Correctional and developmental program for children with Attention Deficit Hyperactivity Disorder "become attentive". The program of correctional and developmental classes "development of memory and attention"

State educational institution

higher professional education

"Oryol State University"

Faculty of Pedagogy and Psychology

Department of Psychological and Pedagogical Technology

Psychocorrection program

on development of attention

for older preschoolers.

"Young Travelers"

Prepared

4th year student 43 groups

Boryuk Ya.Yu.

Explanatory note

Lesson number 1 "Visiting the mouse"

Lesson number 2 "Visiting a squirrel"

Lesson number 3 "Visiting a bird"

Lesson number 4 "Visiting the dog"

Lesson number 5 "Visiting the ants"

Lesson number 6 "Visiting a bee"

Lesson number 7 "Visiting the bear"

Lesson number 8 "Visiting the chicken"

Lesson number 9 "Visiting a cat"

Lesson number 10 "Meet the bear"

Bibliography

Explanatory note

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

Tasks of the correctional program:

Develop volume, stability, switchability and distribution of attention.

Build concentration.

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

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

Stages of corrective work:

indicative stage- makes it possible to get to know the children, to establish contact with the group and with each child in it.

Corrective stage- directly corrective work, in this case - the development and correction of the main properties of attention. Specially selected games and exercises are used.

Final stage- consolidation, summing up the results of the work done .

This psycho-correction program is based on the following principles:

The principle of consistency of corrective, developmental and preventive tasks. This program is compiled taking into account the system of tasks of three levels:

• Corrective tasks are aimed at eliminating difficulties in the development of attention, its main properties. In this case, the work is aimed at forming the concentration of the child's attention, which, according to the results of diagnostics, is poorly developed in the child.

  Developmental tasks are aimed at developing the properties of attention and the skills of its effective use in the main activities of the child. This program is aimed at developing the volume, stability, switchability and distribution of attention, as well as their successful application in game classes and in other activities of a preschooler.

  Preventive tasks are aimed at preventing deviations in the formation of various properties of attention: volume, stability, concentration, switchability and distribution of attention; as well as the prevention and prevention of possible difficulties in the child's activities (playing, subject, educational, etc.). For this purpose, self-control in the child should be brought up so that after the correction program the child, by controlling his attention, could avoid difficulties.

The principle of unity of correction and diagnostics. Before drawing up a correctional program, a psychological diagnosis of the child was carried out. Based on the diagnosis, insufficient development of attention in a preschooler was revealed, which was taken into account when compiling the program. The work also includes games with a diagnostic nature to determine the dynamics of the development of attention in a child. Upon completion of the work, psychological diagnostics are again carried out in order to determine the effectiveness of the work carried out with the child and to draw up further recommendations.

The principle of priority correction of the causal type. In accordance with this principle, the priority goal of the correction is to eliminate the causes of difficulties and deviations in the development of the child. In this case, the reasons for the violation of attention are the increased motor activity of the child, distractibility, the inability to sit in one place for a long time. This correctional program is designed in such a way as to eliminate these reasons: the use of interesting visual material, the alternation of didactic and outdoor games, physical education and relaxation exercises.

The activity principle of correction. This program takes into account the leading activity of the preschooler - the game. Thus, the program selected games and game exercises on the development of the attention of the child.

The principle of taking into account the age, psychological and individual characteristics of the client. This program takes into account age features senior preschool age. At this age, there is a significant increase in concentration and stability of attention, the scope of attention expands. The development of voluntary attention is one of the most important further acquisitions, closely related to the formation of volitional qualities in a child. The work also takes into account the individual characteristics of the child, identified during the diagnosis of his cognitive and personal spheres.

The principle of the complexity of methods of psychological influence. This psycho-correction program uses various methods psychological impact: didactic games, outdoor games, drawing therapy, physical education, relaxation exercises

The principle of actively involving the closest social environment to participate in the correctional program. For the effectiveness of psycho-correctional influence, it is necessary to involve relatives of the child, teachers, etc. in the work. To this end, the program presents homework for the development of attention, which the child performs at home with relatives. (After classes No. 4, No. 8, No. 9).

The principle of relying on different levels of organization of mental processes. Given this principle, when drawing up a program, one should rely on the most developed mental processes. In this case, the child has a well-developed spatial orientation, memory. The paper focuses on their optimization and development of the main properties of attention through them.

