now we will play with you.
Game "Don't make a mistake, please!"
I will ask you to complete the task, but you must complete them only when I call the “magic word.”
Stand up please!
Hands up!
Please clap your hands!
Stomp.
Jump please.
Hands forward.
Please sit down three times!
Well done, you are so attentive, you have never made a mistake.
This means that you too can be magicians, because the main magic is kindness.
Educational psychologist: And today I want to invite you to the “Island of Kindness”.
The journey to the island will be long and therefore I suggest you prepare and do exercises.
(Children perform movements according to the text of the song “Hares Do Exercises”).
Well, now it's time to hit the road! (Children stand one after another and set off on their way.)
"We are drivers"
(children must show movements)
We're going, we're driving a car (driving)
Press the pedal (bend your leg at the knee, extend it)
Turn the gas on and off (turn the lever toward you, away from you)
We look intently into the distance (palm to forehead)
The wipers count the drops
Right, left - cleanliness! ("windshield wipers")
The wind ruffles your hair (ruffle your hair with your fingers)
We are drivers anywhere! (right thumb up)
"Airplane"
Let's clench our fists,
Let's bend our arms at the elbows,
Let's knock on your knees,
And now we will fly (we unclench our fists, arms to the sides and flap like wings).
The planes buzzed
(rotation in front of the chest with arms bent at the elbows)
The planes took off.
(arms to the sides, run around the room)
They sat quietly in the clearing,
(squat)
And they flew again.
(arms to the sides, we run around the room again)
"Locomotive"
Waiting for us all at the station
Multi-colored locomotive.
The driver gives the signal: tu-tu,
Take a seat quickly.
The locomotive is rushing, rushing
Past the pines and birches
Chug - chug - chug - chug - chug.
Lights up red
"Bike"
Hold the steering wheel, spin the pedals
And go anywhere!
"Let's go on foot"
Now forward on foot
And run a little.
Miracle "Island of Kindness"
He appeared to us in the distance.
Educational psychologist: Now take each other’s hands tightly.
Eyelashes droop
The eyes close.
(Children open their eyes)
The good island greets us
I'm happy to share kindness.
(a panorama of the island opens)
Thanks to your kind thoughts, desires, and actions, we ended up with you on the “Island of Kindness.”
Island "Good Land"
But look, the earth is covered in fog. The entire skeleton is colorless, cold, gloomy.
Guys, what is missing on our island? Of course, on the Good Land birds should sing and gardens should bloom, because nature also rejoices in kindness. The entire animal and plant world of the planet depends on us – people. And if we are evil and cruel, then all the flowers will die. Let's paint the island with colorful paints (children paint silhouettes of the sun, rainbow, clouds, birds, flowers, animals on whatman paper using semolina).
Look what kind sunshine we have, our island sparkles with bright colors. And if people are the same as the rays of this sun, friendly, sensitive, affectionate, then everyone on earth will be cheerful and happy.
Game: chant “What is allowed and prohibited on the island.”
Dancing, playing, dancing is... (allowed - hands up, jumping up)
Frown your face and grumble sternly... (prohibited - stand quietly with your head down)
Everyone laughing and joking is... (allowed - hands up, jumping up)
But being shy and sad is strictly... (prohibited - stand quietly with your head down)
Silently sit in a corner strictly... (prohibited - stand quietly, head down)
We can't be bored
So let's have fun
And together we will say loudly and in unison... (yes).
Educational psychologist: But now it’s time for us to return home. And we will return by boat.
Steamboat
Sea, seagulls, ships
They hear my horn in the distance.
The port remained astern
It will be a long way home.
"Locomotive"
Waiting for us all at the station
Multi-colored locomotive.
The driver gives the signal: tu-tu,
Take a seat quickly.
(Children become a train one after another)
The locomotive is rushing, rushing
Past the pines and birches
Chug - chug - chug - chug - chug.
Lights up red
"Let's go on foot"
Now forward on foot
And run a little.
Miracle Island is behind
Here is the center ahead.
Educational psychologist: So we returned from our trip to the “Island of Kindness”. Did you guys like the trip? And now it's time to say goodbye.
Exercise “Farewell Ritual”
Children hug, say kind words to each other, give each other sunshine.
Publications on the topic:
Lesson summary “Heart of Kindness” Goal: to form and consolidate students’ ideas about goodness. To encourage understanding of universal human values. Deepen your understanding.
Lesson summary “The Country of Politeness and Kindness” Objectives: 1. Reinforce the norms of behavior generally accepted in society, use polite words, greetings, explain the meaning of polite words.
Summary of continuous educational activities with children of the senior group “Journey to the Land of Kindness” Municipal budgetary preschool educational institution kindergarten No. 3 r. Shemysheyka village Summary of continuous educational activities.
Summary of the educational activity of an open lesson with children of the preparatory group “In the world of kindness” Summary of GCD open lesson with children of the preparatory group
Review
for a modified program for children with disabilities"Hello, it's me"
Gusakova G.N. - social teacher)
This program is intended for school-age children with disabilities. It arose in connection with the need to reduce the problems experienced by children with disabilities. The program provides for reducing the lack of communication between children and others, ittarget – formation of positive self-esteem, positive attitude towards oneself and others, development of the ability to understand oneself and others, reduction of mental and emotional stress. When determining the goals and objectives of the program, teachers took into account not only the specific needs and capabilities of children, but also the needs of modern life.
The content of the program is additional, and the basic technology is personal development. The implementation of goals is achieved by a system of psychological and pedagogical tasks:
Creating conditions for emotional well-being for each child in all classes in the process of mastering the knowledge and skills provided for by this program;
The use of technologies that preserve the health of children: dynamic games, conversations, trainings, drawing, design, etc.
Exercises and tasks that require the active participation of each child;
Development of communication skills in dialogues, communication, games.
The solution to the assigned tasks is ensured by the content of the program. The content of the program corresponds to the age and personal characteristics of children, and is based on compliance with physiological and hygienic standards of workload and parameters of normal development of the child. The program has a scientifically based practical orientation. It is a complex of special game situations, dialogues, and practical exercises. Their combination, arranged in a certain sequence, creates an opportunity for the child to express himself, which helps to increase self-esteem and better overcome barriers in communication.
The originality of the program is that it provides for an optimal alternation of developmental and training exercises, active methods of children’s activities.
The program provides special diagnostics, which allows us to record changes in the emotional and personal development of each child.
The modified program “Hello, it’s me” will be of interest not only to psychologists, but also to those specialists who want to help children socialize and who can supplement the program with additional lesson topics.
