Methodical development
A set of tasks for the development of attention
junior schoolchildren
Borodina Svetlana Anatolievna,
teacher primary school
GBOU secondary school No. 121 of St. Petersburg
This complex is designed to conduct developmental activities with younger children. school age and is presented in the form of 4 blocks.
Organization of classes: special exercises can be included in the educational process, where, in the classroom, children are offered classes and games aimed at developing the basic properties of attention. Also, some exercises can be used at breaks.
The material was selected taking into account the age capabilities of the students.
Classes can be held at school desks and, if possible, in a circle of 10-15 people.
The purpose of the classes: to develop the basic properties of attention in schoolchildren with the help of games and training sessions.
1. Compose classes aimed at developing the volume, switching, concentration and stability of attention.
2. Develop cognitive interest.
There are certain types of activities that place high demands on both individual properties of attention and the level of voluntary attention in general. These include exercises, games, special tasks, the systematic use of which helps to increase the effectiveness of psychological and pedagogical work to develop attention in children of primary school age.
Block 1. Tasks that can be offered for work in the Russian language lesson.
Task number 1.
"Make a word."
Lead time: 5 minutes.
Instruction: Children in their workbooks should make up as many words as possible from the proposed set of letters.
Option 1: a, k, s, o, i, m, p, t.
Option 2: m, w, a, n, i, s, d, p.
Task number 2.
Alphabet game.
Lead time: 10 minutes.
Instructions: Children can sit in a circle (or stay at their desks). Letters of the alphabet from A to Z are distributed among the children. The fewer participants, the more letters alphabet is for everyone. Next, the teacher (leader) dictates a phrase or word. And the guys, like on a typewriter, should “print out” this phrase. Printing desired letter is indicated by a clap of the hands of the participant in the game to whom this letter is assigned.
The one who makes mistakes becomes the leader.
Thus, it is possible to “print out” several very different phrases or words. The one of the guys who has never been a leader is the most attentive.
This task can be carried out during the school year for 10 minutes per lesson (2-3 times a week).
Task number 3.
"Correct Exercises"
Purpose: development of concentration and self-control in the performance of written work.
Lead time: 5 minutes (at least 5 times a week) for 4 months.
Material: texts in workbooks or printed (letter) texts, pens and pencils.
Instruction: Within 5 minutes need;
Option 1. Cross out all encountered (or circle) the letters "A": both small and capital, and in the title of the text, and in the author's surname;
Option 2. "I" underline, "L" cross out;
Option 3. "E" circle, "D" cross out;
Option 4. "O" underline, "K" cross out;
Option 5. Letters are circled on one side, ticked on the other, and so on.
Checking the completion of the task is carried out by the students themselves from each other (they look for errors, correct them).
Task number 4.
The game "Inverted words".
Purpose: to develop in children the ability to concentrate.
Lead time: 10-15 minutes.
Instruction: Students are offered a set of words in which the letters are mixed up in places. It is necessary to restore the normal word order.
Example: MAIZ- WINTER, NYANAAV- BATH.
a) SHIAMNA- b) LABOSAK- c) SYUB-
TEEVR- DAUM- LOCHDO-
FEKRI- TRKO- LOR-
EZEZHOL- RMEO- META-
AKSHA- NALEP- VORK-
The task can be used when studying the topic: “Noun”, where it is additionally given to determine the gender and declension. noun.
Task number 5.
Typewriter game.
Purpose: development of concentration of attention; developing the ability to work in a group.
Lead time: 10 minutes (oral work).
Instruction: The teacher invites students to "print" a sentence.
For example: "The ocean is great, but a drop is profit for it."
The participants in the game must take turns naming the letters. When the word ends, you have to stand up, and when you need to put a punctuation mark, everyone stamps their foot, at the end of the sentence, everyone has to clap their hands.
Whoever makes a mistake is out of the game.
Task number 6.
"Correct the mistakes in the text."