The principle of programmed learning. The presented program consists of successive and interrelated stages of work: Orientation stage - provides an opportunity to get to know the children, establish contact with the group and with each child in it (Classes No. 1 and No. 2). Corrective stage - directly corrective work, in this case - the development and correction of the main properties of attention. Specially selected games and exercises are used (Classes No. 3 - No. 9). The final stage - consolidation, summing up the results of the work done (Lesson No. 10) .

The principle of complication. In this work, the proposed games and exercises gradually become more difficult with each lesson. For example, in the first lesson, children perform a simple drawing exercise "Blots", and in the second lesson - a more complex drawing exercise - "Color the soulmate".

Accounting for the volume and degree of diversity of the material. At the beginning of the program, classes are more focused on concentration. And then, when the child has learned this, it is proposed to master the rest of the properties of attention. The material of the classes is varied, which creates a favorable background for working with children.

Accounting for the emotional complexity of the material. To create a positive emotional background for classes and stimulation positive emotions for children, the program uses fairy-tale elements - travel. Also, at the end of each session, relaxation is carried out, which helps to relieve possible tension after the session.

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

Introduction- getting to know the children, greeting. Creating a favorable mood for further work.

Main part- conducting games and exercises for the development, formation and correction of the main properties of the attention of older preschool children.

Final part- Summing up the lesson, farewell to the group.

LESSON №1.

"Visiting the mouse"

Target: development of concentration of attention, orientation in space, establishing contact with the group.

Tasks:

Develop concentration.

Optimize orientation in space.

Create a positive emotional background for the lesson.

Cultivate respect for the outside world, patience.

To develop self-control in a child.

I . Introductory part.

Hello guys! Today we have an unusual activity. Our magical journey begins today. So, tell me, who are we going to visit today? (Shows a picture with a mouse). Well done! And where are we to go? Look, the dove brought us news, what is there? (Pulls out a note from under the paws of a painted dove and reads):

Gray mouse in mink

The floor is swept with a broom,

Finishes cleaning

And friends are welcome to visit.

So where does the mouse live? Fine! Now we know where to go - into the hole to the mouse! Let's line up like a train and hit the road.

(They pass by a train and sit on chairs in a circle)

II . Main part.

Here we come. Let's take a closer look at the home of the mouse and play the game "I see ..."

1. I see...

Target: Develop the child's attention, optimize orientation in space.

Game progress:

Participants, sitting in a circle, take turns calling the objects in the room, beginning each statement with the words: "I see ...". You cannot repeat the same subject twice.

Well done boys! Well, we looked at the mouse's house with you. Now let's show the mouse how much we know about it.

2. Freeze!

Target: development of attention, learning to respond quickly to sound signals.

Game progress:

Children walk like mice to the music. Suddenly, the music breaks off - the players must have time to freeze in the position in which the music stopped. Those who do not have time are out of the game. The music plays again, the children continue the game. They play until one person remains - he becomes the winner.

Well done boys! And now, before leaving, let's draw beautiful blots for the mouse. and belonging to...

Development program

"Development of the properties of attention of younger students"

Compiled by:

Bolenova N.V.

educational psychologist

MBOU secondary school No. 2, Rodniki

Rodniki, 2015

Explanatory note

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

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

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

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

Development of attention in the younger school age need to pay more attention. Primary school should become a school of attention. In this way, many problems of inattention, which entail poor academic performance and unwillingness of children to study at school, can be avoided. high school. The success of other mental processes also depends on attention.

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

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

Tasks:

Developing Sustained Attention

Developing concentrated attention

Strengthening the ability to distribute attention.

Expected results:

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

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

Implementation period: 2 months, 2 times a week.

The duration of the lesson is 30-35 minutes.

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

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

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

Thematic planning program "Development of attention of younger students"

.

3) Exercise "Restore the missing word."

4) Psychogymnastic exercise.

5) Exercise "Who is more attentive?"