Expert: _________ Teshke N.A. – Deputy Director for Social Affairs
Explanatory note
The idea of creating the “Hello, it’s me” program for children with disabilities arose in connection with the realization that during the foster care of children with disabilities within the framework of socio-psychological and pedagogical support, we saw firsthand the problems of such children: isolation, isolation from the world, a state of hopelessness that caused the loss of communication skills.
Children with disabilities are special children. What is their feature? The closer you get to know such children, the better you understand how much support and help they need; you feel that such a child has an acute need for attention and goodwill at the basis of communication with both adults and peers. These children experience a lack of communication with others, which causes a general delay in the child’s assimilation of social experience, causing difficulties in adapting such people to society. When creating this program we settarget: the formation of positive self-esteem, a positive attitude towards oneself and others through overcoming barriers in communication, developing a better understanding of oneself and others, relieving mental and emotional stress.
Practical and social significance of the project (updating):
Assistance in the socialization of children with disabilities into society;
Formation of the position “I am the same as everyone else”;
Formation of a position from “alien” to “our own”;
Awareness that no one is immune from disability;
Forming awareness of the need for help and attention to people with disabilities.
The structure of the program is linear, and the basic technologies are social-role-based and personal developmental.
In terms of novelty, the program is modified. Corresponds to the concept of the Federal Law “On Basic Guarantees of the Rights of the Child in the Russian Federation” (07/03/1998)
When compiling the program, materials from the project “I’m the same as everyone else” were used - for children with disabilities and their parents, author Alexey Sushentsov - member of the Republican Association of Wheelchair Users, Belarus; “A system of developmental activities for children left without parental care,” author Natalya Nikushkina is a practical psychologist at the Biysk orphanage. The content of the lessons was changed and the topics of the lessons were added: “I am like this, what are you?”, “I am like everyone else”, “Let’s get to know each other”, etc.
The percentage of modification is approximately 80.
The program includes 10 lessons, lasting 30 - 40 minutes. Taking into account the different ages and different abilities of children, classes are designed so that there is a constant change in different types of activities (methodological apparatus): play, conversation, training, drawing, design, etc.
Each lesson contains the following steps:
Creating an emotional mood in the group;
Creating in each participant a sense of belonging to the group through games, exercises, conversations and consolidating positive emotions from work and communication.
It is important that every child realizes himself, shows a certain level of knowledge and skills, and an adult praises him for his small successes.
Classes are held once a week. The group should be small - then the child gets the opportunity to be the center of attention and feel his own importance
We invited their parents, brothers, sisters, acquaintances and those who simply wanted to attend all classes with children with disabilities in order to correct fearfulness towards people with disabilities and promote “non-guardianship” behavior towards people with disabilities. We believe that the presence of guests is necessary. After all, they are the first assistants in the rehabilitation process. The program of life is laid in childhood. The explanation for many people's actions in adulthood can be found in childhood problems. This is also where a person’s attitude towards people with disabilities comes from. Since childhood, we have not been accustomed to perceiving people with disabilities as full members of society. And we are not aware of the problems they face every day. But no one is immune from this. A child who has timely and correctly perceived information about the concepts of “disabled person” and “disability”, who has learned about the problems of such people, will in the future begin to respond adequately and in a civilized manner to this phenomenon.
The scientific nature of the program lies in the fact that during the classes we conduct psychological training - a type of group work aimed at correcting and acquiring the skills necessary for successful communication. The performance of the work was monitored using special diagnostics. Methods used:
1. “Self-esteem”: good – bad; kind angry; smart - stupid; weak – strong; brave - cowardly; beautiful - ugly; unloved - loved.
2. “Formation of the image of “I”: - Who would you like to be like?
Who would you like to be like? -What are you like?
The results of the initial diagnostics showed:
1) Low self-esteem on the scales “good - bad”, “kind - evil”, “unloved - loved” was shown by 6 out of 7 children.
2) Unformed ideas about oneself:
To the question: “Who would you like to be like? – answer: “I don’t know”, two answers: “I want to be good”;
To the question: “What are you like? - children’s answers: “I don’t know”, “Good”, “Evil”. They had difficulties with themselves.
The control diagnostics at the end of the work revealed a positive dynamics of change: the children were able to talk about themselves, worked more boldly in class, and became more open in communication. Positive changes in the emotional and personal sphere of children with disabilities indicate the relevance of this program.
Literature:
A. Sushentsov “I’m the same as everyone else”, 2006
N. Nikushkina “Socialization of orphans”, Moscow, 2007
N. Gryada “Development based on socio-game techniques”, Armavir, 2002
T.A. Falkovich et al. “Psychological and pedagogical work in crisis situations”, Moscow, 2007
O.V. Khukhlaeva “Practical materials for working with children”, Moscow, 2003
K. Fopel “How to teach children to cooperate”, Moscow, 2000
E.D. Schwab “Psychological prevention and correctional and developmental activities”, 2010
S.A. Pyrochkina “Psychological, pedagogical and social support for adolescents”, Volgograd, 2007
Thematic lesson plan
№ p/p
Topic of classes
Number of hours
I am like this, and what are you like?
Me and others (I'm not alone, there are many of us)
“This is me” - I draw my portrait. I am confident.
Our names.
I'm like everyone else.
Let's get to know each other.
Attention to your partner
Magical Means of Understanding
10.
Final lesson: “It’s me! That’s what I am!”
Lesson topic(1): Acquaintance. Establishing friendly relationships.
Target: overcoming communication barriers, relieving mental and emotional stress.
Tasks : formation of a positive attitude towards oneself and others, positive self-esteem through reinforcement of any successful actions
Develop the ability to establish contact, instilling trust and a desire to communicate.
Progress of the lesson
1. Org. moment . - Good afternoon everyone! Let's get acquainted: ... We are starting classes in which we will learn to rejoice, understand ourselves, and understand other people. Classes will be held every week on Monday at the same time.
2.Greeting with a candle ( create a positive attitude, an atmosphere of psychological comfort, and a mood for cooperation among children). As you pass the candle to each other, feel the warmth that comes from it. Take yourself a little warmth, turn to your neighbor and, looking at him, smile and say: “I’m glad to see you!”
3. Exercise “Mood Barometer”. Children are invited to show their mood (like a barometer shows the weather) only with their hands: a bad mood - palms touch each other, a good mood - arms spread apart.
4. Training exercise “Tender name” (maintaining a friendly atmosphere in group). Each child is invited to affectionately name the neighbor sitting on the right, who should thank the speaker by saying “Thank you.”
