A complex of games and exercises for the correction of attention deficit disorder and hyperactive behavior of children of senior preschool age. Remedial classes for children with attention deficit disorder

Tasks and means of correction of children's hyperactivity.

Normalization of the situation in the child's family, his relationship with parents and other relatives. It is important to teach family members to avoid new conflict situations.

Achieve obedience in a child, instill in him accuracy, self-organization skills, the ability to plan and complete the work begun. Develop in him a sense of responsibility for his own actions.

To teach the child to respect the rights of the people around him, correct verbal communication, control his own emotions and actions.

Achieve self-esteem, self-confidence in the child by acquiring new skills, achieving success in school and everyday life.

It is necessary to determine the strengths of the child's personality in order to rely on them in overcoming the existing difficulties:

- Development of the child's attention (concentration, switchability, distribution);
- Training of psychomotor functions;
- Decreased emotional stress;
- Training of recognition of emotions by external signals;
- Teaching children expressive movements;
- Formation of moral ideas in children;
- Correction of behavior with the help of role-playing games.

When choosing games (especially mobile ones) and exercises for hyperactive children, it is necessary to take into account the following features of children:

- attention deficit
- impulsiveness
- very high activity
- inability to obey group rules for a long time, listen and follow instructions (focus on details),
- fast fatigue,
- in the game it is difficult for them to wait their turn and take into account the interests of others.

It is desirable to use games with clear rules that contribute to the development of attention.

Training of weak functions should also be carried out in stages.

Stage 1 - It is necessary to select such exercises and games that would contribute to the development of only one function. For example, games aimed at developing attention or games that teach a child to control their impulsive actions.
Stage 2 - The use of games that will help the child acquire the skills to control motor activity.
Stage 3 - Select games for training two functions at once.
Stage 4 - Move on to more complex forms of work on the simultaneous development (in one game) of all 3 functions.

In the home correction program for children with attention deficit hyperactivity disorder, the behavioral aspect should prevail:

1. Changing the behavior of an adult and his attitude towards a child:
- - show enough firmness and consistency in education;
- - remember that excessive talkativeness, mobility and indiscipline are not intentional;
- - control the child's behavior without imposing strict rules on him;
- - do not give the child categorical instructions, avoid the words "no" and "no";
- - build relationships with the child on mutual understanding and trust;
- - avoid, on the one hand, excessive softness, and on the other hand, excessive demands on the child;
- - react to the child's actions in an unexpected way (joke, repeat the child's actions, take a picture of him, leave him alone in the room, etc.);

Repeat your request with the same words many times;

- do not insist that the child must apologize for the misconduct;
- listen to what the child wants to say;
Use visual stimulation to reinforce verbal instructions.
2. Changing the psychological microclimate in the family:
- - give the child enough attention;
- - spend leisure time with the whole family;
- - do not quarrel in the presence of the child.
3. Organization of the daily routine and place for classes:
- - establish a solid daily routine for the child and all family members;
- Show your child more often how best to complete the task without being distracted;
- - reduce the influence of distractions during the child's task;
- - protect hyperactive children from long hours on the computer and watching television;
- - avoid as much as possible large crowds of people;
- - remember that overwork contributes to a decrease in self-control and an increase in hyperactivity;
- - Organize support groups of parents who have children with similar problems.
4. Special behavioral program:
- - come up with a flexible system of rewards for a job well done and punishments for bad behavior. You can use a point or sign system, keep a diary of self-control;
- - do not resort to physical punishment! If there is a need to resort to punishment, then it is advisable to use quiet sitting in a certain place after the act;
- - Praise your child more often. The threshold of sensitivity to negative stimuli is very low, so hyperactive children do not perceive reprimands and punishments, but are sensitive to rewards;
- - make a list of the child's responsibilities and hang it on the wall, sign an agreement for certain types of work;
- - educate children in the skills of managing anger and aggression;
- - do not try to prevent the consequences of the child's forgetfulness;
- - gradually expand the responsibilities, having previously discussed them with the child;
- - do not allow to postpone the execution of the task for another time;
- - do not give the child instructions that do not correspond to his level of development, age and abilities;
- - help the child to start the task, as this is the most difficult stage;
- Don't give multiple orders at the same time. The task that is given to a child with impaired attention should not have a complex structure and consist of several links;
- - explain to a hyperactive child about his problems and teach how to cope with them.

Remember that verbal means of persuasion, appeals, conversations are rarely effective, since a hyperactive child is not yet ready for this form of work.

Remember that for a child with attention deficit hyperactivity disorder, the most effective means of persuasion "through the body" will be:

- deprivation of pleasure, delicacy, privileges;
- a ban on pleasant activities, telephone conversations;
- reception of "off time" (isolation, corner, penal box, house arrest, early departure to bed);
- an ink dot on a child's wrist ("black mark"), which can be exchanged for a 10-minute sitting on the "penalty box";
- holding, or simple holding in "iron hugs";
- extraordinary duty in the kitchen, etc.

Do not rush to interfere in the actions of a hyperactive child with directives, prohibitions and reprimands. Yu.S. Shevchenko gives the following examples:

- if the parents of a preschooler are worried that every morning their child wakes up reluctantly, dresses slowly and is in no hurry to go to school, then you should not give him endless verbal instructions, rush and scold. You can give him the opportunity to receive a "life lesson". Having been late for school for real and having gained the experience of explaining with the teacher and the director of the school, the child will be more responsible for the morning preparations;
- if a 6-year-old child breaks the glass of a neighbor with a soccer ball, then you should not rush to take responsibility for solving the problem. Let the child explain himself to the neighbor and offer to atone for his guilt, for example by washing his car daily for a week. The next time, choosing a place to play football, the child will know that only he is responsible for his decision;
- if money has disappeared in the family, it is not useless to demand recognition of theft. Money should be removed and not left as a provocation. And the family will be forced to deprive themselves of delicacies, entertainment and promised purchases, this will certainly have its educational impact.
- if the child has abandoned his thing and cannot find it, then you should not rush to help him. Let him search. Next time he will be more responsible with his things.

Remember that after the punishment suffered, positive emotional reinforcement, signs of "acceptance" are needed. In the correction of the child's behavior, the technique of the "positive model" plays an important role, which consists in the constant encouragement of the desired behavior of the child and ignoring the undesirable. A necessary condition for success is the understanding of the problems of their child by parents.

Remember that it is impossible to achieve the disappearance of hyperactivity, impulsivity and inattention in a few months and even in a few years. Signs of hyperactivity disappear as they grow older, and impulsivity and attention deficit may persist into adulthood.

Remember that attention deficit hyperactivity disorder is a pathology that requires timely diagnosis and complex correction: psychological, medical, pedagogical. Successful rehabilitation is possible provided that it is carried out at the age of 5-6 years.

Computer games are extremely attractive to children. If you observe elementary health hygiene and allow the child to play no more than 30 minutes a day, then it is quite possible to use computer games to develop various attention properties.

In each game, only one single function is trained - this is the golden rule, which must be observed in computer games and in ordinary outdoor games for ADHD children. It is also difficult for an adult to simultaneously train and monitor, for example, 3 functions: restraint, concentration and perseverance. Therefore, only one functional feature is trained at a time.

The need for training. The concentration of attention, its stability and intensity, as well as memory and the ability to foresee the results of one's activities, should be trained from childhood, without putting it off. For this, special mobile, group and computer educational games are used.

Neuro psychological correction children with attention deficit hyperactivity disorder

Neuropsychological correction of children with attention deficit hyperactivity disorder should include:

- stretch marks,
- breathing exercises,
- oculomotor exercises,
- exercises for the tongue and jaw muscles,
- cross (reciprocal) bodily exercises,
- exercises for development fine motor skills hands,
- relaxation and visualization exercises,
- functional exercises,
- exercises for the development of the communicative and cognitive sphere,
- exercises with rules.

Stretching normalizes hypertonicity and hypotonicity of muscles. Tone optimization is one of the most important tasks of neuropsychological correction. Any deviation from the optimal tone is both a cause and a consequence of the changes that have arisen in the mental and motor activity of the child, which negatively affects the general course of his development. The presence of hypotension is usually associated with a decrease in the mental and motor activity of the child, with a high threshold and a long latent period for the occurrence of all reflex and voluntary reactions.

Hypotension is combined with slow switching of nervous processes, emotional lethargy, low motivation and weakness of volitional efforts.

The presence of hypertonicity is manifested in motor restlessness, emotional lability, sleep disturbance. Such children are characterized by a lag in the formation of voluntary attention, differentiated motor and mental reactions, which gives psychomotor development a kind of unevenness and can provoke the occurrence of attention deficit hyperactivity disorder.

All motor, sensory and emotional reactions to external stimuli in a hyperactive child arise quickly, after a short latent period, and fade away just as quickly. These kids have a hard time relaxing. That is why at the very beginning of classes, the child needs to be allowed to feel his own tone and show options for working with him using the most illustrative and simple examples.

The regulation of muscle tone strength should take place in accordance with the laws of development of movements: from the head and neck to the lower extremities (cephalocaudal law), from the neck and shoulders to the hands and individual fingers, and, accordingly, from the knees to the toes (proximodistal law).

Breathing exercises improve the rhythm of the body, develop self-control and arbitrariness. The only rhythm that a person can voluntarily control is the rhythm of breathing and movement. Neuropsychological correction is based on the automation and rhythm of the child's body through basic multi-level techniques. Violation of the rhythm of the body (electrical activity of the brain, breathing, heartbeat, intestinal motility, pulsation of blood vessels, etc.) will certainly lead to a violation mental development child. The ability to voluntarily control breathing develops self-control over behavior. Breathing exercises are especially effective for correcting children with attention deficit hyperactivity disorder.

It is best to start practicing breathing exercises from the exhalation stage, after which, after waiting for a natural pause in the breathing cycle and waiting for the moment when the desire to inhale appears, take a deep breath with your mouth or nose so that there is a pleasant, light, stress-free feeling of inhalation. You need to carefully monitor that the diaphragm moves and the shoulders remain calm, although with a deep breath the upper part of the chest will definitely move.

At the stage of mastering deep breathing, the child is also invited to put his hand on the area of movement of the diaphragm, feeling how the hand rises on inhalation, and falls down on exhalation.

Breathing (its various stages) can be combined with a variety of eye and tongue exercises. An effective technique is to connect to breathing exercises visual and sensory system ("inflating" colored balls in the abdomen, "inhaling" sunlight and golden energy, etc.).

Oculomotor exercises allow you to expand the field of view, improve perception. Unidirectional and multidirectional movements of the eyes and tongue develop interhemispheric interaction and increase the energization of the body. It is known that multidirectional eye movements activate the learning process. The fact is that many cranial nerves coming from the medulla oblongata, including trigeminal, facial, abducent, oculomotor and trochlear, connect to the eye. They activate the movement of the eyeball in all directions, contract or relax the muscles of the pupil to regulate retinal vibrations, and change the shape of the lens in order to see near and far. In a 3D environment, the eyes are in constant motion, gathering sensory information and building the complex pattern of images needed for learning. The brain combines them with other sensory information to build a visual perceptual system. Three-dimensional visual perception is a prerequisite for successful learning. Unfortunately, two-dimensional space (a book, a table, a notebook, a computer, etc.) is most often used in educational activities, which significantly reduces the quality of education.

Most of the motor (motor) cortex is involved in the muscular movements of the larynx, tongue, mouth, jaw, and eyes that form speech.

Corrective movements of the body and fingers ensure the development of interhemispheric interaction, the removal of synkinesis and muscle clamps. In addition, the development of "feeling" one's body contributes to the enrichment and differentiation of sensory information from the body itself (additional body afferentation). It is known that the center of fine motor coordination is the frontal lobe of the brain, which is also responsible for internal speech and self-control.

Below are some exercises:

Lesson 1.

Exercises for the development of fine motor skills of hands. Purpose: development of interhemispheric interaction.

"Ring".

"Fist-rib-palm".

Functional exercise "Listen to silence".

Purpose: the formation of arbitrary regulation of one's own activity, the development of auditory gnosis. I.p. - sitting on the floor. Close your eyes and consistently listen to the sounds on the street outside the window, then in the room, your breathing, heartbeat.

Functional exercise with the rules "Bonfire".

Purpose: the formation of attention and arbitrary regulation of one's own activity. Children sit on the carpet around the "bonfire" and follow the instructions of the instructor. At the command (verbal instruction) “it’s hot”, the children should move away from the “fire”, at the command “hands are frozen” - stretch their hands to the “fire”, at the command “oh, what a big fire” - stand up and wave their hands, at the command “sparks flew" - clap your hands, at the command "the fire brought friendship and fun" - join hands and walk around the "fire". The game is then played with the lead child.

Functional exercise "The sea is worried ...".

Purpose: development of concentration of attention and motor control, elimination of impulsivity. Children are invited to move intensively around the room, taking various poses. The instructor says the rhyme:

The sea is worried - time!

The sea is worried - two!

The sea is worried - three!

Marine figure - freeze!

Children freeze in one of the poses. At the command of the instructor "Otomri!" the exercise continues.

Relaxation "Pose of rest".

Purpose: mastering and fixing the posture of rest and relaxation of the muscles of the hands. It is necessary to sit closer to the edge of the chair, lean on the back, put your hands freely on your knees, legs slightly apart. The formula of general rest is pronounced by the instructor slowly, in a quiet voice, with long pauses.

Everyone can dance

jump, run, draw,

But not everyone is able to

Relax, rest.

We have a game like this

Very light, simple

Movement slows down

Relieves stress...

And it becomes clear

Relaxation is nice!

Lesson 2.