6) Parting

Development of distribution, switching, concentration, attention span;

1) Greeting

2)

3) Exercise "Think of an object"

4) Psychogymnastic exercise "Rain"

5) Exercise "Examples and text"

6) Farewell

Development of stability, concentration, attention;

1) Greeting

2) Exercise "Fill in the gaps in words"

4) Exercise "Fly"

5) The game "Stay calm"

6) Farewell

Development of concentration of attention, spatial orientation

1) Greeting

3) Exercise "Graphic dictation"

5) The game "Deaf Phone"

6) Farewell

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

1) Greeting

2) Exercise "Coded examples"

3) Psycho-gymnastic exercise

4) The game "Four elements"

5) Exercise "6 squares"

6) Farewell

Development of stability, concentration, logical thinking

1) Greeting

2) The game "Hippo"

3) Exercise "find the letters"

4) Psycho-gymnastic exercise

5) Exercise "Code words"

6) Farewell

Development of concentration of attention, spatial orientation, visual memory

1) Greeting

2) Exercise "Mice hid in minks"

3) Psycho-gymnastic exercise

4) Exercise "Circle in a square"

5) The game "Head, floor, ceiling"

6) Farewell

1) Greeting

2) Exercise "Figure row"

3) The game "Search non-stop"

4) Psycho-gymnastic exercise

5) The game "Merry little men"

6) Farewell

Development of distribution, concentration of attention

1) Greeting

2) Exercise "Find words"

3) The game "Pick up the pencil"

4) Psycho-gymnastic exercise

5) Exercise "Find the figures"

6) Farewell

Development of concentration, switching attention

1) Greeting

2) The game "Ear-nose"

3) Exercise "My favorite fruit"

4) Psycho-gymnastic exercise

5) Exercise "Flies - Does not fly"

6) Farewell

Development of stability of attention, logical thinking

1) Greeting

2) Exercise "Remember the drawing"

3) Psycho-gymnastic exercise

4) Exercise "Attentive hands"

5) Farewell

Reflection of group members, repetition and consolidation of material

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

Annex 1

The program for the development of attention of younger students

Lesson 1

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

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

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

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

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

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

6) Farewell

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

1) Greeting

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

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

Word: COTTAGE.

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

The psychologist offers the children to list objects, for example, green. He asks to be careful not to repeat the names of objects.

4) Psycho-gymnastic exercise

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

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

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

6) Farewell

Lesson 3

1) Greeting

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

3) Psycho-gymnastic exercise

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

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

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

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

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

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

6) Farewell

Lesson 4

1) Greeting

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

3) Exercise "Graphic dictation",

4) Psycho-gymnastic exercise

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

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

6) Farewell

Lesson 5

1) Greeting

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

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

OS - MI =

TS + MK =
KO + VP =

MAA - MO =

Key:

3) Psycho-gymnastic exercise

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

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

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

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

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

6) Farewell

Lesson 6

1) Greeting

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

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

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

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

4) Psycho-gymnastic exercise

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

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

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

Words :

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

Key :

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

6) Farewell

Lesson 7

1) Greeting

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

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

3) Psycho-gymnastic exercise

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

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

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

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

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

6) Farewell

Lesson 8

1) Greeting

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

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

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

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

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

4) Psycho-gymnastic exercise

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

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

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

Poses:

6) Farewell

Lesson 9

1) Greeting

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

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

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

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

4) Psycho-gymnastic exercise

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

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

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

6) Farewell

Lesson 10

1) Greeting

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

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

3) Exercise "My favorite fruit"

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

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

4) Psycho-gymnastic exercise

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

5) Exercise "Flies - does not fly"

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

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

6) Farewell

Lesson 11

1) Greeting

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

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

Children draw pictures in their notebooks from memory.

3) Psycho-gymnastic exercise

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

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

5) Farewell

Lesson 12

Summarizing

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

Explanatory note.

The modern school makes high demands on future students. During the period of preschool childhood, the prerequisites for the educational activity of children are formed, there is a restructuring of perception, attention, thinking, and memory of children. These processes are transformed from involuntary into arbitrary ones.

The level of development of attention and memory largely determines the success of a child's education in school. Studying at school, he will need to perform tasks that require concentration of attention by volitional effort and memorization of the necessary information. Therefore, for future students, the development of voluntary attention is of great importance, which develops gradually with the development of its individual properties (volume, concentration, switching, stability) and voluntary memory, which develops as the child masters memorization techniques.

Thus, in order to prepare a child for a full-fledged educational activity, it is necessary to purposefully form in children the arbitrariness of mental functions.

The main goal of the program: development and correction of attention and memory.

Participants of the program are children 6-7 years old.