Purpose: to establish the level of stability of students' attention when performing and checking written work; attention training.
Time spending: 10-15 minutes, during the school year.
Instruction: “The text is written on the board. Read carefully. Find the mistakes you made.
Option 1 . Along the steep mountain path
Black lamb went home
And on the bridge humpbacked
Met a white brother
shook one horn,
Rest on the other feet ...
How not to twist the horns,
And you can't get through both.
(S. Mikhalkov).
Option 2.
Dandelions.
Everyone knows these simple flowers. They look like a small sun with golden rays. Dandelion seeds ripen quickly and become fluffy balls. Blow on the ball, and light fluffs will float in the air. That is why people called this flower dandelion.
Option 3.
A nimble kid is running. The winter lger has opened.
Litit is a huge eagle. Blooming white lilac.
It's fucking raining. Get the cutlery.
There is a glass vase. Lost a thin needle.
New Year's Eve is coming soon. A pot-bellied samovr boils.
This task should be done 3-5 times a week. First, students find errors orally, correct them with an explanation, and then each independently writes the text in his workbook.
They exchange notebooks and check again. Texts (sentences) are selected each time new. The practice of working with this task showed that errors in written tasks were significantly reduced. This affected the overall performance of the class.
Task number 7.
"Join the halves of the words."
Time spending: 5-10 minutes.
Instruction: Words are divided into two parts. Then, the first halves are written in discord in the left column, and the second in the right. It is necessary to connect these halves with each other so that whole words are obtained.
Option 1. Option 2.
SAMO LYAR ROD RAST
BUK VERT WHEN RIDING
FOOT VAR WHO INA
BAL VAR RAZ GOROK
CAP CON BY POINT
CON NAL SOR BOR
WA KA STEAM WHO
CA GON WATER FOR
GON KANG SEM TA
Children write down the composed words in workbooks, then check. You can give additional tasks not only on the topic of the lesson, but also as material for repetition.
Task number 8.
"Find words".
Time spending: 5-7 minutes.
Instruction: Words are written on the board, in each of which you need to find another word hidden in it and underline it.
Laughter, wolf, pole, scythe, bison, regiment, fishing rod, stranded, set, prick, road, deer, patty, tunic.
Task number 9.
The game "Write a proposal."
Purpose: development of concentration of attention, consolidation of knowledge about the members of the proposal.
Lead time: 15 minutes.
Instructions: The participants of the game are divided into 2 teams. In each team, one of the players will play the role of a subject, someone will play the role of a predicate, an addition, a definition, a circumstance, someone will be a preposition, a comma, a period, etc. The role played is written on a card and attached to the clothes.
Then the teacher (leader) dictates a sentence. Which team does it faster and more correctly, that one wins.
Task number 10.
The game "Many - one".
Time spending: 5-10 minutes.
Instruction: Children sit in a circle (you can stay at school desks).
The teacher, throwing the ball, calls the word in the plural. The child, returning the ball, is in the singular (or vice versa, the teacher calls the word in the singular, the child in the plural).
Cats, rooks, forests, rows, bridges, pillars, hills, traces, houses, moles, eyes, cabinets, elephants, gardens, bushes, noses, pancakes, sheets, mushrooms, tables, knives, kata, bows, forfeits, floors, brothers, gnomes, mouths, watches, bolts, ladle, rubles, umbrellas.
The task is given when studying the topic "Noun" singular. and many others. h. (nouns change) orally. Additionally, the task is given to determine the units of nouns. hours gender and declension.
Task number 11.
Exercise "Method of Münsterberg".
goal: the formation of concentration and stability of attention in children; development of selective attention.
Time spending: 5-10 minutes.
Instruction: Words are inserted into a meaningless set of letters (more often nouns, but there may be verbs, adjectives, adverbs). It is required to find them as quickly as possible and without errors. The child is given a form with printed lines of randomly typed letters, following one after another without spaces. Among these letters, students must find the words and underline them. Then the students exchange a notebook with a desk mate and check the assignment (correct mistakes, underline words not found).