1. Stretching "Rays".

I.p. - sitting on the floor. Alternate tension and relaxation:

- neck, back, buttocks;
- right shoulder, right arm, right hand, right side, right thigh, right leg, right foot;
- left shoulder, left arm, left hand, left side, left thigh, left leg, left foot.
2. Breathing exercise.

I.p. - sitting on the floor. Inhale, pause, exhale, pause. The child is invited to vocalize on the exhale, singing individual sounds ("a", "o", "u", etc.) and their combinations.

Movements are performed at a slow pace (from 3 to 7 seconds) with fixation in extreme positions; moreover, the retention should be equal in duration to the previous movement. When practicing oculomotor exercises, it is recommended to use any bright objects, small toys, etc. to attract the child's attention. At the beginning of mastering these exercises, the child must follow the object being moved by an adult, and then move it independently, holding it first in the right, then in the left hand, and then with both hands together. Those areas in the child's field of vision where the "slip" of the gaze occurs should be given additional attention, "drawing" them several times until the hold becomes stable.

Exercise "Ring".

Alternately and as quickly as possible, the child goes through the fingers, connecting the index, middle, etc. into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At the beginning, the technique is performed with each hand separately, then together.

The child is shown three positions of the hand on the floor plane, successively replacing each other. The palm is on the plane, the palm is clenched into a fist, the palm is on the edge of the floor, the palm is straightened on the floor. The child performs the test together with the instructor, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or in case of difficulties in performing, the instructor offers the child to help himself with commands ("fist-rib-palm"), spoken aloud or to himself.

Exercise "Lezginka".

5. Functional exercise "My triangular cap" (an old game).

Purpose: development of concentration of attention and motor control, elimination of impulsivity. Participants sit in a circle. Everyone in turn, starting with the leader, pronounce one word from the phrase:

"My cap is triangular,

My triangular cap.

And if not triangular,

That is not my hat."

Then the phrase is repeated, but the children who fall out to say the word "cap" replace it with a gesture (a light clap on the head with the palm of their hand). Then the phrase is repeated once more, but two words are replaced with gestures: the word "cap" (a light clap on the head with the palm of your hand) and "my" (point to yourself). When repeating the phrase for the third time, three words are replaced by gestures: "cap", "mine" and "triangular" (image of a triangle with hands).

6. Cognitive exercise "Bowl of kindness" (visualization).

Purpose: emotional development. I.p. - sitting on the floor. Instructor: "Sit comfortably, close your eyes. Imagine your favorite cup in front of you. Mentally fill it to the brim with your kindness. Imagine next to another someone else's cup, it is empty. Pour into it from your cup of kindness. Next to it is another empty cup, more and more ... Pour kindness from your cup into empty ones. Do not be sorry! Now look into your cup. Is it empty, full? Add your kindness to it. You can share your kindness with others, but your cup will always remain full. Open your eyes Calmly and confidently say: "It's me! I have such a cup of kindness!"

7. Cognitive exercise "Visualization of color".

Purpose: development of interhemispheric interaction. I.p. - sitting on the floor. Children are invited to fill the brain with any color (red, blue, green) of their choice. The focus should be on keeping the color clear and pure. You can concentrate on the similarity or difference of colors, then they will become clearer. For each color, you can choose a bodily pose that will help visualize the color.

8. Relaxation "Cams".

Purpose: mastering and fixing the posture of rest and relaxation of the muscles of the hands. I.p. - sitting on the floor. Instructor: "Squeeze your fingers into a tight fist. Put your hands on your knees. Squeeze them very, very hard so that the bones turn white. Hands are tired. Relax your hands. Rest. Inhale - pause, exhale - pause!This and each subsequent exercise is repeated 3 times

Hands on my knees

fists clenched,

Strong, tense

Fingers pressed (squeeze fingers).

We squeeze our fingers harder -

Let go, let go.

(It is easy to pick up and drop a relaxed hand.)

Know, girls and boys,

Resting our fingers.

Lesson 3.

1. Stretching.

The child is invited to sit comfortably, close his eyes and focus on his body; perform 3-4 cycles of deep breathing at an individual pace, paying attention only to breathing. Then he should strain the whole body as much as possible, after a few seconds, release the tension, relax; do the same with each part of the body (the instructor calls the parts of the body in turn, stopping at each segment separately - right arm, left arm, neck, chest, back, abdomen, lower back, right leg, left leg); by the posture of the child and the "wave" of his breathing, you can easily determine the "squeezed" places.

It is necessary to teach the child to listen to his body and additionally work with tense areas of the body, for example, make a few slow circular movements of the head or “stretch” the calves, etc.

2. Breathing exercise.

I.p. - sitting on the floor. Breathing only through the left, and then only through the right nostril (at the same time, the thumb of the right hand is used to close the right nostril, the remaining fingers look up, and the little finger of the right hand is used to close the left nostril). Breathing is slow, deep.

Breathing only through the left nostril activates the work of the right hemisphere of the brain, promotes calm and relaxation.

Breathing only through the right nostril activates the work of the left hemisphere of the brain, contributes to the solution of rational problems.

3. Eye movement exercise.

I.p. - sitting on the floor. The head is fixed. The eyes look straight ahead. The development of eye movements continues in four main (up, down, right, left) and four auxiliary directions (diagonally); bringing the eyes to the center.

4. Exercises for the development of fine motor skills of the hands.

I. p. - sitting on the floor.

Exercise "Ring".

Exercise "Fist-rib-palm".

Exercise "Lezginka".

The child folds his left hand into a fist, puts his thumb aside, turns the fist with his fingers towards himself. With the right hand, with a straight palm in a horizontal position, touches the little finger of the left. After that, he simultaneously changes the position of the right and left hands for 6-8 position changes. It is necessary to achieve a high speed of change of positions.

Exercise "Ear-nose".

Grasp the tip of the nose with your left hand, and the opposite ear with your right hand. Simultaneously release the ear and nose, clap your hands, change the position of the hands "exactly the opposite."

5. Functional exercise "Teapot with a lid".

Purpose: development of concentration of attention and motor control, elimination of impulsivity. Participants sit in a circle. Each of them sings a song, accompanying it with certain manual gestures:

"Teapot (vertical movements with the edges of the palms).

Lid (the left hand folds into a fist, the right hand makes circular movements over the fist with the palm).

Lid - knob (vertical movements with fists).

There is a hole in the bump (the index and thumb of both hands make rings).

Steam comes out of the hole (spirals are drawn with index fingers).

Steam go - a hole,

hole in the stump,

lid cap,

The lid is a teapot.

With the subsequent repetition of the song, one word must be changed to "Gu-gu-gu", the gestures are preserved: "Gu-gu-gu - cap, etc."

6. Functional exercise "Turtle".

Purpose: development of motor control. The instructor stands at one wall of the room, the players at the other. At the signal of the instructor, the children begin to slowly move towards the opposite wall, depicting little turtles. No one should stop and rush. After 2-3 minutes, the instructor gives a signal by which all participants stop. The one who is the last one wins. The exercise can be repeated several times. Then the instructor discusses with the group the difficulties in performing the exercise.

7. Cognitive exercise "Movement".

Purpose: the formation of motor memory. The instructor offers the children several consecutive movements (dance, gymnastic, etc.). Children should repeat them as accurately as possible and in the same sequence.

8. Relaxation "Deers".

Look: we are deer,

The wind is blowing towards us!

The wind died down

Straighten your shoulders

Hands on your knees again.

And now a little lazy...

Hands are not tense

And relaxed.

Know, girls and boys,

Rest your fingers!

Breathe easily, evenly, deeply.

Exercise "Palms" (warm-up). Starting position: stand up straight, show your palms to the "viewer", while lowering your elbows, do not take your hands far from the body - the psychic's pose.

Take a short, noisy, active breath through your nose and at the same time clench your palms into fists (grasping movement). Hands are motionless, only palms are compressed.

Immediately after an active inhalation, the exhalation leaves freely and easily through the nose or through the mouth. At this time, we unclench our fists.

Again they “sniffed” with their noses (soundingly, all over the room) and at the same time clenched their palms into fists. And again, after a noisy inhalation and clenching the palms into fists, the exhalation leaves freely, we unclench our fingers, relax our hands for a moment.

Do not spread your fingers while exhaling. They relax just as freely after contraction, as well as exhalation, it leaves absolutely freely after each breath.

In our breathing exercises, it is very important to learn not to think about exhalation! Only inhalation is active, exhalation is passive. Do not hold air in your chest and do not push it out. Do not interfere with the body to release the "waste" air.

After taking 4 short noisy breaths through the nose (and, accordingly, 4 passive exhalations), pause - rest for 3-5 seconds. In total, you need to perform 24 times 4 short noisy breaths.

The norm is 96 breaths. This is the so-called Strelnikovskaya "hundred".

On the second or third day of training, you can do not 4 breaths in a row without stopping, but 8 or even 16 times, and after a few days - already 32 breaths without a pause.

The respiratory movements in Strelnikov's gymnastics are grouped not by 5 or 10, as usual, but strictly by 8. So we say: 8 respiratory movements - one "eight", 16 respiratory movements - two "eights", 24 respiratory movements - three "eights" , 32 respiratory movements - four "eights". You need to count, of course, only mentally, and not out loud. If you often lose count and need, for example, to take 32 breaths in a row (only with a good workout!), I advise you to resort to such a simple trick. Having mentally counted up to eight, i.e. after taking 8 breaths-movements, "take note" of one corner of the room. After taking 8 more noisy breaths-movements, look at the next corner of the room. Performing the remaining 2 "eights" alternately look at the other 2 corners. Thus, doing 4 times 8 respiratory movements, i.e. 32 breaths, take note for each "eight" of any of the four corners of the room in which you are doing Strelnikov's gymnastics.

After taking 32 breaths, stop and rest for 3-5 seconds (rest if you want, up to 10 seconds). You can put a match in front of you. Matches will play the role of those "memory knots" with which it is convenient to count "thirty" (i.e., cycles of 32 breaths-movements). Having made 32 more breaths-movements without stopping (counting the corners of the room mentally with each "eight"), stop again, rest for 3-5 seconds and put the next match in front of you. At the end of the third "thirty" you will already have 3 matches in front of you. That's all - 96 respiratory movements are completed. Strelnikovskaya "hundred" worked out!

If you move on to a new exercise - continue to lay out a match for each "thirty". Ideally, each Strelnikovskaya gymnastics exercise should be performed in 3 sets of 32 breaths with pauses between sets. Gymnastics "palms" can be performed while sitting

4 breaths-movements - 24 times

Or 8 breaths-movements - 12 times

Or 16 breaths-movements - 6 times

Or 32 breaths-movements - 3 times

Exercise "Carriers" Starting position: stand up straight, press the hands clenched into fists to the belt. At the moment of a short noisy breath with your nose, forcefully push your fists to the floor, as if pushing yourself up from it or dropping something from your hands. At the same time, during the push, the fists are unclenched.

At the moment of inhalation, the shoulders tense up, the arms stretch into a string (stretch to the floor), the fingers spread wide.

As you exhale, return to the starting position: the hands are again on the belt, the fingers are clenched into fists - the exhalation is gone. Taking the next noisy short breath, again sharply push your fists to the floor with force, and then return to the starting position - the exhalation leaves on its own through the nose or through the mouth. If, when exhaling, you release (exactly release, not push out!) Air through your mouth, then do not open your mouth wide. When exhaling, the lips are slightly unclenched (at the moment of inhalation they are slightly compressed) - the air leaves absolutely passively. In a row, you need to take 8 breaths-movements without stopping. Then rest (pause) - 3-5 seconds and again 8 breaths-movements. This exercise can be done sitting or even lying down. If your hand is injured, use one good hand. Gradually, very carefully, every day of training, begin to include the sore arm in the work. Over time, it will develop.

12 times 8 breaths-movements

Or 6 times 16 breaths-movements

Or 3 times 32 breaths-movements

Exercise "Pump" ("inflating a tire") Starting position: stand up straight, hands down. Slightly lean down to the floor: the back is round (not straight), the head is lowered (looks down at the floor, do not pull or strain your neck, arms are lowered down). Take a short, noisy breath at the end point of the bow ("smell the floor"). Slightly rise, but do not straighten completely - at this moment, exhalation through the nose or through the mouth is absolutely passive.

Bend over again and at the same time take a short noisy breath. Then, as you exhale, straighten up slightly, releasing the air through your nose or through your mouth. Make 8 bows-breaths in a row, then stop, rest for 3-5 seconds - and again 8 bows-breaths. Norm - 12 times for 8 breaths. In total - 96 breaths - Strelnikov's "hundred". You can also perform 16 breaths-movements, then a pause of 3-5 seconds and again 16 breaths-bows. In this case, the required 96 breaths-movements are divided into 6 approaches with pauses between them. As a result, all the same 96 respiratory movements will be obtained. After 2-3 days of daily training (and for some people even after a longer period of time), you can already do not 16 breaths-movements, but 32 each. Then rest - 3-5 seconds and again 32 breaths-movements without stopping. And so 3 times. In total - 96 movements ("hundred"). To whom it is difficult, let him do only 8 breaths-movements without stopping. Practice this for 1-2 weeks, and when you feel better, you can try to increase the number of breaths performed in 1 approach to 16, and in the long term - up to 32 movements.

This exercise is similar to inflating a tire, you need to try to do it easily, without any extra effort and tension in the lower back. In severe condition, this exercise can be performed while sitting. There are also restrictions. In case of injuries of the head and spine, with displacements of the intervertebral discs and vertebral hernias, with long-term osteochondrosis and sciatica, with increased arterial, intracranial and intraocular pressure, with stones in the liver, kidneys and bladder, myopia of more than 5 diopters, in no case do not bend low ! The hands at the time of the bow should fall only to the knees, not lower. And I repeat: do not strain! "Inflate the tire" easily and simply in the rhythm of a combatant army step. You may experience lower back pain after your first workout - don't worry! Continue to train, but very carefully, given the above restrictions. And of course, do only 8 breaths-movements in a row without stopping. Gradually, the pain will recede, and your lower back will stop bothering you.