5. Training exercise “Unclench your fist” ( show children how affectionate people influence a person words, kind attitude ). The game is played in pairs. One of the children clenches his fist, the other must unclench it by any means. Then the children change roles. Children usually use force. The role of the presenter is to show by personal example how convincing kind words and a calm, friendly attitude are (unclenches a fist to any child, using persuasion, stroking, and small harmless tricks).
6. Training exercise “Scared kitten” ( develop the ability to establish contact, instilling trust and a desire to communicate ). One of the children portrays a frightened kitten (the kitten is small, he was frightened by the barking of a dog, he curled up into a ball). The other child’s task is to establish contact with the kitten so that he trusts him, induces a desire to communicate (pet the kitten, talk to him, calm him down).
How did you feel when you were a scared kitten? - How did you establish contact with him? - In what situations in life do you behave like a scared kitten?
7. Exercise training “Ladushki” ( ). Children are divided into pairs. When playing “Ladushki” with a partner, you need to achieve a high tempo without losing track. Then the partners change with each other.
8. Training exercise “Dancing on a newspaper.”
9. Exercise “Guess it.” Everyone sits down in their places. Puzzles:
1) A painted rocker hung over the river (Rainbow).
2) Everyone loves him, but when they look at him they frown (sun).
10. Summing up the lesson.
What means of establishing contact did we use today? (Force, stroking, calm tone of communication)
What did you like most? - What was difficult to accomplish?
11. Farewell ritual. Game "Round Dance" ( group cohesion )
Lesson topic (2): I am like this, and what are you like?
Target: show children that all people are different, different from each other and that this is natural and normal.
Materials and equipment: toy characterchick , notebooks, pencils, markers, recorded children's songs.
Progress of the lesson
1. Exercise “Greetings” ( creating a positive emotional background ).
I have a ball in my hands. Now we will pass it around, greeting each other with the words: (Name), I am glad to see you.
Today a Chicken came to visit us, who just recently hatched from an egg. He had never seen children before, especially many children together.
2. Exercise “We are different.” Chicken: how alike you all are. You all have noses, eyes, arms, legs, torsos... How can I tell you apart?
Dear Chicken, all children are very different, and now you will see this. Children, let's get to know Chicken Little better. Tell him your names. (Children pass the Chicken around in a circle, saying their name)
Let's tell Chicken Little what makes you different. 2 children are selected, preferably with the same names. Children sit next to each other in front of the class.
What color is Sasha's hair and what is Pasha's?
What eye color? - How tall are they? -Are they the same height?
What are you wearing? - Do they differ in behavior?
Chicken, have you realized that children are completely different?
Children draw conclusions about what they have learned.
3. Exercise “Beautiful name” ( increase self-acceptance ).
Write your name with a bright felt-tip pen, and then decorate it so that it is bright and beautiful. Show the work to everyone.
Conclusion:
4. Exercise-training “Ladushki” ( establishing long-term contact ). Children are divided into pairs. When playing “Ladushki” with a partner, you need to achieve a high tempo without faltering. Then the partners change with each other.
On the golden porch sat: the king, the prince, the king, the prince,
shoemaker, tailor - who will you be?
Which child did you play with for the longest time without getting lost?
With which child was it easier to achieve a high tempo?
5. Training exercise “Dancing on a newspaper.”
A newspaper is spread on the floor and the children stand on it. Children should dance to the music only on the newspaper (20 seconds). Then they fold the newspaper in half, stand up and dance (20 seconds). And so on.
Conclusion: (about helping each other)
6. Design. Work in pairs. Make a panel from pieces of paper on the table: “Me and my friends.” Before independent work, talk about the plot and how the children will portray it.
7. Farewell ritual. Game "Round Dance" ( group cohesion )
Children stand in a circle (game - change places), then take each other’s hands, smile, then palm each other - “Thank you!” - palms fanned up.
8. Summing up the lesson:
What new did the chicken learn in our lesson?
Are other people different from each other?
What's good about the fact that we are all different?
Lesson topic (3): I'm not alone, there are many of us.
Target: addressing one's own feelings; development of attention to surrounding people.
Materials and equipment: a candle, newspapers for the game “Killer Whale and the Penguins,” a scarf, recorded children’s songs.
Progress of the lesson
1. Org. moment
2.Greeting with a candle (
1) As you pass the candle to each other, feel the warmth that comes from it. Take yourself a little warmth, turn to your neighbor and, looking at him, smile and say: “I’m glad to see you!” 2) “Elephant, palm tree, crocodile”
3. Warm up
1) Raise your hands, those who brushed their teeth today; loves to walk; loves music; got 5; loves physical education; ate sweets; who is in a good mood.
2) Complete the adjective: snow, hand, head, flower, world, deer, book, leg, ball, eyes. Choose an antonym: small, fast, sad, affectionate, fluffy, serious.
4. Training game “Water” (development of tactile sensations, consolidation of bodily images).
The “water man” sits in the center of the circle and is blindfolded. The children walk in a circle with the words: Vodyanoy, Vodyanoy, don’t sit under the water, we are walking along the shore, leading a big round dance. You will play with us if you can guess who is standing in front of you. Answer me, Vodyanoy!
The merman approaches the children and uses his hands to try to determine who is standing in front of him. He becomes a Vodyanoy.
Did you find it difficult to recognize your friends blindfolded?
What helped you determine who was in front of you? - What do you all have in common?
5. Game “Killer Whale and Penguins” (decreased motor disinhibition, attention to others)
6. Training exercise “Chants. Whispers. Silent people." The words: santiki - candy wrappers - limpopo - we say in chorus in a whisper, loudly, very quietly and at the same time improvised movements.
7. Training exercise “Letter to a friend” (development of the ability to establish contact)
Who has a friend or person you love who seems very good to you? Let's send him a little letter of kindness. He will be happy.
Children with their eyes closed and their noses “write” their first and last name. Select and add color, decorate with drawings and patterns. Add animation and lights so that the name glows with multi-colored lights.
Now mentally send it to your good person, call him by name. Imagine how happy he will be. He will be pleased. At this moment he will definitely remember you.
8. Training game “It’s boring, it’s boring to sit like that” - “Extra chair” (development of attention)
It's boring, boring to sit like that, looking at each other. Isn't it time to go for a run and change places?
9. Training game “Magic Forest of Wonders” (establishing long-term contact)
Now we will turn into a magical forest, where it is always good. Let's stand in line. Our hands are tree branches that will gently and tenderly touch a person walking through the “forest.” And now each of you will take turns walking through this magical, gentle forest, and the branches will stroke your head, arms, and back.