Children participating in the program are recruited into groups based on the results of diagnostics

(methods: “10 words”, “10 objects”, “Mediated memory”, “Correction test”, “Yes and no”, “Graphic dictation”).

The number of children is 6-8 people.

Number of classes -17, duration of classes-25 minutes.

Predicted result: in children who have completed a course of classes under this program

• increases concentration, switchability, stability of attention;
• the volume of verbal and visual memory increases;
• memorization techniques are formed;
• the level of development of semantic memory increases;
• independence in the performance of tasks is formed

When evaluating the results of work under this program, repeated diagnostics are carried out.

Exercises and games are presented in the applications.

Literature

1. Arkhipova I. A. Preparing a child for school. - Yekaterinburg, 2004.

2. Gavrina S. E., Kutyavina N, L. et al. Developing attention. - M., 2003.

4. Gutkina N. I. Psychological readiness for school. - St. Petersburg. , 2004

5. Zabramnaya S.D., Kostenkova Yu.A. Educational activities with children. M., 2001.
6.Osipova A.A., Malashinskaya L.I. Diagnostics and correction of attention.: a program for children aged 5–9 years. - M .: TC Sphere 2004 - 104 p.

7. Tikhomirova L. F. Development of cognitive abilities of children. - Yekaterinburg, 2003.

8. Uzorova O. V., Nefedova E. A. 350 exercises to prepare children for school. - M., 2003.

9. Fomina L.V. sensory development. Program for children aged (4) 5-6 years old. M., 2001.

Municipal budgetary educational institution

"Secondary school No. 8 of the city of Belovo"

I approve

__________________

Director of MOU secondary school No. 8

The working program of classes for the correction and development of attention of primary school students (grades 2-3)

2012-2013 academic year

Compiled

educational psychologist

Miftakhova N. N.

Discussed at the city MO Reviewed at the MS

Protocol No. 1 Protocol No. 1

08/31/2012 08/31/2012

Pronkina T.A. ______________ Zhurbich O.V.

Head of the MD Chairman of the MC

Compiler of the program: Miftakhova Natalya Nikolaevna.

The program is aimed at correcting and developing the attention of primary school students (grades 2-3).

The program is designed to work school psychologist with kids

8 - 9 years old.

Explanatory note 4

Thematic planning 6

Calendar - thematic plan 7

Keywords 9

References 10

Explanatory note

Attention is the focus and concentration of mental activity on something specific. Significant changes are observed in the qualitative characteristics of attention. At primary school age, the child's attention becomes arbitrary, but this does not happen immediately. For quite a long time, especially in the primary grades, the involuntary attention of children remains strong and competes with the voluntary. Along with this, certain properties of the child's attention develop, such as volume and stability, switchability and concentration, as well as voluntary attention.

The attention of students is one of the main conditions for the effectiveness of the educational process. In the process of training and education, activity and communication, the student develops the properties of attention, its types, stable combinations are formed, on the basis of which mindfulness is formed as a property of the individual. Insufficient level of development of attention and, as a result, the occurrence of deviations in the development of attention quite often acts as one of the leading signs that prevents not only the assimilation of knowledge, but also the formation of personality, underlies the failure of schoolchildren, especially in the lower grades. Learning tasks contain more new information, and the process of their execution requires more concentration. Unfortunately, in its form, the learning process is not always exciting and easy. And in order to cope with all this, you need to be able to manage your attention, subordinate it to your will.

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

Tasks:

· to form in the child the ability to control their activities; to develop the basic properties of attention;

· volume, distribution, concentration, stability, switching and selectivity;

· develop the main types of attention: auditory and visual.

Conduct form :

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

Before the beginning of the cycle and its end, the diagnosis of children is supposed.

Means of implementation : Classes are presented in the form of a block of exercises and games that contribute to the development of the basic properties of attention.

Form of occupation: each lesson consists of three parts: warm-up (1-2 exercises), main (2-3 exercises) and final (1-2 exercises).

Greetings and farewells of children are ritual in nature, can be modified and chosen by the children themselves.

Expected results:

Children will develop the ability to control their activities.

The basic properties of attention will develop.

The main types of attention will develop.

Thematic planning for 2, 3 classes.

Calendar - thematic plan.

Lesson 1. "Diagnostics".

Primary diagnostics of attention of children is carried out.

Lesson 2. "Let's get to know each other."