Rules for the use of breathing exercises by A. N. Strelnikova
Rule one: the more natural the breath, the more effective it is. Inhalation is the root cause, and exhalation is the result of this root cause. What is the point of training the investigation, as European and yoga breathing exercises recommend? It is enough to train inhalation, while exhalation is restored by itself, and the first should always be stronger than the second. “The stronger the wave hit the shore,” said A. Strelnikova, “the farther it rolls back, the harder the ball hits the wall, the farther it will fly away. ". The grossest mistake is the desire to capture as much air as possible by holding the breath. What is needed is not a voluminous, but an energetic, emotional breath, due to instinct (and not reason), helping out a person in an extreme situation. When taking a breath, it makes no sense to inflate with all your might, it is harmful.

Rule Two: do not think about exhalations, after inhalation they should occur spontaneously and preferably through the mouth, not the nose. Do not stimulate the exhalations, but do not interfere with them either. In addition, if we exhale all the air with active forced exhalations, our airways will "glue" and dry up, like algae pulled out of water. When exhaling, the well-known laws of mechanics work. So, it is impossible to pump up a spike according to the principle of “passive inhalation - active exhalation”. It is also impossible to fill the respiratory tract with air.

Therefore, train short, frequent active breaths, rhythmically and easily, naturally, like tires, pumping up the lungs. And it should be remembered: the more active, noisier the inhalation, the easier and more imperceptibly the arbitrary exhalation turns out.
Rule three: respiratory gymnastics helps to restore the natural mobility of our body due to the harmonious combination with inhalation of a number of exercises "prompted by the instinct of self-preservation." It turns out that the body takes and restores its energy by contracting. In accordance with this, A. N. Strelnikova developed various exercises for the body synchronous with inhalations. “Without them, there is no breath, just as there is none without movements - light, harmonious, elegant. There is still enough oxygen for everyone,” she said, “so it’s not necessary to wave and rake your arms, push your elbows.

It is better to collectively engage in breath-movements when a single energy field is created. Inhaled - and ready for resistance and struggle, the system of attack on the disease turned on. Angry at her, at your weakness, weakness and worthlessness, doing gymnastics, resist! And ailments will recede if you realize that health is a priceless natural gift that needs to be preserved.

Where to begin?

The initial gymnastics complex consists of 3 exercises - “palms”, “epaulettes”, “pump”. They improve nasal breathing and simultaneously activate the immune system.

To feel the effect, you need at least a month of daily exercises with “palms”, “chauffeurs” and “pump”.

How to organize classes.

Everyone can do Strelnikovskaya gymnastics: children from the age of 4 (when they can understand what they want from them), adults - without age restrictions. No special training room is required. It would be better to study at an open window or in nature, but this is not necessary. Contraindications. The only serious contraindication for exercise is internal bleeding.

How it's done?

You only need to count in eights. In order not to lose count, you can put off a match after each “eight” (the whole complex = 12 matches). As the complex is mastered, four "eights" are combined, and Strelnikov's "thirty" is obtained. The full norm is three “thirty” of each exercise. Rest - from 3 to 10 seconds after every 32 healing breaths-movements. At the beginning of classes, if it is hard to take 32 breaths without stopping, you can take a timeout for 3-5 seconds after every 8 or 16 breaths. You need to perform the whole complex (and not several series of one exercise). If you feel unwell, you can do it not twice a day (this is a mandatory norm), but more often: the endowment will come faster. One lesson should take no more than half an hour. But if time is short, instead of three "thirty" you can limit yourself to one - it will take no more than 10 minutes. At the very beginning of training, slight dizziness is possible. You don't need to be afraid. In this case, it is better to sit down and do the exercises while sitting.

Please remember!

The exhalation should go through the nose or through the mouth after each inhalation through the nose. In no case should you hold or, conversely, push out the air. Inhalation is extremely active, exhalation is absolutely passive. You only need to think about the breath; if you think about exhalation, you can immediately lose the rhythm of breathing. Strelnikova said in her lessons: “Play an acting sketch: it smells of burning, anxiety!” After all, sniffing where the smoke comes from, no one thinks about exhaling - everyone draws in panic noisily, takes in air, “sniffs” it. Inhale-“sniff” is done with closed lips. It is impossible to specifically compress the lips at the moment of inhalation. They close as if by themselves, freely and naturally. Helping to inhale with the muscles of the face (grimacing) is a forbidden technique. It is impossible at the moment of inhalation to raise the palatine curtain, send air deep into the body, while sticking out the stomach. The shoulders are not involved in the act of breathing. And if at the moment of inhalation they still rise, do the exercises in front of the mirror, trying to keep your shoulders calm at least this way.

Correctional classes for children with the syndrome

attention deficit and hyperactivity.

Lesson 1

Stretch "Half"

Purpose: optimization of muscle tone.

I.p. - sitting on the floor. General body tension. Relaxation. Tension and relaxation along the axes: top-bottom (tension of the upper half of the body, tension of the lower half of the body), left-sided and right-sided (tension of the right and then the left halves of the body), tension of the left arm and right leg, and then the right arm and left leg.

2. Breathing exercise.

Purpose: the development of arbitrariness and self-control, the rhythm of the body.

I.p. - sitting on the floor. Inhale. Children are invited to relax the abdominal muscles, start inhaling, inflating a balloon in the stomach, for example, red (colors must be changed). Pause (hold breath) Exhale. Children are encouraged to draw in the stomach as much as possible. Pause. Inhale. When inhaling, the lips are stretched out with a tube and “drink” the air with noise.

3. oculomotor exercise.

I.p. - sitting on the floor. The head is fixed. The eyes look straight ahead. The development of eye movements begins in four main (up, down, right, left) and four auxiliary directions (diagonally); bringing the eyes to the center. Each of the movements is made first at arm's length, then at the distance of the elbow and, finally, near the bridge of the nose. Movements are performed at a slow pace (from 3 to 7 seconds) with fixation in extreme positions; moreover, the retention should be equal in duration to the previous movement.

When practicing oculomotor exercises, it is recommended to use any bright objects, small toys, etc. to attract the child's attention. At the beginning of mastering these exercises, the child must follow the object moved by the adult, and then move it independently, holding first in the right, then in the left hand, and then with both hands together. Those areas in the child's field of view where the gaze "slips" should be given additional attention, "drawing" them several times until the hold becomes stable.

Exercises for the development of fine motor skills of the hands "Ring".

I.p. - sitting on the floor alternately and as quickly as possible, the child goes through the fingers, connecting the index, middle, etc. into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. First, the technique is performed with each hand separately, then together.

“Fist-rib-palm.” The child is shown three positions of the hand on the floor plane, successively replacing each other. The palm is on the plane, the palm is clenched into a fist, the palm is on the edge of the floor, the palm is straightened on the floor. The child performs the test together with the instructor, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or in case of difficulties in performing, the instructor offers the child to help himself with commands

5. Functional exercise "Listen to the silence."

Purpose: the formation of arbitrary regulation of one's own activity, the development of auditory gnosis.

I.p. - sitting on the floor. Close your eyes and consistently listen to the sounds on the street outside the window, then in the room, your breathing, heartbeat.

6. Functional exercise with the rules "Bonfire".

Purpose: the formation of attention and arbitrary regulation of one's own activity. Children sit on the carpet around the "bonfire" and follow the instructor's appropriate command. At the command (verbal instruction) “hot”, the children should move away from the “fire”, at the command “hands are frozen” - stretch their hands to the “fire”, at the command “oh, what a big fire” - stand up and wave their hands, at the command “sparks flew" - clap your hands, at the command "the fire brought friendship and fun" - hold hands and walk around the "bonfire". The game is then played with the lead child.

7. Functional exercise "The sea is worried ...".

The sea is worried - time! The sea is worried - two! The sea is worried - three! Marine figure - freeze! Children freeze in one of the poses. At the command of the instructor, “die!” the exercise continues.

8. Relaxation "Pose of rest".

Everyone knows how to dance, Jump, run, draw, But so far not everyone knows how to Relax, rest. We have a game like this - Very easy, simple, Movement slows down, Tension disappears ... And it becomes clear - Relaxation is pleasant!

Lesson 2

1. Stretching "Rays".

I.p. - sitting on the floor. Alternate tension and relaxation: neck, back, buttocks; right shoulder, right arm, right hand, right
side, right thigh, right leg, right foot; left shoulder, left arm, left hand, left side, left thigh, left leg, left foot.

2. Breathing exercise.

And. p. - sitting on the floor. Inhale, pause, exhale, pause. The child is invited to vocalize on the exhale, singing individual sounds (“a”, “o”, “u”, etc.) and their combinations.

3. Eye movement exercise. Same. And . p. - sitting on the floor.

4. Exercises for the development of fine motor skills of the hands. I.p. - sitting on the floor.

"Ring".

"Fist-rib-palm."

"Lezginka".

5. Functional exercise "My triangular cap"(old game).

Purpose: development of concentration of attention and motor control, elimination of impulsivity.

Participants sit in a circle. Everyone in turn, starting with the leader, pronounce one word from the phrase: “My triangular cap, my triangular cap. And if not triangular, then this is not my cap. Then the phrase is repeated, but the children who fall out to say the word "cap" replace it with a gesture (a light clap on the head with the palm of their hand). Then the phrase is repeated once more, but at the same time two words are replaced with gestures: the word “cap” (a light clap on the head with the palm of your hand) and “mine” (point to yourself). When repeating the phrase for the third time, three words are replaced with gestures: “cap”, “mine” and “triangular” (image of a triangle with hands).

6. Cognitive exercise "Bowl of kindness" (visualization)

Purpose: emotional development.

I.p. sitting on the floor. Instructor: “Sit comfortably, close your eyes. Imagine your favorite cup in front of you. Mentally fill to the brim with your kindness. Imagine next to another someone else's cup, it is empty. Pour into it from your cup of kindness. Nearby is another empty cup, another and another... Pour kindness from your cup into empty ones. Don't be sorry! Now look into your cup. Is it empty or full? Add your kindness to it. You can share your kindness with others, but your cup will always be full. Open your eyes. Calmly and confidently say: “It's me! I have such a cup of kindness!”

7. Cognitive exercise "Visualization of color".

Purpose: development of interhemispheric interaction.

I.p. sitting on the floor. Children are invited to fill the brain with any color (red, blue, green) of their choice. The focus should be on keeping the color clear and pure. You can concentrate on the similarity or difference of colors, then they will become clearer. For each color, you can choose a bodily pose that will help visualize the color.

8. Relaxation "Fists".

Purpose: mastering and fixing the posture of rest and relaxation of the muscles of the hands.

I.p. sitting on the floor. Instructor: “Squeeze your fingers into a tight fist. Put your hands on your knees. Squeeze them hard hard so that the bones turn white. Hands are tired. Relaxed hands. We are resting. The hands warmed up. It was easy, it was nice. Listen and do as I do. Calmly! Inhale - pause, exhale - pause! This and each subsequent exercise is repeated 3 times. Hands on my knees

fists clenched,

Strong, tense

Fingers pressed (squeeze fingers).

We squeeze our fingers harder -

Let go, let go.

It is easy to pick up and drop a relaxed brush.

Know, girls and boys, Our fingers are resting.

Lesson 3

1. Stretching

The child is invited to sit comfortably, close his eyes and focus on his body; perform 3-4 cycles of deep breathing at an individual pace, paying attention only to breathing. Then he should strain the whole body as much as possible, after a few seconds, release the tension, relax; do the same with each part of the body (the instructor calls the parts of the body in turn, stopping at each segment separately - right arm, left arm, neck, chest, back, abdomen, lower back, right leg, left leg); by the posture of the child and the “wave” of his breathing, one can easily determine the “squeezed” places. It is necessary to teach the child to listen to his body and additionally work with tense areas of the body, for example, make a few slow circular movements of the head or “stretch” the calves, etc.

2.Breathing exercise.

brain, promotes calm and relaxation. Breathing only through the right nostril activates the work of the left hemisphere of the brain, contributes to the solution of rational problems.

3. Eye movement exercise.

I.p . - sitting on the floor. The head is fixed. The eyes look straight ahead. The development of eye movements continues in four main (up, down, right, left) and four auxiliary directions (diagonally); bringing the eyes to the center.

4.. I.p. sitting on the floor.

"Ring".

"Fist-rib-palm."

"Lezginka".

“Ear-nose.” With your left hand, grab the tip of your nose, and with your right hand, take the opposite ear. Simultaneously release, ear and nose, clap your hands, change the position of the hands "exactly the opposite."

5.Functional exercise "Teapot with a lid".

“Teapot (vertical movements with the edges of the palms)!

There is a lid on the teapot (the left hand folds into a fist, the right hand makes circular movements over the fist with the palm). On the lid - a bump (vertical movements with fists).

There is a hole in the bump (the index and thumb fingers of both hands make rings). Steam comes out of the hole (spirals are drawn with index fingers). Steam comes from a hole A hole in a knob, A knob on the lid, A lid on the teapot. With the subsequent repetition of the song, one word must be changed to “Gu-gu-gu”, the gestures are preserved: “Gu-gu-gu! There is a lid on the teapot, etc.”

Functional exercise "Turtle".

Cognitive exercise "Movement".