The indicator of success can be the number of correctly found words.
Task number 12.
Exercise "Come up with a word."
Purpose: training of the volume of attention.
Time spending: 3-5 minutes.
Instruction: The teacher throws the ball to each of the students, offering to name as many words as possible for the sound he proposed. For example: "M" - car, furniture, sink, matryoshka, etc. (you can use not only nouns, but also adjectives and verbs).
Task number 13.
Exercise "Compose words."
Purpose: development of concentration and stability of attention.
Time spending: 5-10 minutes.
Instruction: Compose and write down in your workbook as many words as possible from the letters that form a word (nouns).
Example: PHOTOGRAPHY - reef, shooting gallery, mountain, bargaining, grotto, thrust, graph, etc.
Adding other letters is not allowed. Words are used differently.
Task number 14.
Exercise "Invisible Words".
Purpose: the formation of concentration of attention in children, using the example of composing a word from individual letters.
Time spending: 10 minutes.
Instruction: The teacher (student) writes on the board (or in the air) with his finger a word one letter at a time. Children write letters as they appear on paper or try to remember them (depending on the degree of preparedness). Then it is discussed which word each got. The teacher can involve one of the students in the image of the word. In this case, he shows one after another cards with letters written on them to the child, which he reproduces with his finger on the board (you can gradually increase the pace of the exercise).
The received words can be written down in workbooks (additional tasks are given).
Task number 15.
Exercise "Find related words."
Purpose: development of concentration and stability of attention.
Lead time: 5-10 minutes.
Instruction: Different words (roots of words) are offered.
For example: house, forest, cat, table, etc. It is necessary to find as many related (single-root) words as possible in the shortest possible time.
For example: HOUSE - a house, a house, a house, a house, a house, a house, a house, a house, etc. This task can be used when studying the topic: "The composition of the word and word formation."
Task number 16.
The game "The Fourth Extra".
Goal: development of concentration.
Lead time: 10-15 minutes.
Instruction: Children sit in a circle (possible at their desks). The teacher throws the ball to the student and names 4 objects, 3 of which belong to the same general concept. The child must identify an extra item, i.e. not suitable for the others, name him and return the ball to the teacher (work is carried out along the “chain”).
Option 1.
1) table, chair, bed, kettle;
2) horse, cat, dog, pike;
3) Christmas tree, birch, oak, strawberry;
4) cucumber, turnip, carrot, hare;
5) notebook, newspaper, notebook, briefcase;
6) cucumber, watermelon, apple, ball;
7) wolf, fox, bear, cat;
8) a doll, a typewriter, a skipping rope, a book;
9) train, plane, scooter, steamer;
10) skis, skates, boat, sled.
Option 2.
1) snow, frost, heat, ice;
2) bus, tram, plane, trolleybus;
3) river, forest, asphalt, field;
4) firefighter, astronaut, ballerina, policeman;
5) desk, board, student, hedgehog;
6) snake, snail, butterfly, turtle;
7) brushes, paints, kettle, canvas;
8) hat, roof, door, window;
9) milk, tea, lemonade, bread;
10) leg, arm, head, shoe.
Task number 17.
Game "Happy Horse"
Purpose: formation of concentration and stability of attention.
Lead time: 10 minutes.
Instruction: Without rearranging the letters, write down 7 sentences from this letter combination (teamwork).
NOW LIFT ALSO.
1) Raise those feathers, those too. 2) Those feathers under him, and those too. 3) Raise those feathers too. 4) Now I, pick those up too. 5) Now I, pick up too. 6) Now I'm under them those too. 7) Those feathers under them, those too.
The task is given when studying the topic "Offer".
Task number 18.
Exercise "School essays".
Time spending: 5-7 minutes.