What did you experience when you walked through the “forest” and were touched?
What were your feelings when you were trees? - Did you like the game? How?
19. Exercise “If I were...” (development of associative perception)
If I were an animal, what kind would I be? A flower? By the wind? (Why?)
(kind, evil, lethargic, bright, brawler, etc.) - Is it interesting to be someone?
20. Training game “Steam Locomotive” (developing a sense of collectivism, relieving emotional and physical stress)
Children stand in one line, put their hands on each other’s belts and begin to move. Obstacles: go around, cross the bridge...
What did you like? Why?
21. Result. - What new did you learn? What did you like or dislike?
Lesson topic (4): “This is me” - I draw my portrait
Target: help you realize your difference from others, your individuality; build self-confidence
Materials and equipment: children's songs recorded, sheets of A 4 paper, colored pencils.
Progress of the lesson
1. Org. moment . - Good afternoon everyone! We are starting a lesson in which we will learn to rejoice, understand ourselves, and understand other people.
2.Greeting ( create a positive emotional mood, an atmosphere of psychological comfort, and a mood for cooperation among children).
Children sit in pairs, hands on laps, palms up. Ved. turns to the neighbor on the left, puts his palms on his and greets him with the words “N., I’m pleased to see you.” Ex. performed in a circle.
3. Exercise “Mirror” (development of observation)
Everyone stands in a circle. Ved. begins to perform movements: first large, noticeable, and then smaller ones. Children repeat. If they do not notice small movements, then you need to suggest which part of the body they should pay attention to. Then give each child a mirror, the children look at themselves.
What did you see in the mirror? Is it possible to see our inner qualities in the mirror: are we kind, brave or lazy, touchy? (Children's answers).
Indeed, the mirror does not reflect the inner qualities of a person. Our actions and deeds speak about them. Each of you has many good, kind, beautiful qualities.
Who wants to tell something good about themselves? Who will add?
4. Physical exercise “Yes or not?”
Children stand in a circle and hold hands. If - “Yes” - shout, hands up, if - “No” - shout, stomp your feet.
Are there fireflies in the field? Are there any fish in the sea?
Does a calf have wings? Does a piglet have a beak?
Does the mountain have a ridge? Are there doors to the hole?
Does a rooster have a tail? Does the violin have a key?
Does the verse rhyme? Is there a bug in it?
5. Conversation (expanding knowledge about each other, forming a positive attitude towards each other).
What's your favorite mood? Favorite animal? Favorite dish? Favorite hobby?
6. Exercise “My portrait” (increase the level of self-acceptance, self-confidence)
Children draw their portrait. To do this, they are offered the outlines of a boy or a girl.
Portraits are hung on a board.
Tell: what am I? (at the end, say “I am good” - first in a whisper, then louder, then very loud). Then everyone joins hands and says loudly: “We are good.”
7. Physical exercise “Chanters – whisperers – silencers”
Three palm silhouettes: red, yellow, blue. These are signals. Red – “shout” – you can run, shout, make a lot of noise. Yellow – “whisper” - you can move quietly, speak in a whisper. Blue – “silent” - freeze in place or lie on the floor and not move. Finish the game with silence.
8. Ex. "Tree of Friendship" ( cultivating respect for each other, self-acceptance)
You all have different, beautiful, affectionate names. We will now create a friendship tree. Write your pet names on these pieces of paper. You can add the names of your friends. Glue the leaves onto the friendship tree.
9. Summary. - What new did you learn today?
What did you like about the lesson?
Lesson topic (5) : our names
Target: introduce children to different names and their meanings, give them the opportunity to feel their own importance, and strengthen self-confidence.
Materials and equipment: recorded children's songs, a sheet of paper, markers, green paper leaves, glue, various toys depicting animals and fairy-tale characters.
Progress of the lesson
1.Org. moment. - Good afternoon everyone! Each of you has a name. Everyone has names. Today in class we will talk about our different beautiful names.
2. Greeting with a candle. (Goal: creating a positive emotional background)
State your name clearly: affectionate, short, full. (“This is my name – Dashenka, Dasha, Daria”)
3. Warm up (development of interest, activity)
Raise your hands, those who washed themselves today; helped at home; listened to music; who is in a good mood.
Complete: beautiful (flower), sad, interesting, fast, ...
Choose an antonym: smooth, serious, big, ...
4. Exercise “My name” (Goal: to develop associative thinking, to lead the child to identify his strengths and weaknesses).
Search and find an object in the class to which he could give his name. Then the children explain why they chose this particular item and note its positive aspects and disadvantages.
5. Conversation: “What do our names mean” (Goal: to show the variety of names, their meaning, with what love parents gave names to their children)
Do you enjoy being called by your affectionate name?
Who calls you or called you by your affectionate name?
If we call each other by affectionate names, will we become friendlier?
5. Exercise-training “Ladushki”
6. Exercise “Creating a friendship tree” Green tree leaves are distributed to the children. It is proposed to write your affectionate names and, if desired, additionally those of your friends. The leaves are glued to the branches of the tree.
This is the tree of our friendship. It reminds us that we can respect and understand each other.
7. Work in pairs. Exercise “Pick up a broken plate”, “Find five differences”
Is it easier to work alone, or in a pen? Why?
8. Summary. - What new have you learned?- What did you like about the lesson?
Lesson topic (6): I'm like everyone else
Target: Forming a positive attitude towards others, strengthening self-confidence.
Materials and equipment: recorded children's songs, sheets of paper, small mirrors for each child, various toys depicting animals and fairy-tale characters.
Progress of the lesson
1. Greeting (Creating a positive emotional background)
Children sit in a circle, hands on their knees, palms up. The child turns to the neighbor on the left, puts his palms on his and greets with the words: “Petya, I’m pleased to see you.” Ex. performed in a circle.
2. Exercise “Mirror”
Children stand in a circle. The psychologist performs movements: first large, noticeable, then smaller ones. Children repeat. The child can be asked to play the role of the mirror.
Looking at yourself in small mirrors.
What did you see in the mirror? Is it possible to see our inner qualities in the mirror? (good or evil, brave or lazy, touchy)
Indeed, the mirror does not reflect the inner qualities of a person. They can be judged by our actions and deeds. There is a lot of good, kind and attractive in each of you. Tell us about your positive qualities. (Children tell stories if they wish, others complement them).
3. Conversation in pores (expanding knowledge about each other, forming a positive attitude towards each other). Questions:
What's your favorite mood? - What is your favorite animal?