8. Relaxation "Deers".

Purpose: mastering and fixing the posture of rest and relaxation of the muscles of the hands. Instructor: “Imagine that you are deer. Raise your arms above your head, cross them with your fingers wide apart. Tighten your arms. They got hard! It is difficult and uncomfortable for us to hold our hands like that, drop them on our knees. Relax your hands. Calmly. Inhale - pause, exhale - pause.

Look: we are deer,

The wind is blowing towards us!

The wind died down

Straighten your shoulders

Hands on your knees again.

And now a little lazy...

Hands are not tense

And relaxed. Know, girls and boys,

Rest your fingers! Breathe easily, evenly, deeply.

Lesson 4

1. Stretching "Half". I.p. - sitting on the floor. The child is invited to alternately strain the left and right halves of the body, then the upper and lower halves of the body.

2. Breathing exercise.I.p. - sitting on the floor. Take a deep breath, slowly raise your arms to chest level. Hold your breath, focus on the middle of the palms. Exhale slowly, lower your arms along the body.

3. Eye movement exercise. Same. I.p. - sitting on the floor.

4. Exercises for the development of fine motor skills of the hands . I.p. - sitting on the floor.

"Snakes". Invite the child to imagine that his fingers are small snakes. They can move-wriggle, rotating to the right, to the left, from bottom to top and from top to bottom. With two-handed execution, the palms first “look” from the child, then at each other. In this case, the fingers of the same name are first worked out, and then the opposite ones (for example, the thumb of the right hand and the little finger of the left hand).

"Fist-rib-palm."

"Lezginka".

5.Cognitive exercise "Rhythm".

Purpose: Rhythm of the right hemisphere.

I.p. - sitting on the floor. The instructor sets the rhythm by tapping it with one hand, for example, “2-2-3” (at the beginning of mastering, visual reinforcement is given - the children see the hands of the instructor, and in the process of mastering there is a gradual transition only to auditory perception, i.e. with eyes closed) . Then the children are invited to repeat the rhythmic pattern with their right hand, left hand, two hands at the same time (claps or blows in front of them) in combination (for example, 2 - with the right hand, 2 - with the left hand, 3 - with both hands at the same time). After mastering the first part of the exercise, children are invited to reproduce the same rhythmic pattern with their feet.

6.Communication exercise "Mask".

Purpose: emotional development. Children sit in a circle. The first participant in the exercise fixes some expression (mask) on his face, demonstrates it to all the children and “passes it on” to the neighbor on the right (left). The neighbor must repeat this expression exactly, change it to a new one and “pass it on” to the next participant in the exercise. Everyone else does the same. Facial expression can be scary, funny, comical, threatening, etc.

Purpose: development of concentration of attention and motor control, elimination of impulsivity, development of skills to maintain the program. I.p. - standing. Jumping in place with simultaneous movements of arms and legs. Legs together - arms apart. Legs apart - hands together. Feet together - hands together. Legs apart - arms apart.

9. Relaxation "We sunbathe". Purpose: relaxation of the leg muscles. Instructor: “Imagine that your legs are sunbathing in the sun (stretch your legs forward while sitting on the floor). Raise your legs, keep on weight. The legs tensed (you can invite the child to touch how hard his muscles have become). The tense legs became hard, stone. Lower your legs. They are tired, and now they are resting, relaxing. How good, it was nice. Inhale - pause, exhale - pause.

We are tanning beautifully!

We raise our legs!

We hold... we hold... we strain...

Let's sunbathe! We lower (legs sharply lower to the floor).

The legs are not tense, relaxed.

Lesson 5

1. Stretch "Half". I.p. - sitting on the floor.

2. Breathing exercise. I.p. - sitting on the floor. The child puts one hand on the chest or stomach and focuses on how the arm rises on inhalation, and lowers on exhalation. Then, in time with breathing with the other hand, he shows how he breathes (on inspiration, the hand rises to chest level, and on exhalation, it falls). Next, the child should smoothly and slowly raise and lower his hand or both hands simultaneously to the beat of breathing, but already at a certain count (by 8, by 12).

3. oculomotor exercise. Same. I.p. - sitting on the floor. Complication - the exercise is performed with tightly clenched jaws.

4. Exercises for the development of fine motor skills of hands. I.p. - sitting on the floor.

"Snakes".

"Fist-rib-palm."

"Lezginka".

"Ear-nose".

5. Functional exercise "Cry in the desert". Purpose: elimination of aggression and impulsivity. Participants sit in a circle, cross-legged "in Turkish", and at the signal of the instructor, they begin to shout loudly. In this case, it is necessary to lean forward, reaching the floor with your hands and forehead.

6. Functional exercise "Dragon". Purpose: development of motor control and skills of interaction with peers. Participants stand behind each other, holding on to the waist of the child in front of them. The first child is the "head of the dragon", the last is the "tip of the tail". The dragon will catch its tail. The rest of the children should tenaciously hold on to each other. If the dragon does not catch its tail within a certain time, then another child takes the place of the dragon's head.

7. Functional exercise "Arms - leg". Purpose: development of concentration of attention and motor control, elimination of impulsiveness, development of skills of holding pro
grams. I. p. - standing. Jumping in place with simultaneous movements of the arms and legs. Legs to the right - arms to the left. Legs to the left - arms to the right. Legs to the right - arms to the right. Legs to the left - arms to the left. Repeat the cycle of jumps several times.

8. Relaxation "Rod" Purpose: relaxation of the muscles of the arms, legs, body. I.p. - standing. Instructor: "Get up. Imagine that you are lifting a heavy barbell. Bend over, take it. Clench your fists. Raise your hands slowly. They are
tense! Hard! Hands are tired, we throw the barbell (hands drop sharply down and freely fall along the body). They are relaxed, not tense, resting. Easy to breathe. Inhale - pause, exhale - pause.

We're getting ready for the record

Let's play sports

(lean forward).

We raise the bar from the floor

(straighten up, hands up).

We hold on tight...

And we throw!

Our muscles are not tired. And they became even more obedient.

During the exercise, you can touch the muscles of the shoulder and forearm of the child and check how they tightened. It becomes clear to us: Relaxation is pleasant.

Lesson 6

1. Stretch "Medusa". Sitting on the floor, make smooth movements with your hands, imitating a jellyfish floating in the water.

2. Breathing exercise. I.p. - sitting on the floor. Take a deep breath. Wrap the ears from the top point to the lobe. Hold the breath. Exhale with an open strong sound ah-ah-ah(alternate with sounds s-s-s ooh ooh ooh)

3. Eye movement exercise. Same. I.p. - sitting on the floor.

4. Exercises for the development of fine motor skills of hands. I.p. - sitting on the floor.

"Ring".

"Fist-rib-palm."

"Frog". Put your hands on the floor (table). One hand is clenched into a fist, the other lies on the plane of the table (palm). Simultaneously (reciprocally) change the position of the hands. The complication of the exercise is to accelerate.

"Lock" . Cross your arms with your palms facing each other, interlock your fingers, twist your arms towards you. Move the finger indicated by the presenter. The finger should move accurately and clearly, avoiding synkinesis. You can't touch your finger. Consistently, all fingers of both hands should participate in the exercise. In the future, children can do the exercise in pairs.

5. Cognitive exercise "Visualization of a three-dimensional object." I.p. - sitting on the floor, close your eyes. Children are invited to imagine any three-dimensional object (ball, chair, globe) in front of them and study each part of the object, imagine it in its entirety. Then you need to mentally change the size, shape, color.

6. Communicative exercise "Headball". Purpose: development of skills of cooperation and motor control. Participants are divided into pairs or triples, lie on the floor head to head. Between the heads is the ball, which must be lifted with the help of the heads and rise by yourself. For some time, you can move around the room, holding the ball with your heads.

7. Functional exercise "Arms and legs". Purpose: development of concentration of attention and motor control, elimination of impulsivity, development of skills to maintain the program. I.p. - standing.

Jumping in place with simultaneous movements of arms and legs.

Left hand forward, right hand back + right foot forward, left foot back.

Left hand back, right hand forward + right foot back, left foot forward.

Left hand forward, right hand forward + right foot back, left foot back.

Left arm back, right arm back + right leg forward, left leg forward.

Repeat the cycle of jumps several times.

8. Relaxation "Ship". Purpose: relaxation of the muscles of the arms, legs, body. Instructor: “Imagine that you are on a ship. Shakes. In order not to fall, spread your legs wider and press them to the floor. Clasp your hands behind your back. The deck rocked, press the right leg to the floor (the right leg is tense, the left leg is relaxed, slightly bent at the knee, the toe touches the floor). Straighten up! Relax your leg. It swayed in the other direction, press your left foot to the floor. Straighten up. Inhale - pause, exhale - pause.

It began to rock the deck!

Press your foot to the deck!

We press the leg tighter,

And we relax the other.

The exercise is performed alternately for each leg. Reverse

CORRECTIONAL WORK WITH CHILDREN WITH ATTENTION DEFICIENCY AND HYPERACTIVITY

Work description: this program will be useful primarily for educational psychologists and kindergarten teachers when working with children from the eldest before school age(6-7 years). Classes are preceded by psychological diagnostics and standardized observation. Target correctional program: psychological correction of the components of hyperactivity: voluntary attention, communication skills, development of the child's personal qualities.
Tasks of psychocorrectional work:

6. Removal of anxiety;
7. Development of communication skills.

Introduction

The need to study children with attention deficit hyperactivity disorder (ADHD) at preschool age is due to the fact that this syndrome is one of the most common reasons for applying for psychological help in childhood.
The most complete definition of hyperactivity is given by Monina G.N. in his book on working with children suffering from attention deficit: “A complex of deviations in the development of the child: inattention, distractibility, impulsiveness in social behavior and intellectual activity, increased activity with a normal level of intellectual development. The first signs of hyperactivity can be observed before the age of 7 years. The causes of hyperactivity may be organic lesions of the central nervous system(neuroinfections, intoxications, traumatic brain injuries), genetic factors leading to dysfunction of the neurotransmitter systems of the brain and dysregulation of active attention and inhibitory control.
According to various authors, hyperactive behavior is quite common: from 2 to 20% of children are characterized by excessive mobility, disinhibition. Among children with conduct disorder, physicians distinguish a special group of children suffering from minor functional disorders of the central nervous system. These children are not much different from healthy ones, except for increased activity. However, gradually the deviations of individual mental functions increase, which leads to a pathology, which is most often called "mild brain dysfunction". There are other designations: "hyperkinetic syndrome", "motor disinhibition" and so on. The disease characterized by these indicators is called "attention deficit hyperactivity disorder" (ADHD). And the most important thing is not that a hyperactive child creates problems for the surrounding children and adults, but in the possible consequences of this disease for the child himself. Two features of ADHD should be emphasized. Firstly, it is most pronounced in children aged 6 to 12 years and, secondly, in boys it occurs 7-9 times more often than in girls.
In addition to mild brain dysfunction and minimal brain dysfunction, some researchers (I.P. Bryazgunov, E.V. Kasatikova) also name the causes of hyperactive behavior as temperamental features, as well as defects in family upbringing. Interest in this problem does not decrease, because if 8-10 years ago there were one or two such children in the class, now there are up to five people or more /
Prolonged manifestations of inattention, impulsivity and hyperactivity, the leading signs of ADHD, often lead to the formation of deviant forms of behavior (Kondrashenko V.T., 1988; Egorova M.S., 1995; Grigorenko E.L., 1996; Zakharov A.I., 1986, 1998;) . Cognitive and behavioral impairment continues to persist in up to 70% of adolescents and more than 50% of adults diagnosed with ADHD as children.) In adolescence, hyperactive children develop early cravings for alcohol and drugs, which contributes to the development of delinquent behavior (Bryazgunov I.P., Kasatikova E.V., 2001). For them, to a greater extent than for their peers, a tendency to delinquency is characteristic (Mendelevich V.D., 1998) .
Attention is also drawn to the fact that attention is paid to attention deficit hyperactivity disorder only when a child enters school, when there is school maladaptation and poor progress (Zavadenko N.N., Uspenskaya T.Yu., 1994; Kasatikova E.B. , Bryazgunov I.P., 2001) .
The study of children with this syndrome and the development of deficient functions has great importance for psychological and pedagogical practice at preschool age. Early diagnosis and correction should be focused on preschool age (5 years), when the compensatory capabilities of the brain are great, and it is still possible to prevent the formation of persistent pathological manifestations (Osipenko T.N., 1996; Litsev A.E.,).
Modern directions of developing and corrective work (Semenovich A.V., 2002; 1998; Semago N.Ya., 2000; Sirotyuk A.L., 2002) are based on the principle of replacing development. There are no programs that consider the multimorbidity of the developmental problems of a child with ADHD in combination with problems in the family, peer group and adults accompanying the development of the child, based on a multimodal approach.
An analysis of the literature on this issue showed that in most studies, observations were made on children of school age, i.e. during the period when the signs are most pronounced, and the conditions for development at an early and preschool age remain, for the most part, outside the field of view of the psychological service. Right now, the problem of early detection of attention deficit hyperactivity disorder, prevention of risk factors, its medical, psychological and pedagogical correction, covering the multimorbidity of problems in children, is becoming increasingly important, which makes it possible to make a favorable treatment prognosis and organize a corrective impact.