Create an atmosphere of psychological comfort in the group, relieve tension, get to know the leader with the children.

Lesson 3. “We notice everything!”

Development of concentration, volume and distribution of attention.

Lesson 4. "Figaro here, Figaro there."

train switching and distribution of attention.

Lesson 5. “The Steadfast Tin Soldier”.

Develop the volume, concentration and stability of visual and auditory attention.

Lesson 6. “Look, do not look.”

Train switching, distribution and selectivity of attention.

Lesson 7. “Summarize”.

Reflection of group members, repetition and consolidation of the material.

Lesson 8. "Diagnostics".

Monitoring.

Keywords.

1. Attention;

2. Types of attention;

3. Figaro;

4. acoustics;

5. Ritual;

6. Typewriter;

7. Element;

8. Tin soldier.

LITERATURE

1. Anufriev A. F. et al., How to overcome difficulties in teaching children, M., 2001

2. Valker D., Conflict Resolution Training for elementary school, St. Petersburg, 2001

3. Gavrina S. E. et al., Developing attention ( workbook), M., 2003

4. Working book of a school psychologist / ed. I. V. Dubrovina. - M., 1987

5. Samoukina N.V., Games at school and at home: psychotechnical exercises, and correctional programs. - M., 1993

6. Bityanova M. R. et al. The work of a psychologist in elementary school. - M.: Genesis, 2001. - 352 p.

7. Lokalova N. P. Lessons of psychological development in elementary school / / Primary school. - 1998. - No. 36. - With. 1 - 12.

8. Mayorova N.P. Poor progress. How to identify and eliminate its causes. - St. Petersburg: Knowledge, 1998. - 216 p.

9. Lubovsky DV Psychodiagnostic methods in work with students of 1-2 grades. - M., 2004

II . Development plan

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

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

Game "Dragon biting its own tail"

The goal is to relieve tension and stiffness.

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

The game "March to the corner!"

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

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

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

Lesson 2. “We notice everything!”

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

greeting ritual.

Exercise “What is missing?”

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

Game "Acoustics"

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

Game "Zoo"

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

Lesson 3. "Figaro here, Figaro there."

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

Exercise "Square"

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

Typewriter game

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

Exercise “Four Elements”

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

Farewell ritual.

Lesson 4. “Resistant tin soldier”

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

Exercise "Be Careful!"

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

Game “Mirror””

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

Exercise “Three Changes”

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

Lesson 5. “Look - do not look”

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

Exercise "Mathematician"

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

Exercise "Find the word"

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

Game "Day - night"

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

Lesson 6. “Summing up”

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

Tags: program , developmental lesson plan

Correctional and developmental lesson

SUBJECT:

Attention development program

Prepared by:

5th year student, group 502

Faculty of Psychology

correspondence department

Chelyabinsk 2009

Goal: developing the attention of younger students

1.Teach students how to develop attention;

2. Gaining knowledge about ways to develop attention.

3. Raising an attentive attitude to learning.

Program time:

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

– frequency of meetings: twice a week;

– number of participants: 12 - 15 people;

– age of participants: 8 years.

Materials: note paper, pen.

Lesson progress:

1. Organizational moment

2.Main part

3. The final part is getting feedback.

The program of corrective work

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

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

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

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

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

Principles of behavior of group members.

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

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

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

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

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

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

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

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

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

Meeting organizing principles.

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

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

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

4. The principle of objectification (comprehension) of behavior. In the process of training, the behavior of adolescents is transferred from an impulsive to an objective level, which allows making changes. The universal means of objectifying behavior is Feedback, that is, a reaction expressed in words or actions to the words, thoughts or actions of a person.

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

Organizing time

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

Main part

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

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

Exercise number 1 "Pictures-riddles"

Purpose: development of the properties of attention.

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

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

Exercise number 2 "Numbers"

The facilitator distributes forms with numbers.

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

Exercise number 3 "Four elements"

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

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

Exercise number 4 "Reflection"

Purpose: self-analysis of the lesson.

Students are invited to answer the following questions in their workbooks in writing: what did you like the most? What task was the most difficult? What would you like to do in the next lesson?

Lesson 2. "Developing attention"

Purpose: development of various properties of attention.

Exercise number 1 "Professions"

Goal: development of concentration.

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

Exercise number 2 "Vowels"

Purpose: training of selectivity of attention.

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