What's your favorite dish? - What is your favorite activity?
Do you have a friend? Tell about him.
After a few minutes, if desired, the children tell the group about each other.
4. Physical exercise. Exercise-training “Gawkers” (development of voluntary attention, reaction speed, teaching the ability to control one’s body and follow instructions)
Children walk in a circle to the music, holding hands. At a signal (bell) they stop, clap their hands 4 times, turn around and walk in the other direction. Anyone who fails to complete the task is eliminated from the game.
5. Exercise “Mood Builder”. Portray a cheerful, surprised, sad, angry boy.
What kind of person would you like to be?
6. Exercise-training “Give your smile” (consolidating a positive mood)
Why do you think people smile?
How do you feel when you yourself smile?
Do you want to smile when people around you smile?
We invite children to draw their smile.
7. Summary. - What new have you learned?- What did you like, what did you not like?
Lesson topic (7): let's learn about each other
Target: show children that they have a lot in common and a lot of differences; develop a positive attitude towards others; fostering tolerance towards others.
Materials and equipment: recorded children's songs, various toys depicting animals, fairy-tale characters: pictures with various types of clothing, clothes for dressing up (sports, festive, casual, professional).
Progress of the lesson
1. Greeting (creating a positive emotional background) (See lesson No. 6)
2. Game “Five Names”. Children stand in a circle, alternating: boy, girl. Each person takes turns saying five names of boys and five names of girls, starting with the words: “I know five names...”
3. Training game “Water” (development of tactile sensations) Children in disguise take part in the game. Children stand in a circle and choose a driver - Vodyanoy. He is blindfolded and sits in the center of the circle. Children walk in a circle saying:
Vodyanoy, vodyanoy, don’t sit under the water, We are walking along the shore, leading a big round dance.
You will play with us if you can guess who is standing in front of you. Answer me, Vodyanoy!
The merman uses his hands to try to determine who is standing in front of him. If he correctly names the child’s name, then the one who is recognized becomes Vodyanoy.
4. Game – training “Veterok”. Children stand in a circle. Leading:
The wind blows on those who have blue eyes (those who have white in their clothes is called a feature: appearance, clothing, character, actions, ...).
Those on whom the wind blows change places.
Did you like the game? - Do you have many similar ones? What exactly?
Do you know why a person needs clothes? Clothes can change a person's appearance. Let's see how this happens. (Children dressing up)
What types of clothes did we use? (Casual, holiday, winter, summer, professional).
What could happen if people use clothes for other purposes?
5. Summary. - What new did you learn? - What did you like?
Lesson topic (8): attention to your partner
Target: developing an attentive attitude towards others, developing the ability to take into account the interests of others; development of empathy.
Materials and equipment: recorded children's songs, various toys depicting animals and fairy-tale characters; album sheets, colored pencils; 6-7 small objects of different textures: a piece of fur, a brush, a glass bottle, beads, cotton wool.
Progress of the lesson
1. Greeting. « Sweet words" (creating a favorable microclimate in the group).
Turn to your neighbor on the left and say kind words to each other.
2. Training exercise “Weather forecast” (teach children to convey their mood using visual means; teach children to be attentive to the state of another person; development of associative thinking).
Children draw their mood on sheets of paper using images and colors. Then they present their drawings, the rest must guess the mood from the drawing.
3. Training game “Tender Paws” (relief of tension, muscle tension, reduction of aggressiveness, development of sensory perception, harmonization of relationships).
All small items are laid out on the table. The child bares his arm up to the elbow. An “animal” will walk along your hand and touch you with its affectionate paws. You need to guess with your eyes closed which “animal” touched your hand - guess the object. Touches should be stroking and pleasant.Option: The “animal” can touch the cheek or palm.
4. Training exercise “Three faces” (working with facial expressions, developing empathy).
Showing three facial expressions. Children must guess what expression: a fierce face - portray it: “Let’s knit our eyebrows, bare our teeth and clench our fists.” The next emotion is a sad face, it seems that you are about to cry. The third emotion is a happy face: “Let’s smile broadly, press our hands to our hearts.”
Then the children are divided into pairs and stand with their backs to each other. At the count of 1-2-3, children turn to face each other and show one of three facial expressions without agreeing. The game is repeated several times.
How many matches were there? -Which of the three expressions did you depict more often?
5. Summary. – What did you learn today? - What did you like? Did not like?
What game did you feel the best in?
Lesson topic (9): magical means of understanding
Target: introduce speech intonation; learn to be attentive to each other; learn to use facial expressions when depicting emotions; show how facial expressions help in communication; development of attention and empathy.
Materials and equipment: recorded children's songs, various toys depicting animals and fairy-tale characters; glomerulus.
Progress of the lesson
1. Greeting “Tender name” (creating a friendly atmosphere in the group). Children pass the ball around in a circle, calling each other affectionate names.
Reflection
Name one good and one bad event this week.
2. Training exercise “Intonation” (development of empathy, differentiation of auditory perception).
What is intonation? Say with different intonations (joyfully, sadly, fiercely, surprised, with a feeling of guilt):
Let's go play! - Give me a book!
Children must guess with what intonation the phrase is pronounced.
3. Training exercise “Who called you?” (correlating a sound image with a person)
Children take turns standing at the end of the room. Someone alone, changing his voice, should call: “Petya, let’s go play.” The child guesses who called him and what intonation was used.
What is the most pleasant intonation?
4. Training game “Dragon Interview” (working through familiar means of understanding)
Imagine that you need to interview a fairy tale dragon that has five heads and each head is in a different mood.
Five children are called, each must answer the question: “What do you need, stranger?”, while expressing the mood of the head he portrays. The rest must determine the intonation and mood of the dragon's head.
Were you able to capture the dragon's mood?
5. Summary . What game did you feel the best in?
Lesson topic (10): that's what I am!
Target: generalization of knowledge; increasing the child’s self-esteem; maintaining interest in one’s own individuality and in other children; cultivating a positive attitude towards yourself and others.
Materials and equipment: recorded children's songs, various toys depicting animals and fairy-tale characters; candle, notebooks, pencils, flower, picture “Hedgehog”
1. Greeting with a candle (creating a positive emotional background, mood for work.
As you pass the candle to each other, feel the warmth that comes from it. Take yourself a little warmth, turn to your neighbor and, looking at him, smile and say: “I’m glad to see you.”
2. Exercise “Association” (diagnose individual participants and the group at the beginning of the lesson, pay attention to the positive attitude of each student, his importance in the work of the group)
If our activities were like something or any animal, what would it be like?