1. Attention deficit hyperactivity disorder in childhood

Attention deficit / hyperactivity disorder is a dysfunction of the central nervous system (mainly the reticular formation of the brain), manifested by difficulties in concentrating and maintaining attention, learning and memory disorders, as well as difficulties in processing exogenous and endogenous information and stimuli.
Syndrome (from the Greek syndrome - accumulation, confluence). The syndrome is defined as a combined, complex disorder of mental functions that occurs when certain areas of the brain are damaged and naturally due to the removal of one or another component from the normal functioning. It is important to note that the disorder naturally combines disorders of various mental functions that are internally interconnected. Also, the syndrome is a natural, typical combination of symptoms, the occurrence of which is based on a violation of the factor due to a deficiency in the work of certain brain areas in case of local brain damage or brain dysfunction caused by other causes that do not have a local focal nature.
Hyperactivity - "Hyper ..." (from the Greek. Hyper - above, above) - an integral part compound words indicating an excess. The word "active" came into Russian from the Latin "activus" and means "effective, active." External manifestations of hyperactivity include inattention, distractibility, impulsivity, increased motor activity. Often hyperactivity is accompanied by problems in relationships with others, learning difficulties, low self-esteem. At the same time, the level of intellectual development in children does not depend on the degree of hyperactivity and may exceed the age norm. The first manifestations of hyperactivity are observed before the age of 7 years and are more common in boys than in girls. Hyperactivity occurring in childhood is a set of symptoms associated with excessive mental and motor activity. It is difficult to draw clear boundaries for this syndrome (i.e., the totality of symptoms), but it is usually diagnosed in children who are characterized by increased impulsivity and inattention; such children are quickly distracted, they are equally easy to please and upset. Often they are characterized by aggressive behavior and negativism. Due to such personality traits, it is difficult for hyperactive children to concentrate on performing any tasks, for example, in school activities. Parents and teachers often face considerable difficulties in dealing with such children.
The main difference between hyperactivity and just an active temperament is that this is not a trait of the child's character, but a consequence of impaired mental development of children. The risk group includes children born as a result of caesarean section, severe pathological childbirth, artificial babies born with low birth weight, premature babies.
Attention deficit hyperactivity disorder, also called hyperkinetic disorder, occurs in children between the ages of 3 and 15, but most often manifests itself in preschool and primary school age. This disorder is a form of minimal brain dysfunction in children. It is characterized by pathologically low levels of attention, memory, weakness of thought processes in general, with a normal level of intelligence. Arbitrary regulation is poorly developed, performance in the classroom is low, fatigue is increased. Deviations in behavior are also noted: motor disinhibition, increased impulsivity and excitability, anxiety, negative reactions, aggressiveness. At the beginning of systematic training, difficulties arise in mastering writing, reading and counting. Against the background of educational difficulties and, often, a lag in the development of social skills, school maladaptation and various neurotic disorders occur.

2. Psychological features children with attention deficit/hyperactivity disorder (ADHD)

The lag in the biological maturation of the CNS in children with ADHD and, as a result, the higher brain functions (mainly the regulatory component), does not allow the child to adapt to new conditions of existence and normally endure intellectual stress.
O.V. Khaletskaya (1999) analyzed the state of higher brain functions in healthy and sick children with ADHD at the age of 5-7 years and concluded that there were no pronounced differences between them. At the age of 6-7 years, the differences are especially pronounced in such functions as auditory-motor coordination and speech; therefore, it is advisable to conduct dynamic neuropsychological monitoring of children with ADHD from the age of 5 using individual rehabilitation techniques. This will make it possible to overcome the delay in the maturation of higher brain functions in this group of children and prevent the formation and development of a maladaptive school syndrome.
There is a discrepancy between the actual level of development and the performance that can be expected based on the IQ. Quite often, hyperactive children are quick-witted and quickly “grasp” information, have extraordinary abilities. Among children with ADHD there are really talented children, but cases of mental retardation in this category of children are not uncommon. The most important thing is that the intelligence of children is preserved, but the features that characterize ADHD - restlessness, restlessness, a lot of unnecessary movements, lack of focus, impulsive actions and increased excitability, are often combined with difficulties in acquiring learning skills (reading, counting, writing). This leads to pronounced school maladjustment.
Severe disorders in the field of cognitive processes are associated with disorders of auditory gnosis. Changes in auditory gnosis are manifested in the inability to correctly assess sound complexes consisting of a series of successive sounds, the inability to reproduce them and the shortcomings of visual perception, difficulties in the formation of concepts, infantilism and vagueness of thinking, which are constantly influenced by momentary impulses. Motor discordance is associated with poor eye-hand coordination and negatively affects the ability to write easily and correctly.
Research L.A. Yasyukova (2000) show the specifics of the intellectual activity of a child with ADHD, which consists of cyclicity: arbitrary productive work does not exceed 5-15 minutes, after which the children lose control of mental activity further, within 3-7 minutes the brain accumulates energy and strength for the next work cycle.
It should be noted that fatigue has a dual biological effect: on the one hand, it is a protective protective reaction against extreme exhaustion of the body, on the other hand, fatigue stimulates recovery processes, pushes the boundaries of functionality. The longer the child works, the shorter
productive periods become longer and the rest time is longer - until complete exhaustion occurs. Then sleep is necessary to restore mental performance. During the period of "rest" of the brain, the child ceases to understand, comprehend and process incoming information. It is not fixed anywhere and does not linger, so the child does not remember what he was doing at that time, does not notice that there were any breaks in his work.
Mental fatigue is more characteristic of girls, and in boys it manifests itself by the age of 7. Girls also have a reduced level of verbal-logical thinking.
Memory in children with ADHD may be normal, but due to the exceptional instability of attention, there are "gaps in well-learned" material.
Disorders of short-term memory can be found in a decrease in the amount of memorization, increased inhibition by extraneous stimuli, and slow memorization. At the same time, an increase in motivation or organization of the material gives a compensatory effect, which indicates the preservation of the cortical function in relation to memory.
At this age, speech disorders begin to attract attention. It should be noted that the maximum severity of ADHD coincides with the critical periods of psychoverbal development in children.
If the regulatory function of speech is impaired, the adult's speech does little to correct the child's activity. This leads to difficulties in the sequential execution of certain intellectual operations. The child does not notice his mistakes, forgets the final task, easily switches to side or non-existent stimuli, cannot stop side associations.
Especially frequent in children with ADHD are such speech disorders as delayed speech development, insufficiency of the motor function of the articulatory apparatus, excessively slow speech, or, conversely, explosiveness, voice and speech breathing disorders. All these violations determine the inferiority of the sound-producing side of speech, its phonation, the limited vocabulary and syntax, and the lack of semantics.
A tendency to a pronounced decrease in attention is observed in unusual situations, especially when it is necessary to act independently. Children do not show perseverance either during classes or in games, they cannot watch their favorite TV show to the end. At the same time, there is no switching of attention, therefore, types of activities that quickly replace each other are carried out in a reduced, poor quality and fragmentary way, however, when pointing out mistakes, children try to correct them.
Attention impairment in girls reaches its maximum severity by the age of 6 and becomes the leading disorder in this age period.
The main manifestations of hyperexcitability are observed in various forms of motor disinhibition, which is aimless, not motivated by anything, situationless and usually not controlled by either adults or peers.
This increased motor activity, turning into motor disinhibition, is one of the many symptoms that accompany developmental disorders in a child. Purposeful motor behavior is less active than in healthy children of the same age.
In the field of motor abilities, coordinating disorders are found. In addition, there are general difficulties in perception, which affects the mental abilities of children, and, consequently, the quality of education. The most commonly affected are fine motor skills, sensorimotor coordination, and manual dexterity. Difficulties associated with maintaining balance (when standing, skating, rollerblading, bicycling), impaired visual-spatial coordination (inability to sports games especially with the ball) - the causes of motor awkwardness and an increased risk of injury.
Impulsivity manifests itself in sloppy performance of the task (despite the effort, do everything right), in restraint in words, deeds and actions (for example, shouting from a place during class, inability to wait for your turn in games or other activities), inability to lose, excessive perseverance in defending their interests (despite the requirements of an adult). With age, the manifestations of impulsivity change: the older the child, the more pronounced impulsivity and more noticeable to others.
One of the characteristic features of children with ADHD is violations of social adaptation. These children typically have a lower level of social maturity than is usually the case for their age. Affective tension, a significant amplitude of emotional experience, difficulties in communicating with peers and adults lead to the fact that a child easily develops and fixes negative self-esteem, hostility to others, and neurosis-like and psychopathological disorders occur. These secondary disorders aggravate the clinical picture of the condition, increase maladjustment and lead to the formation of a negative "I-concept".
Children with the syndrome have impaired relationships with peers and adults. In mental development, these children lag behind their peers, but they strive to lead, behave aggressively and demandingly. Impulsive hyperactive children quickly react to a ban or a sharp remark, respond with harshness, disobedience. Attempts to contain them lead to actions on the principle of a "released spring". Not only others suffer from this, but also the child himself, who wants to fulfill a promise, but does not keep it. Interest in the game in such children quickly disappears. Children with ADHD love to play destructive games, during the game they cannot concentrate, they conflict with their comrades, despite the fact that they love the team. The ambivalence of forms of behavior is most often manifested in aggressiveness, cruelty, tearfulness, hysteria, and even sensual dullness. In view of this, children with attention deficit hyperactivity disorder have few friends, although these children are extroverts: they look for friends, but quickly lose them.
The social immaturity of such children is manifested in the preference for building play relationships with children. younger age. Relationships with adults are difficult. It is difficult for children to listen to the explanation to the end, they are constantly distracted, especially in the absence of interest. These children ignore both adult rewards and punishment. Praise does not stimulate good behavior, in view of this encouragement must be very reasonable, otherwise the child will behave worse. However, it must be remembered that a hyperactive child needs praise and approval from an adult to strengthen self-confidence.
Harmonization of the development of the personality of children with ADHD depends on the micro_and macrocircle. If mutual understanding, patience and a warm attitude towards the child are preserved in the family, then after curing ADHD, everything negative sides behaviors disappear. Otherwise, even after the cure, the pathology of the character will remain, and perhaps even intensify.
The behavior of such children is characterized by a lack of self-control. The desire for independent action (“I want it that way”) turns out to be a stronger motive than any rules. Knowing the rules is not a significant motive for one's own actions. The rule remains known but subjectively meaningless.
It is important to emphasize that the rejection of hyperactive children by society leads to the development of a sense of rejection in them, alienates them from the team, increases imbalance, irascibility and intolerance of failure. Psychological examination of children with the syndrome in most of them reveals increased anxiety, anxiety, internal tension, a sense of fear. Children with ADHD are more prone to depression than others, easily upset by failure.
The emotional development of the child lags behind the normal indicators of this age group. Mood changes rapidly from elated to depressed. Sometimes there are unreasonable bouts of anger, rage, anger, not only in relation to others, but also to oneself. Ignorance that a child has functional deviations in the work of brain structures, and the inability to create an appropriate mode of learning and life in general for him at preschool age, give rise to many problems in elementary school.

3. Correction of ADHD

The goal of therapy is to reduce behavioral disturbances and learning difficulties. To do this, first of all, it is necessary to change the environment of the child in the family, school and create favorable conditions for correcting the symptoms of the disorder and overcoming the lag in the development of higher mental functions.
Treatment of children with attention deficit hyperactivity disorder should include a complex of methods, or, as experts say, be "multimodal". This means that a pediatrician, a psychologist, teachers and parents should participate in it. Only the collective work of the above-mentioned specialists will achieve a good result.
"Multimodal" treatment includes the following steps:
enlightening conversations with the child, parents, teachers;
training parents and teachers in behavioral programs;
expanding the child's social circle through visiting various circles and sections;
special education in case of learning difficulties;
drug therapy;
At the beginning of treatment, the doctor and psychologist must carry out educational work. Parents and the child must be explained the meaning of the upcoming treatment.
Adults often do not understand what is happening to the child, but his behavior annoys them. Not knowing about the hereditary nature of ADHD, they explain the behavior of their son (daughter) with “wrong” upbringing and blame each other. Specialists should help parents understand the behavior of the child, explain what can really be hoped for and how to behave with the child.
Behavioral Psychotherapy
Among the psychological and pedagogical methods of correction of attention deficit disorder, the main role is given to behavioral psychotherapy. The key point of the behavioral correction program is to change the environment of the child at home in order to create favorable conditions for overcoming the lag in the development of mental functions.
Home correction program includes:
* changing the behavior of an adult and his attitude towards the child (demonstrate calm behavior, avoid the words “no” and “not allowed”, build relationships with the child on trust and mutual understanding);
* change in the psychological microclimate in the family (adults should quarrel less, devote more time to the child, spend leisure time with the whole family);
* organization of the daily routine and places for classes;
* a special behavioral program that provides for the prevalence of support and reward methods.
The program of the environment (kindergarten) correction includes:
* changing the environment (the place of the child in the group is next to the teacher, changing the mode of the lesson with the inclusion of minutes of active rest,);
* creation of positive motivation, situations of success;
* correction of negative forms of behavior, in particular unmotivated aggression;
* regulation of expectations (also applies to parents), since positive changes in the child's behavior do not appear as quickly as others would like.
Behavioral programs require considerable skill, adults have to use all their imagination and experience with children in order to keep the constantly distracted child motivated during classes.
Success in treatment will be guaranteed if uniform principles are maintained in relation to the child at home and in the garden: the “reward” system, help and support from adults, participation in joint activities. Continuity of medical therapy is the main guarantee of success.
Corrective programs should be focused on the age of 5-7 years, when the compensatory capabilities of the brain are great and the pathological stereotype has not yet formed.
On the basis of literature data, we have developed specific recommendations for parents and teachers on working with hyperactive children.
It must be remembered that negative methods education is ineffective in these children. The peculiarities of their nervous system are such that the threshold of sensitivity to negative stimuli is very low, therefore they are not susceptible to reprimands and punishment, they do not easily respond to the slightest praise.
The home reward and promotion program includes the following points:
1. Every day, the child is given a specific goal that he must achieve.
2. The efforts of the child in achieving this goal are encouraged in every possible way.
3. At the end of the day, the child's behavior is evaluated according to the results achieved.
4. When a significant improvement in behavior is achieved, the child receives a long-promised reward.
Examples of goals set for a child can be: good homework, good behavior, cleaning your room, cooking dinner, shopping, and others.
In a conversation with a child, and especially when you give him tasks, avoid directives, turn the situation in such a way that the child feels: he will do a useful thing for the whole family, he is completely trusted, hoped for. When communicating with your son or daughter, avoid constant pulling like "sit still" or "don't talk when I'm talking to you" and other things that are unpleasant for him.
A few examples of incentives and rewards: allow the child to watch TV in the evening for half an hour longer than the allotted time, treat him with a special dessert, give him the opportunity to participate in games with adults (lotto, chess).
If the child behaves approximately during the week, at the end of the week he should receive an additional reward. It can be some kind of trip with your parents out of town, an excursion to the zoo, to the theater and others.
For unsatisfactory behavior, a light punishment is recommended, which should be immediate and unavoidable. It can be just verbal disapproval, temporary isolation from other children, deprivation of "privileges".
Parents are encouraged to write a list of what they expect from their child in terms of behavior. This list is explained to the child in an accessible manner. After that, everything written is strictly observed, and the child is encouraged for success in its implementation. Physical punishment must be refrained from.
Physical activity
Treatment of children with ADHD must necessarily include physical rehabilitation. it special exercises aimed at restoring behavioral reactions, developing coordinated movements with voluntary relaxation of the skeletal and respiratory muscles.
Most of the experiments performed have shown that the mechanism for improving well-being is associated with increased production during prolonged muscle activity of special substances - endorphins, which have a beneficial effect on the mental state of a person.
These data allow us to develop recommendations for physical education for children with attention deficit hyperactivity disorder.
* Motor activity can be prescribed in the same volume as healthy children.
* Keep in mind that not all types of physical activity may be beneficial for hyperactive children. For them, games where the emotional component is strongly expressed (competitions, demonstration performances) are not shown. Recommended physical exercises that are aerobic in nature, in the form of a long, uniform training of light and medium intensity: long walks, jogging, swimming, skiing, cycling and others.
Particular preference should be given to a long, even run, which has a beneficial effect on the mental state, relieves tension, and improves well-being.
Before the child starts exercise, he must undergo a medical examination in order to exclude diseases, primarily of the cardiovascular system.
Psychotherapy
Attention deficit hyperactivity disorder is a disease not only of a child, but also of adults, especially the mother, who is most often in contact with him.
Doctors have long noticed that the mother of such a child is overly irritable, impulsive, her mood is often lowered. To prove that this is not just a coincidence, but a pattern, special studies were conducted, the results of which were published in 1995 in the journal Family Medicine. It turned out that the frequency of the so-called major and minor depression occurs among ordinary mothers in 4-6% and 6-14% of cases, respectively, and among mothers who had hyperactive children, in 18 and 20% of cases, respectively. Based on these data, scientists concluded that mothers of hyperactive children must undergo a psychological examination.
Often, mothers with children with the syndrome have an asthenoneurotic condition that requires psychotherapeutic treatment.
There are many psychotherapeutic techniques that can benefit both the mother and the child. Let's dwell on some of them.

Visualization

Experts have proved that the reaction to the mental reproduction of an image is always stronger and more stable than to the verbal designation of this image. Consciously or not, we are constantly creating images in our imagination.
Visualization is understood as relaxation, mental fusion with an imaginary object, picture or process. It is shown that the visualization of a certain symbol, picture, process has a beneficial effect, creates conditions for restoring mental and physical balance.
Visualization is used to relax and enter a hypnotic state. It is also used to stimulate the body's defense system, increase blood circulation in a certain area of the body, to slow down the pulse, etc. .

Meditation

Meditation is one of the three main elements of yoga. This is a conscious fixation of attention at a moment in time. During meditation, a state of passive concentration occurs, which is sometimes called the alpha state, since at this time the brain generates predominantly alpha waves, just like before falling asleep.
Meditation reduces the activity of the sympathetic nervous system, promotes anxiety reduction and relaxation. At the same time, the heart rate and breathing slow down, the need for oxygen decreases, the picture of brain tension changes, the reaction to a stressful situation is balanced.
Autogenic training
AT includes a series of exercises with which a person consciously controls the functions of the body. You can master this technique under the guidance of a doctor.
Muscle relaxation achieved with AT affects the functions of the central and peripheral nervous systems, stimulates the reserve capabilities of the cerebral cortex, and increases the level of voluntary regulation of various body systems.
The self-regulation of emotional-vegetative functions achieved with the help of AT, optimization of the state of rest and activity, increasing the possibilities for the implementation of the psychophysiological reserves of the body make it possible to use this method in clinical practice to enhance behavioral therapy, in particular for children with ADHD.
Hyperactive children are often tense, internally closed, so relaxation exercises must be included in the correction program. This helps them to relax, reduces psychological discomfort in unfamiliar situations, and helps them to cope with various tasks more successfully.
The relaxation training model is an AT model redesigned specifically for children and used for adults. It can be used both in preschool and school educational institutions, and at home.
Teaching children to relax their muscles can help relieve general tension.
Relaxation training can be carried out during individual and group psychological work, in gyms or in a regular classroom. Once children learn to relax, they can do it on their own (without a teacher), which will increase their overall self-control. Successful mastery of relaxation techniques (like any success) can also increase their self-esteem.
Of all the psychotherapeutic techniques, autogenic training is the most accessible in mastering and can be used independently. It has no contraindications in children with Attention Deficit Hyperactivity Disorder.
We have described many techniques that can be used in the treatment of attention deficit hyperactivity disorder. As a rule, these children have a variety of disorders, so in each case it is necessary to use a whole range of psychotherapeutic and pedagogical techniques, and in case of a pronounced form of the disease, medications.
It must be emphasized that the improvement in the behavior of the child will not appear immediately, however, with constant training and following the recommendations, the efforts of parents and teachers will be rewarded.

4. Program of remedial classes for children with Attention Deficit/Hyperactivity Disorder

The purpose of the correctional program: psychological correction of the components of hyperactivity: voluntary attention, communication skills, development of the child's personal qualities.
Tasks of psychocorrectional work:
1. Development of the child's attention (the formation of its properties: concentration, switchability, distribution);
2. Training of psychomotor functions;
3. Reduced emotional stress;
4. Training to recognize emotions by external signals;
5. Correction of behavior with the help of role-playing games;
6. Removal of anxiety;
7. Development of communication skills.
Means of correction:
games for the development of psychomotor functions and the correction of behavior in a team.
Exercises and games aimed at developing the child's stability, concentration, switching and distribution of attention.
Exercises and games aimed at overcoming motor automatism.
A complex of psycho-gymnastics classes.
The program is designed for children of middle and senior preschool age.
Program construction principles:
1. Availability of the proposed material, compliance with the age characteristics of children;
2. Systematic and consistent in corrective work;
3. Personally-oriented approach to children.
The program provides for the possibility of implementing an individual approach to the child, working with various subgroups of children, taking into account their age characteristics.
Classes are held once every 2 days.

Thematic planning of correctional and developmental work with children:

Lesson #1

Lesson objectives:
Acquaintance.
Correction of the key components of ADHD
Tasks:

Familiarization with the rules of behavior in the group;
Development of interest in joint activities.

Formation of self-control skills.

"Carousel"
Purpose: group building exercise.
An adult takes the child by the hand, and begins to collect all the children in one chain, forming a circle.
The adult says:
Movement Words
Now we will ride on the carousel. Repeat the words after me and move together in a circle so that the carousel does not break. Words: “Fire-ate-ate-ate, the carousels spun. And then run, run, run, run. Hush, hush, don't rush, stop the carousel. One-two. One-two (pause). So the game is over. The carousel moves slowly to the right. The pace of speech and movements gradually accelerates. On the words “run”, the carousel changes the direction of movement. The pace of movement gradually slows down and everyone stops at the words “one or two”.

"Catch - don't catch"
The rules of this game are similar to the well-known way to play "Edible - inedible". Only the condition when the child catches the ball, and when not, can change in each horse of the game. For example, now you agree with him that if the driver throws the ball, saying a word related to plants, then the player catches him. If the word is not a plant, then it hits the ball. For example, one round of the game could be called "Furniture is not furniture." Similarly, you can play such options as "Fish - not fish", "Transport - not transport", "Flies - does not fly" and many others. The number of game conditions you can choose depends only on your imagination. If it suddenly runs out, invite the child to choose the condition of the game himself, that is, the category of words that he will catch. Kids sometimes come up with completely fresh and creative ideas!
Note. As you probably noticed, this game develops not only attention, but also the ability to generalize, as well as the speed of processing the information heard. Therefore, for the purpose of the intellectual development of the child, try to make the categories of these generalized concepts varied and affect different areas, and not limited to everyday and frequently used words.
"Headball"
In this game, in order to be successful, the child will have to take into account the pace and nature of the movements of the other person. In general, his usual impulsiveness will not help the cause.
It's good if you connect a few more children to this game. Firstly, it is with peers that the child most of all needs to learn how to get along well, and secondly, it is, of course, possible to perform these game tasks with an adult, but not very convenient. So, let your child, along with his couple, stand at the line under the conditional name "start". Put a pencil on this line. The task of the players is to take this pencil from both sides so that each of them touches its tip only index finger. Using these two fingers for two, they should be able to pick up a pencil, carry it to the end of the room and return back. If during this time they did not drop what they were carrying and did not help themselves with the other hand, then you can congratulate the couple on the successful completion of the task. This means that they are able to be friends, since they have shown such good cooperation skills with each other.
As the next task, you can take a piece of paper, which the players must carry by holding it with their shoulders. Then offer them a soft toy to carry using only their ears and cheeks.
And finally, offer a more difficult task - the ball that they must convey using only their heads (literally and figuratively). This is not as easy as it might seem at first glance, because the ball, due to its shape, will tend to slide off. If you are playing a game with more than two children, then after this round, offer them the same task, which they will now do all together (that is, three or five). It really unites the children and creates a friendly, joyful atmosphere. When trying to complete a task, they usually figure out pretty quickly that they can do it better if they hug their shoulders and walk together in small steps, discussing when to turn or stop.
Note. If your child did not immediately manage to cooperate with other children, then (when his peers begin to complete the task) pay attention to how the pair of players coordinate their actions: they talk among themselves, the fast one adjusts to the slower one, hold hands to better feel the movements of the other , etc.
"Freeze"

Lesson #2

Lesson objectives:
group cohesion;

Tasks:
Grouping members into a group;

Development of voluntary attention;

Development of social communication skills.
"Whose voice?"
Children sit in a semicircle. The leader is with his back to the players. One of the children calls out by name to the host, who, without turning around, should name the one whose voice he heard. First, the children call the leader in their usual voice, and then you can change the intonation.

"The dragon bites its tail."

"Sharp Eye"
In order to become a winner in this game, the child needs to be very attentive and be able not to be distracted by foreign objects.
Choose a small toy or object for the child to find. Give him the opportunity to remember what it is, especially if it is a new thing in the house. Ask the child to leave the room. When he fulfills this request, put the selected object in an accessible place, but so that it is not immediately evident. In this game, you can not hide items in the drawers of the table, behind the closet and the like. The toy should stand so that the player can find it without touching the objects in the room, but simply examining them carefully.
Note. If your son or daughter managed to find a toy, then they are worthy of praise. You can even tell them that if they were born into an Indian tribe, they might have been called by a proud name like Keep Eye.

Lesson #3

Lesson objectives:

Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"It's the other way around"
This game will surely appeal to little stubborn people who like to do everything the other way around. Try to "legalize" their passion to argue. An adult in this game will be the leader. He must demonstrate a variety of movements, and the child must also perform movements, only completely opposite to what he is shown. So, if an adult raised his hands, the child should lower them, if he jumped, he should sit down, if he extended his leg forward, he should take it back, etc.
Note. As you probably noticed, the player will need not only the desire to contradict, but also the ability to think quickly, choosing the opposite movement. Draw the child's attention to the fact that the opposite is not just different, but somewhat similar, but different in direction. This game can be supplemented with the host’s periodic statements, to which the player will select antonyms. For example, the host will say “warm”, the player must immediately answer “cold” (you can use words of different parts of speech that have opposite meanings: run - stand, dry - wet, good - evil, fast - slow, a lot - little, etc.).
"Revived Elements"
The players sit in a circle. The host 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 their hands up, the word "fire" - rotate their hands. Whoever makes a mistake is considered a loser.
"Pump and Ball"

Lesson number 4

Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"Magic word"
Children usually love this game very much, because in it the adult is in the position of a child who is taught to be polite.
Ask your child what "magic" words he knows and why they are called that. If he has already mastered enough etiquette norms, he will be able to answer that without these words, requests may look like a rude order, so people will not want to fulfill them. "Magic" words show respect for a person and dispose him to the speaker. Now in the role of such a speaker, trying to achieve the fulfillment of his wishes, you will act. And the child will be an attentive interlocutor, sensitive to whether you said the word "please." If you say it in a phrase (for example, say: "Please raise your hands up!"), Then the child fulfills your request. If you just say your request (for example, "Clap your hands three times!"), then the child who teaches you to be polite should never perform this action.
Note. This game develops not only attention, but also the ability of children to arbitrariness (performing actions not impulsively, simply because now you want it, but in connection with certain rules and goals). This important characteristic is considered by many psychologists to be one of the leading ones in determining whether a child is ready for school.
"Princess Nesmeyana"
Everyone is familiar with the complaints of children that someone else interferes with their concentration and makes them laugh. In this game, they will have to overcome this unfortunate circumstance.
Remember such a cartoon character as Princess Nesmeyana. It was almost impossible to cheer her up, she did not pay attention to anyone and shed tears day and night. Now the child will be such a princess. Crying, of course, is not worth it, but he is strictly forbidden to laugh (otherwise, what kind of Nesmeyana is this?). In the same cartoon, as you know, there was a worried father who promised the princess as his wife and half the kingdom in addition to the one who would cheer her up. Such potential suitors, eager for the royal treasury, may be other children or, at first, adults in the family. They surround the princess (who can be played by either a boy or a girl) and try their best to make her smile. The one who turns out to be so successful in this matter that he causes a wide smile from Nesmeyana (teeth will be visible) is considered to have won this contest of suitors. In the next round, this person changes places with the princess.
Note. It is better to establish some restrictions among the "suitors" (they are not allowed to touch the princess) and for Nesmeyana (she must not turn away or close her eyes or ears).
Communication games
"I am silent - I whisper - I shout"