Children name associative images. The presenter makes a conclusion about the mood of everyone and the group as a whole.
3. Exercise-training “Palms” (increasing the child’s self-esteem, appealing to his individuality). Children trace their palms on a piece of paper and pass them to a neighbor. The neighbor writes the name of the “owner” on the palm and decorates it: he paints the fingers, decorates the name, etc. Then he talks about the child whose palm he painted (his favorite activities, friends, good qualities).
Did you like your palm?
Did you like the story about yourself? What can you add to it?
4. Exercise “Change seats those who...” (focus children's attention on individual similarities and differences)
Children sit in a circle.
Take a seat, everyone who loves ice cream. Sometimes you can say: “Hurricane” - and then all the children change places.
Did you like the game?
Do you have many similar features? What were the differences?
5. Training exercise “Peony and the prickly hedgehog” (to activate children’s attention to each other’s positive and negative qualities, teach them to highlight them; receive feedback from children in the group)
Children are given two objects: a peony (or any flower) and a picture or toy “Hedgehog”. The child should give it to any other child with the words: “I give you because ... (name a positive quality, something for which a person can be loved) and “I give you a prickly hedgehog because ...” (what stands out is that in the person doesn't like it). You can use only one flower and one hedgehog during the lesson and pass them around.
Larisa Tagirova
IMG]/upload/blogs/detsad-178565-1445163700.jpg K
Correctional and developmental Job during classes in the studio
fine arts rehabilitation center for children with
It's been 9 years since I Working in a rehabilitation center for children with disabilities. I work according to the author's program. The main task programs: creative rehabilitation of the child, formation and development of the child as a creative personality. I teach classes in art therapy, as well as arts and crafts. Classes in art studio are prescribed to children with disabilities from 2 years.
At the initial stage of rehabilitation, I children I conduct classes in decorative drawing, since it is decorative drawing that is most understandable and accessible to children, starting from preschool age. Decorative drawing classes allow you to solve many developmental problems and corrections child at the initial stage of rehabilitation. First of all, you can actively influence the sensory development of students. Sensory processes are activated during a comprehensive examination of the details of the pattern, comparing them by size, shape, color.
In the process of decorative painting, a large amount of Job to clarify children's ideas about geometric shapes. The latter is especially important, since geometric shape as a decorative element is a transition to the assimilation of the shape of an object.
Brightness, colorfulness, rhythm, characteristic of works decorative in nature contribute to the development of color perception. During the lessons, targeted observation, comparison and reproduction of color combinations are organized, children practice basic color discrimination, the ability to correlate the color of the details of their drawing with the standard.
Particular attention in the classes is paid to a comprehensive analysis and study of a pattern sample. The child needs to identify the elements of the pattern, analyze their alternation in shape, color, size, and establish the structure of the pattern.
Since the process of making a drawing is divided into a number of stages, children in the classroom learn to plan the construction of the drawing. Gradually, from drawing after a specialist, repeating all his actions, children move on to drawing based on an independent analysis of the pattern construction scheme. When composing patterns, great importance is attached to developing in children the ability to arrange the component parts of a drawing on a sheet of paper. To do this, graphic elements are cut out from colored paper in advance, then several composition options are made from them. (postcards, patterns). Children also practice placing pattern elements in accordance with a sample or verbal instructions. The children repeatedly practice the symmetrical arrangement of pattern elements. In the process of drawing details of different turns in the ornament, correction mirror image. Thus, in the process of learning decorative drawing, skills of both mental and practical spatial orientation develop.
The development of the eye occurs in the process of dividing geometric shapes into parts (dividing a circle, square, strip in half, etc., as well as in the process of drawing identical figures in a pattern.
The following tools are used in classes correction of hand motor skills, like making mosaic ornaments, drawing patterns using templates, using a stencil, using ready-made contour lines, using dotted lines, using anchor points, drawing ornaments on checkered paper, drawing in an album.
Development plays an important role children a variety of fine graphic skills, such as coloring, shading. Children master various visual arts materials: pencils (simple and colored, paints (gouache and watercolor). Children learn to draw vertical and horizontal straight lines, draw wavy lines, and repeatedly practice reproducing basic geometric shapes.
In order to overcome the difficulties in graphic activity that are typical for young children / or children with certain diagnoses /, you need to constantly monitor whether they are performing the techniques correctly when working with pencil and brush. This will improve coordination of movements, promote the development of fine muscles of the fingers and hands, and children’s drawings will become more correct and expressive. When teaching children skills work with a pencil and brush you need to use the following methods: How: imitation, conducting special exercises to train fine manual motor skills (drawing dots, ribbons, spirals, waves, pronouncing the method of action.
Classes in art studio contribute to the enrichment and development of children's speech. During the lessons, words are learned, denoting:
Name of items associated with the image;
Signs of an object or its parts (by size, color, shape,
Practical actions ( "conduct", "divide", "connect", "color",
Spatial relations ( "in the middle", "up", "left", "closer").
In addition, children also learn concepts such as "form", "magnitude", "contrast", "symmetry", "rhythm". During the classes, visual memory develops, since when drawing ornaments, the shape, color, and size of the elements are memorized.
Visual attention develops in the process of analyzing patterns, comparing one’s working with a sample, during practical work above the picture – repetition of elements of the same shape and color Maybe only subject to careful and accurate work.
Decorative drawing can be successfully used in the development of creative imagination in children, this is especially facilitated by such type of activity as independent drawing up of decorative drawings. It is important that children have in mind the decoration of a specific object; good results can be achieved if they know the purpose of the pattern that they will draw.
Decorative drawing is closely related to folk arts and crafts. Children get acquainted with Gorodets, Khokhloma, Gzhel painting. Working off brush writing skills, learning the alphabet of painting takes place on paper or cardboard silhouettes of products.
Opportunity creating is a strong incentive to show initiative, effort and diligence, and the resulting result usually brings a feeling of joy and satisfaction.
After decorative drawing, children move on to modeling toys from plasticine, dough or clay, followed by painting. Modeling helps children clarify their ideas about the shape, structure and proportions of objects. Modeling is associated with a real three-dimensional form, and therefore the process of modeling can be clearer and more accessible to a child than even the process of drawing. This is one of the fun art activities for children. They really like to create their own shape, work with material. At this stage we get acquainted with the Dymkovo toy. The world of Dymkovo toys is a fabulous world of expressive figurines: animals, people, birds. Children with interest make toys based on the Dymkovo toys.