Lesson number 5

Lesson number 6

Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"The Soldier and the Rag Doll"
The easiest and most reliable way to teach children to relax is to teach them to alternate between strong muscle tension and subsequent relaxation. Therefore, this and subsequent game will help you to do it in a playful way.
So, invite the child to imagine that he is a soldier. Remember with him how to stand on the parade ground - stretched out to attention and frozen. Have the player pretend to be such a soldier as soon as you say the word "soldier". After the child stands in such a tense position, say another command - "rag doll". When performing it, the boy or girl should relax as much as possible, lean forward slightly so that their arms dangle as if they were made of cloth and cotton. Help them imagine that their whole body is soft, supple. The player must then become a soldier again, and so on.
Note. You should finish such games at the stage of relaxation, when you feel that the child has had enough rest.
"Pump and Ball"
If a child has ever seen how a deflated ball is pumped up with a pump, then it will be easy for him to enter into the image and depict the changes taking place at that moment with the ball. So, stand opposite each other. The player representing the ball must stand with his head down, arms hanging sluggishly, legs bent at the knees (that is, look like an uninflated shell of the ball). The adult, meanwhile, is going to correct this situation and begins to make such movements as if he were holding a pump in his hands. As the intensity of pump movements increases, the "ball" becomes more and more inflated. When the child has already puffed out his cheeks, and his arms are stretched out to the sides with tension, pretend that you are critically looking at your work. Touch his muscles and complain that you overdid it and now you have to blow off the ball. After that, depict pulling out the pump hose. When you do this, the "ball" will deflate so much that it even falls to the floor.
Note. To show a child an example of how to play an inflating ball, it is better to first invite him to be in the role of a pump. You will tense up and relax, which will help you relax, and at the same time understand how this method works.
"Speak on cue"
Now you will simply communicate with the child, asking him any questions. But he should not answer you immediately, but only when he sees a prearranged signal, for example, arms folded on his chest or scratching his head. If you asked your question, but did not make the agreed movement, the child should be silent, as if they were not addressing him, even if the answer is spinning on his tongue.
Note. During this conversation game, you can reach additional goals depending on the nature of the questions asked. So, asking a child with interest about his desires, inclinations, interests, attachments, you increase the self-esteem of your son (daughter), help him pay attention to his "I". Asking questions about the content of the topic covered at school (you can rely on the textbook), you, in parallel with the development volitional regulation consolidate certain knowledge.

Lesson number 7

Lesson number 8

Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"I am silent - I whisper - I shout"
As you probably noticed, hyperactive children find it difficult to regulate their speech - they often speak in raised tones. This game develops the ability to consciously regulate the volume of their statements, stimulating the child to speak either quietly, then loudly, or completely silent. He will have to choose one of these actions, focusing on the sign that you show him. Arrange these signs in advance. For example, when you put your finger to your lips, the child should speak in a whisper and move very slowly. If you put your hands under your head, as during sleep, the child should shut up and freeze in place. And when you raise your hands up, you can talk loudly, shout and run.
Note. It is better to finish this game at the “silent” or “whisper” stage in order to reduce the excitement of the game when moving on to other activities.
"Toys Alive"
Ask your child what he thinks is happening at night in the toy store. Listen to his versions and offer to imagine that at night, when there are no buyers, the toys come to life. They start to move, but very quietly, without saying a word, so as not to wake the watchman. Now draw yourself some kind of toy, such as a teddy bear. Let the child try to guess who it is. But he should not shout out the answer, but write down (or draw) on a piece of paper so as not to give out toys with noise. Then let the child show any toy himself, and you will try to guess its name. Please note that the entire game must be played in absolute silence. When you feel a decline in interest in a child, then announce that it is dawn. Then the toys should fall into place again, thus the game will be over.
Note. In this game, the child acquires the skills of non-verbal (without the use of speech) communication, and also develops self-control, because when he guessed what kind of toy you are depicting, he so wants to immediately say about it (or even better shout), but the rules of the game do not allow do this. When he himself portrays a toy, efforts must also be made not to make sounds and not prompt an adult.
"Freeze"
In this game, the child needs to be attentive and be able to overcome motor automatism, controlling his actions.
Put on some dance music. While it sounds, the child can jump, spin, dance. But as soon as you turn off the sound, the player should freeze in place in the position in which the silence found him.
Note. This game is especially fun to play on children's holiday. Use this to train your child and at the same time create an atmosphere of relaxedness, as children are often embarrassed to dance in a serious way, and you offer them to do it in the game, as if in jest. You can also introduce a competitive motive: those who did not have time to freeze after the end of the music are eliminated from the game or are subjected to some kind of comic punishment (for example, toast a birthday man or help set the table).

List of used literature

1. Badalyan L.O., Zavadenko N.N., Uspenskaya T.Yu. Attention Deficit Syndromes in Children // Review of Psychiatry and Medical Psychology. V.M. Bekhterev. St. Petersburg: 1993. - No. 3. - 95 p.
2. Bryazgunov I.P., Kasatikova E.V. Restless child, or all about hyperactive children. - M.: Publishing House of the Institute of Psychotherapy, - 2001. - 96 p.
3. Bryazgunov I.P., Kuchma V.R. Attention deficit hyperactivity disorder in children (issues of epidemiology, etiology, diagnosis, treatment, prevention and prognosis). - M. - 1994. - 49 p.
4. Burlachuk L.F., Morozov S.M. Dictionary-reference book on psychodiagnostics. - St. Petersburg: Publishing house "Piter", - 2000. - 528 p..
5. Age features of the mental development of children / Ed. I.V. Dubrovina, M.I. Lisina. - M., 1982. - 101 p.
6. Vygotsky L.S. Development of higher mental functions. - M.: APN RSFSR, - 1960. - 500 p.
7. Drobinskaya A.O. Attention Deficit Hyperactivity Disorder // Defectology. - No. 1. - 1999. - 86 p.
8. Zhurba L.T., Mastyukova E.M. Minimal brain dysfunction in children. Scientific review. M.: VNINMI, - 1980. - 50 p.
9. Zavadenko N.N. Hyperactivity and attention deficit in childhood. M .: "Academy", - 2005. - 256 p.
10. Zavadenko N.N. How to understand a child: children with hyperactivity and attention deficit // Medical Pedagogy and Psychology. Supplement to the journal "Defectology". Issue 5. M.: School-Press, - 2000. - 112 p.

(1.3 MB)

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested this work please download the full version.

AT recent times experts came to the conclusion that hyperactivity acts as one of the manifestations of a whole complex of disorders. The main defect is connected with the insufficiency of the mechanisms of attention and inhibitory control. Attention deficit disorder is the most common form of chronic behavioral disorder in childhood. According to data obtained in the course of various studies, its frequency among children of preschool and school age ranges from 4.0 to 9.5%.

Most researchers note three main blocks in the manifestation of hyperactivity syndrome: hyperactivity, attention disorders, impulsivity (Yu.S. Shevchenko, N.N. Zavadenko, etc.)

Hyperactivity manifested by excessive motor activity, restlessness and fussiness, numerous extraneous movements, which the child often does not notice. Such children are characterized by excessive talkativeness, the inability to sit in one place, the duration of sleep is always less than normal. In the motor sphere, they have impaired motor coordination, unformed fine motor skills and praxis. This is the inability to tie shoelaces, fasten buttons, use scissors and a needle. Studies by Polish scientists show that the physical activity of children with hyperactivity syndrome is 25-30% higher than normal. They move even in their sleep.

Any mental process can be fully developed only if attention is formed. L.S. Vygotsky wrote that directed attention plays a huge role in the processes of abstraction, thinking, motivation, directed activity.

Attention disorders can be manifested in the difficulties of retaining it, in reducing selectivity and pronounced distractibility with frequent switching from one activity to another. Such children are characterized by inconsistency in behavior, forgetfulness, inability to listen and concentrate, and frequent loss of personal belongings. They try to avoid tasks that require prolonged mental effort. However, the indicators of attention of such children are subject to significant fluctuations. If the child's activity is associated with interest, enthusiasm and pleasure, then they are able to hold attention for hours.

Impulsiveness It is expressed in the fact that the child often acts without thinking, interrupts others, can stand up during class and walk around without permission. In addition, such children do not know how to regulate their actions and obey the rules, wait, often raise their voices, and are emotionally labile (they often change their mood).

By adolescence, increased activity in most cases decreases, and impulsivity and attention deficit persist. If corrective work is not carried out in preschool childhood, then difficulties may arise in adolescence. According to the results of a study by N.N. Zavadenko, behavioral disorders persist in almost 70% of adolescents and 50% of adults diagnosed with hyperactivity syndrome in childhood.

In general, the onset of symptoms of hyperactivity is attributed to the beginning of kindergarten attendance (3 years) and the first deterioration to the beginning of schooling, although the severe form can be recognized already in early childhood. This pattern is explained by the inability of the central nervous system of a child suffering from a symptom of hyperactivity to cope with the new demands that are placed on him in conditions of increased mental and physical stress.

1. Coordination disorders. These can be violations of fine movements (fine motor coordination), impaired balance and visual-spatial coordination.

2. Violation of interpersonal relationships. Children with hyperactivity syndrome often have difficult relationships with peers and with adults. They seek to lead others, so they have few friends. Children with hyperactivity syndrome are always looking for comrades, partners for games and activities, but they quickly lose them because of their characteristics: inattention during games, distractibility, impulsivity, frequent desire to do something else, etc.

In relationships with adults, children with hyperactivity syndrome are distinguished by their “ill-manneredness”: they are not affected by the usual punishments and rewards, and often neither affection nor praise stimulates good behavior. Such children become very "difficult" for almost all surrounding adults. They often turn out to be the epicenter of domestic quarrels and conflicts. Also, hyperactivity syndrome is a common reason for transferring a child from one educational institution to another, despite the normal level of intelligence development.

3. Emotional disorders. There may be a delay in emotional development, imbalance, irascibility, intolerance to failures.

4. behavioral disorders. Children with hyperactivity syndrome may have a combination of excessive motor activity and destructive behavior. So, for example, they can interfere with teachers, distract other children and provoke their incorrect behavior during classes. Behavioral disorders are observed often, but not always.

5. Other features. Children with hyperactive syndrome are more likely to have enuresis, fall asleep less often, and are often drowsy in the morning.

By adolescence, increased activity in most cases disappears, and impulsivity and attention deficit persist. According to the results of a study by N.N. Zavadenko, behavioral disorders persist in 70% of adolescents and 50% of adults.

A characteristic feature of the mental activity of hyperactive children is cyclicity. Children can work productively for 5-15 minutes, then the brain rests for 3-7 minutes, accumulating energy for the next cycle. At this point, the child is distracted and does not respond to the teacher. Then mental activity is restored, and the child is ready for work within 5-15 minutes. Such children do not immediately start the task and are the last to complete the action. For example, while dressing outside: they fuss and interfere with other children to get dressed, and when everyone is already dressed, they are not ready to go out. If they are going alone, then the dressing process goes much faster, because. no distractions.

Children with hyperactivity syndrome have a “flickering” consciousness, they can “fall in” and “fall out” of it in the absence of motor stimulation. If the vestibular apparatus is damaged, they need to move, spin and constantly turn their heads in order to remain “conscious”. In order to maintain concentration of attention, children use an adaptive strategy: they activate the centers of balance with the help of physical activity. For example, leaning back on a chair so that only its back legs touch the floor. The teacher requires the children to sit up straight and not be distracted. But for such children, these two requirements come into conflict. If their head and body are immobile, the level of brain activity decreases.

It has now been established that as a result of correction with the help of multidirectional motor exercises in children with hyperactivity syndrome, the function of consciousness, self-control and self-regulation develops.

These difficulties lead to difficulties in mastering reading, writing, counting. N.N. Zavadenko notes that 66% of children with hyperactivity syndrome are characterized by dyslexia - a partial disorder in the process of mastering reading, manifested in numerous repeated errors of a persistent nature and due to the lack of formation of mental functions involved in the process of mastering reading - and dysgraphia - a partial violation of writing skills due to focal lesions, underdevelopment or dysfunction of the cerebral cortex. For 61% of children - signs of dyscalculia - a violation of the formation of counting skills due to focal lesions, underdevelopment or dysfunction of the cerebral cortex.

In addition, hyperactivity is characterized by a weak development of fine motor coordination and constant, erratic, awkward movements caused by an unformed interhemispheric interaction and a high level of adrenaline in the blood. Children with hyperactivity syndrome are also characterized by constant chatter, indicating a lack of development of internal speech, which should control social behavior.

At the same time, such children often have extraordinary abilities in various areas, are quick-witted and show a keen interest in their surroundings. The results of numerous studies show a good general intelligence of such children, but the listed features of their status do not contribute to its development. Among children with hyperactivity syndrome, there may be gifted ones.