Children also engage in applique work using paper, fabric, and yarn. Application classes are very useful in the system correctional classes, as they contribute to the development of constructive opportunities, creativity, awaken imagination, activate observation, attention and imagination, cultivate will, develop manual skills, sense of form, eye and color perception. Job over the composition contributes to the development of artistic taste in children.
Specific place in program Developmental activities are devoted to the study of decorative and applied arts of Bashkiria. Researchers of children's creativity have repeatedly pointed out that it is necessary to introduce children from preschool age to folk art, awakening in the child's soul the first imaginative ideas about the Motherland, its culture, and to contribute to the education of international feelings and a sense of beautiful, artistic taste through family and friends.
Arts and crafts classes not only develop children's artistic taste. They give opportunity In a short time and quite cheaply, you can prepare crafts with your own hands that can decorate your home, school, and the children themselves. Good luck and achievements in such classes, among other things, will help get rid of complexes that are quite understandable in their situation. Classes are structured so as not to tire children. Throughout the entire period, children maintain high performance and activity. In addition, thanks to the variety of materials and methodological techniques, there is a real opportunity to carry out corrective work in relation to each individual child throughout the entire course of rehabilitation.
It is not enough to teach a child something to do. If he remains in a confined space, no rehabilitation occurs. Rehabilitation of the soul begins through self-affirmation. It is necessary for those around you to see that you are not only flawed in some way, but that you also stand out for the better and know how to make beautiful and useful things with your own hands. Therefore, the results of the creative work of children with disabilities we make it a subject of observation by exhibiting children's work at exhibitions of children's creativity in our rehabilitation department and at exhibitions on a city and national scale. This undoubtedly influences the increase in creative activity of those who watched and the increase in the prestige of the creative activity of those who are passionate about it.
The results allow you to clearly demonstrate the dynamics of the changes that have occurred and record progress. Positive dynamics of development in children in more than 80% of indicators.
Thus, based on observation and analysis of the results of rehabilitation, some results:
Children show improvement in graphic skills,
Children master basic arts and crafts skills, which contributes to the implementation of tasks corrections and compensation for their shortcomings;
They successfully carry out activities according to the model, according to the show;
Children have a desire for independent artistic creativity;
Children have a desire to bear their own work for everyone to see (participate in exhibitions of children's creativity);
Speech develops and vocabulary is enriched.
Acquired decorative skills work;
Children begin to distinguish and recognize types of artistic crafts;
Their emotional experiences are enriched and differentiated, and their sphere of interests and communication expands.
Developmental activities for disabled children with various delays in mental development
Classes are preceded by a comprehensive psychological and, if necessary, medical diagnosis to identify the individual characteristics of the child and the reasons for the delays in mental development.
A program of comprehensive medical and psychological rehabilitation is being developed based on the individual psychological characteristics of the child, health problems and the specifics of delays in mental development.
Classes are held with the child in the presence of parents, once a week, the duration of the lesson is 45 minutes. After each lesson, a set of homework is given so that the child, together with his parents or under their supervision, performs the appropriate exercises daily for 30-40 minutes. The total duration of classes is determined individually, depending on the pace of progress of the child.
The general purpose of the classes: preparing the child for education in a comprehensive school, enrollment in a comprehensive school. At the request of the parents, the child is provided with psychological support during the first year of study (sometimes two years) in the general education program.
Presenter: Yasyukova L.A.
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Group developmental classes for preschoolers (3-4 years, 5-6 years, 7-8 years). Development of abilities and intelligence in a playful way. We learn to communicate with peers; achieve results, be attentive. Development of imagination and memory. Role-playing games. -
Classes are preceded by a comprehensive psychological diagnosis to identify the child’s individual characteristics and the degree of development of primary school skills. Purpose of classes: development of conceptual thinking... -
The purpose of the classes: the development of intellectual operations, psychological abilities and personal qualities that ensure the full assimilation of the school curriculum. The training program is compiled taking into account individual psychological characteristics... -
Classes are preceded by a comprehensive psychological diagnosis to identify the individual characteristics of the child, the reasons for the delays in mental development, and the degree of formation of primary school skills... -
A program of comprehensive medical and psychological rehabilitation is being developed based on the individual psychological characteristics of the child, health problems and the specifics of delays in mental development...
Using light sensory room equipment when working with children with autism.
Introduction
Children diagnosed with autism require long-term correction, which can take place over several years. It is important when working with such children that parents participate in the correction. After establishing contact with the child, the use of the equipment can begin actively. And during the establishment of contact, the equipment is the environment in which the child adapts and gets used to the equipment and to the specialist - the psychologist. The equipment is large in size and bright in color, which is an additional incentive for the child to begin action or manipulation with this equipment.
1 lesson.
Target: development of the child’s emotional reactions.
Tasks:
Equipment: sensory trail, play path, play panel “hedgehog”.
Progress of the lesson:
It is necessary to develop certain rituals of classes:
1. The child is offered to enter the room along a sensory path to stimulate tactile sensations (foot therapy). After the child has learned to perform this action, the sensory path can be replaced with a play path, which creates additional inconvenience and causes emotional reactions in the child, and if difficulties arise, the psychologist offers the child help (extends his hand or verbally stimulates the child), which causes interaction between the child and psychologist.
2. The specialist and the child approach the “hedgehog” play panel. The psychologist invites the child to remove the elements of the picture (hedgehog, paws, bows). For the first time, the psychologist performs all the actions himself, verbally explaining his actions to the child. Then the psychologist invites the child to do the same actions, while always verbally explaining what the child is doing. During the lesson, the psychologist must constantly reward the child for any actions, stimulating further activity. Stimulation can be verbal (praise, approval, always emotional) and non-verbal (stroking on the back, head, arm). The child is always given time to tactilely explore the materials on the panel. At the same time, the psychologist explains what the child is taking and what expected emotions and feelings the child may experience at this time. The psychologist also pronounces the shape and color of the objects being studied. While studying the items, the psychologist also shows how else you can use the items in the set. For example, the bag contains items that can be used to massage the hands and forearms. First, the psychologist takes the child’s hands and shows how this can be done, then the child is asked to perform the massage on his own. After the objects have been studied, the psychologist puts together a picture on a panel, while analyzing his actions and the result (clearing, hedgehog). Then the child is asked to make a picture on his own, saying what the child is doing and what should happen as a result of his activity. After the actions performed, the psychologist shows an emotional reaction (joy, admiration), stimulating the child to similar reactions. Next, the child is offered a way out of the activity along a sensory trail or play path. The psychologist explains what happened during the lesson, emphasizing successes and achievements, asking whether he liked it and whether he will come again.
Lesson No. 2.
Target: development of the child’s emotional reactions and interaction skills.
Tasks:
1. Arouse interest in the activity being performed;
2. Stimulate the child’s reactions when interacting with a psychologist;
3. Cause the predominance of the child’s positive emotional reactions during the activity.
Equipment: sensory trail, play path, giant pyramid, “throw the ring” game complex, “Grasshopper” set.
Progress of the lesson:
The child enters the office along a sensory trail or footprints from the “Grasshopper” set. During the walk, the psychologist talks about what kind of padding the child is walking on and what he can feel when stepping on pads with different fillings. At the same time, the psychologist always offers help to the child by establishing tactile contact. If the child allows him to be taken by the hand, the psychologist can offer the child balls or balls of different sizes and also different to the touch. You can also use the rings from the “throw the ring” game set for this. You can massage your hands with balls. First, the psychologist massages the child, then invites the child to massage himself, while the psychologist talks through all the child’s actions and expected sensations, then the psychologist invites the child to massage the psychologist, which is an important element of interaction. At the same time, the psychologist encourages and emotionally stimulates all the child’s actions, emotionally approving, rejoicing for his actions.
Activities that can be offered to a child using rings from the “throw a ring” game complex. The psychologist takes the ring, looks through it at the child, and you can concentrate the child’s attention on yourself using a sound signal (“peek-a-boo,” “where am I,” and others). Then the child is asked to perform the same actions.
The pyramid is a giant. The psychologist shows the child and invites them to jointly disassemble the giant pyramid. In this case, the child’s actions are encouraged and discussed by the psychologist (the color of the rings they remove, the shape). After the pyramid is disassembled, the psychologist is asked to reassemble it in the same form as it was.
But first, the child is invited to look at the child in the rings of the pyramid, just as it was with the rings from the “throw a ring” set. If the child follows all the instructions, then the psychologist asks him to follow verbal instructions without a model, while the psychologist pronounces all the actions. If the child finds it difficult, the psychologist must show the action that the child should take. At the same time, all the child’s actions must be emotionally stimulated and verbally reinforced by a psychologist. .
Lesson No. 3
Target:
Tasks:
1. Arouse interest in the activity being performed;
2. Stimulate the child’s reactions when interacting with a psychologist;
Equipment: sensory trail, play track, table-bath for playing with water and sand
Progress of the lesson:
The child enters the lesson along a sensory path, immersing himself in the atmosphere of the lesson. Next, the psychologist takes the child’s hands and massages them using a pencil, drawing geometric shapes and doodles on the child’s palms and fingers, which causes a positive reaction in the child.
In this case, the psychologist pronounces the actions, then the child is asked to perform the actions independently, the psychologist pronounces the child’s actions. Then the child is asked to do the same in the hands of a psychologist. These actions are important during the lesson, as they indicate the child’s trust in the psychologist and readiness to interact. Next, the child is invited to move on to a play session with water and sand (elements of the aqua sand therapy set may vary depending on the age and interests of the child).
The psychologist gives the child the opportunity to study the properties of sand and water. The psychologist shows that water can be poured by collecting it in your palms, showing that it can flow through your fingers, if you slap it, it makes sounds, if you place your hand in water, it is visible, because... transparent The child is invited to do the same. If the child does not want to do this on his own, the psychologist takes the child’s hand and does this together with him, while talking through the child’s actions and possible sensations. It is important to observe the child’s emotional reactions, saying (you like it, it’s nice, the water is cold). The properties of sand are also being studied (it rustles, flows through your fingers, you can draw on it, you can hide your hand in it and not see it). Usually sand arouses great interest and the child spends a long time studying its properties, which allows the psychologist, by talking through the child’s actions, to observe his reactions during these actions. After the child has studied the properties of water and sand, you can offer the child the following task: hide in the sand using fingers, a brush (at the child’s request), pebbles or shells or buttons. First, the psychologist shows how this can be done, then invites the child to do it, saying that the object is not visible, we hid it, it can be found. After we have found the object, we are asked to do the same in a bath of water, while the psychologist says that the object is visible, that it is wet, that it is in the water, that it can be taken out. At the same time, all the child’s actions must be emotionally stimulated and verbally reinforced by a psychologist. After the end of the lesson, the child is invited to leave the lesson using a sensory path or a play path of his choice (it is important what choice the child makes - whether he repeats the path or changes his choice each time).
Lesson No. 4
Target: development of tactile sensations and the ability to act according to instructions
Tasks:
1. Arouse interest in the activity being performed;
2. Stimulate the child’s reactions when interacting with a psychologist;
3. Cause the predominance of positive emotional reactions of the child in the process of activity;
4. Development of fine motor skills of the hands
Equipment: sensory trail, play track, educational turtle
Progress of the lesson:
The child enters the lesson along a sensory path and immerses himself in the atmosphere of the lesson. Next, it is explained to the child that we came to visit the turtle. The psychologist, together with the child, studies the turtle, draws the child’s attention to where its eyes, head, what color they are, etc. Then the child is asked to show where the turtle’s “body parts” are. If difficulties arise, the psychologist takes the child’s hand and together with him shows those parts of the body that the psychologist names. Next, the psychologist shows that the turtle has different layers; the Sami chooses a simple one - clearing. First, the psychologist shows the child the actions that he must perform, for example: stick blue figures on blue, yellow figures on yellow, etc., then the psychologist suggests that the child do this independently, or together - if the child has difficulty. This task allows you to develop color discrimination, fine motor skills, and the ability to act according to the instructions of an adult. After all the color fields are filled, the psychologist invites the child to clean everything up and put things in order. This is an important element of the lesson, when after the game it puts everything in its place, which is evidence for the child that the lesson has been completed and that the child is helping an adult, which must be spoken out by a psychologist and supported by emotional reactions.
After the end of the lesson, the child is invited to leave the lesson using a sensory path or a play path, to choose from
Lesson No. 5
Target: development of tactile sensations, fine motor skills and color and shape differentiation
Tasks:
1. Arouse interest in the activity being performed;
2. Stimulate the child’s reactions when interacting with a psychologist;
3. Cause the predominance of positive emotional reactions of the child in the process of activity;
4. Development of fine motor skills of the hands
5. Create color differentiation
Equipment: sensory trail, play track, didactic turtle, play panel “hedgehog”.
Progress of the lesson:
After the end of the lesson, the child is invited to leave the lesson using a sensory path or a play path, to choose from
The psychologist explains what happened in the lesson, emphasizing successes and achievements, asking whether he liked it and whether he will come again.