Analysis of age dynamics: the first surge is observed at 5-10 years old and falls on the period of preparation for school and the beginning of education, the second - at 12-15 years old. This is due to the dynamics of the development of higher nervous activity. The age of 5.5-7 and 9-10 years are critical periods for the formation of brain systems responsible for mental activity, attention, memory. 12-15 years coincides with the period of puberty. D.A. Farber notes that by the age of 7 there is a change in the stages of intellectual development, conditions are formed for the formation of abstract thinking and arbitrary regulation of activity.

Hyperactive children are characterized by constant chatter , indicating a lack of development of inner speech, which should control social behavior.

The American psychologist W. Ocklender characterizes children with hyperactivity syndrome as follows: “ Hyperactive child it is difficult to sit, he is fidgety, moves a lot, turns around, sometimes talks excessively, can be annoying with his demeanor. He often has poor coordination or lack of muscle control. He is clumsy. Drops or breaks things, spills milk. It is difficult for such a child to concentrate his attention, he is easily distracted, often asks a lot of questions. But he rarely waits for answers.

Hyperactivity syndrome in children is quite common, but all researchers emphasize the higher prevalence of the symptom among boys compared to girls, which ranges from 3:1 to 9:1. The high frequency of symptoms in boys is due to the influence of hereditary factors, as well as the higher vulnerability of the male fetus to pathogenetic influences during pregnancy and childbirth. In girls, the large hemispheres of the brain are less specialized due to the greater number of interhemispheric connections, so they have a greater reserve of compensatory functions compared to boys with damage to the central nervous system.

In addition, there are gender differences in the structure and dynamics of behavioral disorders. Among girls, hyperactivity syndrome is less common and manifests itself in the form of impaired attention. In girls, behavioral deviations manifest themselves more secretly, and therefore are not detected during one or two observations, and have a more unfavorable prognosis. The deviance of girls is based on the “stuck” of psychological development in the frontal regions of the left hemisphere, which is much more difficult to correct and compensate.

D. Dobson introduces the concept of the so-called “normal” hyperactivity, giving it the following meaning: “Not every child who does not sit still, spins around and skips, suffers from hyperactivity in the medical sense of the word. Most babies are in constant motion from sunrise to nightfall.”

Observations and various studies have shown that hyperactivity disappears or decreases significantly by adolescence. However, attention disorders and impulsivity in most cases continue to persist until adulthood. People who suffer from severe forms of hyperactivity syndrome in childhood have a high risk of social maladjustment in adolescence and adulthood (P. Wender, R. Sheider).

Despite the fact that many specialists (teachers, speech therapists, psychologists, psychiatrists) are dealing with the problem of hyperactivity, there is still an opinion among parents and educators that hyperactivity is just a behavioral problem, and sometimes it’s just a child’s “promiscuity” or the result of poor upbringing. Moreover, almost every child who shows excessive mobility and restlessness in the kindergarten group is classified by adults as hyperactive children. Such haste in conclusions is far from always justified, because. hyperactivity syndrome is a medical diagnosis, the right to make which only a specialist has. In this case, the diagnosis is made only after a special diagnosis, and not on the basis of fixing the excessive physical activity of the child.

Despite numerous studies devoted to the study of the causes of observed behavioral disorders, final clarity on this issue has not yet been achieved. At the present stage of the study of hyperactivity, three groups of factors in the development of the syndrome are considered dominant:

genetic factors;
Damage to the central nervous system during pregnancy and childbirth;
Negative effect of family factors.

According to the results of a study by N.N. Zavadenko, the occurrence of hyperactivity syndrome due to early damage to the central nervous system during pregnancy and childbirth occurs in 84% of cases, genetic causes - in 57% of cases, the negative effect of family factors - in 63% of cases.

Characteristic manifestations of the genetic factor can be traced in several generations of the same family, much more often among male relatives. The influence of biological factors plays a significant role at a younger age, then the role of socio-psychological factors, especially intra-family relations, increases.

The causes of early damage to the central nervous system during pregnancy and childbirth can be malnutrition, lead poisoning, organic brain damage, intrauterine defects, fetal drug poisoning during prenatal development, oxygen deficiency during fetal development or during childbirth. According to the results of numerous studies, one of the most common causes of deviations in learning and behavior is a birth injury of the cervical spine, which is not diagnosed in a timely manner. What leads to the emergence of syndromes of unformedness or deficiency of the brain in ontogenesis.

Children with hyperactivity syndrome have sufficiently developed compensatory mechanisms, for which the following conditions must be met:

providing parents and teachers with emotionally neutral development and learning;
compliance with the regime, sufficient time for sleep;
learning according to a personality-oriented program without intellectual overload;
appropriate medical support;
development of individual assistance to the child by a neurologist, psychologist, teacher, parents;

According to modern scientific data, among boys of 7-12 years old, signs of the syndrome are diagnosed 2-3 times more often than among girls. Girls have more pronounced social maladaptation, learning difficulties, and personality disorders.
Emotional maturity in preparation for school is mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time.

For children with hyperactivity syndrome, there may be "bad" emotional manifestations:

lies can be used as a form of avoiding compliance with the norm;
increased motor activity;
snitching;
negligence in performing monotonous operations;
violation or non-observance of the rules in a game or other activity.

Thus, the indicators of the hyperactivity syndrome are: disorders of mental functions - attention, which can manifest itself in the difficulties of maintaining it, in reducing selectivity and severe distractibility with frequent switching from one activity to another; arbitrary type of memory; coordination of movements, it can be a violation of fine motor coordination, a violation of balance and visual-spatial coordination; interpersonal relationships with peers and adults. Such children always strive to lead their peers, often break the rules in games, get distracted, impulsive, often change their desire to do something else. In relationships with adults, they are distinguished by their "ill-manneredness", they are not affected by the usual punishments and rewards. Children with hyperactivity syndrome tend to do everything the other way around, this must be taken into account when educating such preschoolers.

I present one lesson for children with hyperactivity syndrome "We are different, we are together."

Lesson form: group, lasting 20-25 minutes.

Tasks: development of arbitrariness and self-control, development of attention, removal of psycho-emotional stress, development and improvement of communication skills, development of emotional and expressive movements, development of tactile perception.

Psychologist. Today the cat Matvey came to visit us and brought a magic flower with the names of the games. We will take turns tearing off the petals and looking at the name of which game is written there, and then we will play this game. Please tear off one petal (one child tears off a petal and gives it to a psychologist to read).

1. The game "Names"

The participants in the game, passing the ball in a circle, call each other harmless words (the names of vegetables, fruits, furniture, mushrooms) only in a diminutive form: “And you, ... carrot!”

Then the psychologist offers to tear off the next petals in turn and reads the names of the games that are played by the children.

2. The game "Brownian movement"

All children stand in a circle. The leader rolls in tennis balls one by one. Children are told the rules of the game: the balls should not stop and roll out of the circle, they can be pushed with the foot or hand. If the participants successfully follow the rules of the game, the leader rolls in additional balls. The meaning of the game is to set a team record for the number of balls in a circle.

3. The game "Magic bag"

Children examine small toys, and then they are placed in a cloth bag and are invited to identify each of them by touch.

4. The game "Flies - does not fly"

The psychologist names different objects. Children should raise their hands when they call an object that can fly. The psychologist can deceive them.

5. Final stage

When the last petal comes off, the psychologist says that the question is written on it: “What games did the children play in class?” the children pass the center of the flower to each other in a circle and name the games they played in the lesson.

Literature:

Koltsova M.M. Motor activity and development of the child's brain. M., 1973.
Vygotsky L.S. Sobr. op. in 6 vols. - M., 1982.
Smirnova E.O. Interpersonal relationships preschoolers: diagnostics, problems, correction. - M., 2005.
Psychocorrectional and developmental work with children / Ed. I.V. Dubrovina. - M., 2001.
Comprehensive support for preschool children / Under the scientific. ed. prof. L.M. Shipitsyna. - St. Petersburg, 2005.
Murashova E.V. Children-"mattresses" and children-"catastrophes": Hypodynamic and hyperdynamic syndrome. - Yekaterinburg, 2005.
Artsishevskaya I.L. The work of a psychologist in a kindergarten with hyperactive children. - M., 2005.

Exercises for hyperactive children.

For the student's health elementary school many factors influence. To keep the child healthy, the teacher must remember:

Build normal, healthy relationships with the student;

Take into account the emotional personality characteristics of children;

Take into account the fatigue of children;

Take into account students with an increased need for attention;

Pay attention to students with increased physical activity;

Take into account the age and individual characteristics of children in the distribution of any load;

Learn to plan your day

Help your child feel their own worth.

Increased motor activity.

Respect your child and accept him for who he is. Be realistic in your expectations and requirements;

Avoid repeating the words "no" and "can't";

Speak with restraint, calmly, gently;

Use visual stimulation to reinforce verbal instructions;

At a certain period of time, give the child only one task so that he can complete it;

When playing, limit the child to one partner;

Maintain a “positive model” in dealing with students. Praise him every time he deserves it, emphasize successes. This will help strengthen the child's self-confidence, increase his self-esteem;

Give your child the opportunity to expend excess energy. At the lessons - physical minutes, games with motor elements (with a ball, on the street, get it, give it, bring it, etc.). In the afternoon - long walks, outdoor games, jogging;

But at the same time, this student must be protected from fatigue, since it leads to a decrease in his self-control and an increase in activity;

Teach your child to take quiet breaks;

The instructions that we give the child should be clear to him and very short. In order for an impulsive child to understand you, before you say something, think over and weigh each word, then establish eye contact with the child, ask if he is ready to listen to you, and then speak, emphasizing key words with your voice;

In moments when the student does not understand you well and does not listen to what you are saying to him, use the “broken record” technique - repeat your appeal to him word for word 3-4 times in a confident voice, making long pauses. Be sure to get your way without changing tactics. When the child fulfills your request, praise him or just say thank you;

Sometimes teachers, out of impatience in response to violent manifestations and disobedience, scold the child, but this measure of influence can only increase the reaction and cause negative emotions.

On the lesson:

Seat the child at the first desk of the central row, use more visibility, close the door to the classroom, create “Success Situations”, individually explain homework.

Change of activities depending on the degree of fatigue;

Realization of the child's motor needs (fulfillment of the teacher's instructions that require motor activity: distribute notebooks, erase from the board, etc.).

Reduced requirements for accuracy in the early stages of training; rewards for work performed by the child a little more accurately than the previous one.

Performing relaxation exercises and removing muscle clamps;

If necessary, explain the material individually (one on one).

Checking the knowledge of such a student is carried out at the beginning of the lesson.

EXERCISES

1. "Stressed - relaxed." It is necessary to strain the whole body as much as possible, after a few seconds, release the tension, relax. Do the same with each part of the body - right arm, left arm, neck, back, abdomen, right leg, left leg.

2. "Okay". Clap hands, clap with two hands with a partner. The rhythm is constantly accelerating.

Fist-palm clapperboard: clap in the palm of your hand, then clap your fist on your palm. Rhythm acceleration is a must.

3. Attention mobilization exercise.

I.p. - standing, arms along the body. 1-right hand on the belt, 2-left hand on the belt, 3-4-right hand on the shoulder, left hand on the shoulder, 5-6-right hand up, left hand up, 7-8-clap hands overhead, 9 -10-lower the left hand on the shoulder, right hand on the shoulder, 11-12-left hand on the belt, right hand on the belt, 13-14-clap hands on the hips. Repeat 4-6 times. Tempo - 1 time slow, 2-3-medium, 4-5-fast, 6-slow.

4. Self-massage.

We will wash the forehead
We wash cheeks
Let's not forget the nose
Neck, chin.

5. Sleep with music.

6. "Balance". The guys are balancing with a newspaper in a standing position. Wherein:

They hold the newspaper at arm's length;
- on the left and right hand alternately, standing on both legs;
- on the left and right hand alternately, standing on one leg;
- hold a newspaper on the head;
- on shoulders;
- on the back of the head;
- alternately on the right and left legs.

7. Development of general motor skills (perform movements according to the text):

The fox has a sharp nose
Red fox fur coat of unspeakable beauty.
The fox walks smoothly, strokes the red fur coat.

8. Sketches for the soul.

9. "Screamers - whisperers - silencers."

Special cards different colors or prepared, carved palms. Red - shout, make noise, green - whisper, blue - be silent, keep quiet.

Fatigue

In any occupation, and especially in mental work associated with a fixed posture, a child with increased fatigue needs frequent breaks filled with either active movements or relaxation.

EXERCISES

1. "Mirror". The guys stand in their places and perform the movements that the adult shows them, clearly copying them. The teacher plays the role of a mirror in which students look. They should: freeze in place, turn to the right, to the left, stand on their fingers and blink their eyes, nod their heads, stand, wave alternately with their left and right hands, stand, hugging their neck with either their left or right hand.

2. "Clowns". Students can sit or stand. The teacher invites them to play clowns. To do this, they must complete the following tasks: draw and part their eyebrows, squint their eyes and open them wide, stretch their lips as much as possible in a smile, and then tighten them, stretch their neck as much as possible, pull in, bring their shoulders together as much as possible, spread them, hug themselves with their hands, stroke, wish good luck and smile.

3. "Twins". Students put their hands on each other's shoulders and close their eyes. At the signal of the teacher, they execute commands: sit down, stand up, stand on tiptoe, lean to the left, right, bend back, stand on right leg bending the left knee and vice versa. In this position, imitation of movement: trains, planes, tractors, caterpillars, turtles, snakes, bears, penguins.

4. "Round". Participants become in a circle. They pass a newspaper rolled up into a tube: in front of them, behind them, behind their backs, standing on one leg, holding the stick with their knees, etc.

5. Relaxation stories.

6. Rest with music.