Instructions: Be careful. Why are these lines school essays considered humorous? How should one write? Fix it.
- 1. A flock of ducks and hares appeared in the distance.
- 2. The Baikal puppy has ears and a fluffy tail merrily sticking out on the top of his head.
- 3. A heavy hand rested on my shoulder and said...
- 4. He stood and blinked his eyes.
- 5. In winter, many animals hibernate.
The above tasks help children become not only more attentive, but also make Russian language lessons more varied and exciting. It is also necessary to include riddles, charades, crosswords and rebuses in the lessons.
Block 2. At the lesson of mathematics, you can use tasks to train the stability of attention, the ability to switch and distribute attention.
Task number 1.
Exercise "Each hand - its own business."
goal: the formation of the distribution of attention in children and at the same time processing the memorization skill.
Instruction: Children are asked to slowly move a book with illustrations with their left hand for 1 minute (memorizing them), and draw with their right geometric figures or solve simple examples.
Task number 2.
goal: the formation of switching attention in children.
Time spending: 5-7 minutes.
Instructions: Students work in a workbook.
Option 1: Fill in the blanks to make an offer. To do this, solve examples. Replace number answers with words. Insert the first letters of these words instead of a dash. The number 1 can be replaced by the words "one" (0) and "one" (E). The number of the block of examples corresponds to the number of the word in the sentence.
Example: ---and
Answer: CHILDREN, since 18-8=10 (D); 22:22=1(E); 18:6=3(T).
IR - - - I - - LV - - - - - -U - I - L - I - - - I - U -.
1. 10:5= 2. 7+8= 4. 25:5=
9-8= 3. 24:2= 12:4=
9-5= 21-10= 10x5=
10-10= 15-14= 6x5=
6. 1-1= 9+8= 27:9= 10x3= 20-7=
Option 2. Insert missing letters instead of dashes to make words. But first, solve the examples, and in the answer, instead of a number, write down the first letter of the word denoting this number. Keep in mind that 1 is both "one", and "one", and "one".
Example: - - - YX
We insert the received letters instead of gaps and get the word COCK.
64:8= - - - - 8+8=
5x4=
b 4x4 \u003d - - A - - b - 49: 7 \u003d
The task is carried out at the beginning of the lesson in the form of an oral account. Gradually the task becomes more difficult.
Task number 3.
Exercise "Counting with interference."
Purpose: the formation of switching attention in children.
Time spending: 3 minutes.
Instruction: Children call numbers from 1 to 20 (you can from 1 to 30, from 1 to 40, etc.), while writing them down on a piece of paper or on the board in reverse order: says 1, writes 20, says 2, writes 19 etc. The number of errors is counted.
Task number 4.
"Name the neighbors."
goal: development of voluntary attention.
Time spending: 5-7 minutes.
Instruction: Work is carried out orally. Children sit in a circle (or at their desks). The teacher throws the ball to the students in turn, calling out numbers from 0 to 30 (gradually the numbers and the pace of work increase). The one who catches the ball must name the "neighbors" of the given number, i.e. numbers 1 less and 1 more than the named number, or the previous and the next. The student then returns the ball to the teacher. If the child who caught the ball misses twice in the name of the “neighbors”, he is eliminated and closely follows the game from the side. The last of the children is considered the most attentive. The task is applied in the oral account.
Task number 5.
Team Score.
Purpose: the formation of children's concentration of attention on the example of arithmetic exercises and operations.
Time spending: 10 minutes.
Instruction: The class is divided into two teams. The order of the numbers (within 10, 20, etc.) and the arithmetic operations used (+; -; x; :) are specified in advance. Then the children of the first team call the numbers in turn, the teacher or one of the children calls the arithmetic operations. The children of the second team follow this row and perform operations in their minds. Then the teams switch rows. The team with the most correct answers wins.
Task number 6.
"Guess the word".
Purpose: development of concentration and switching of attention.
Time spending: 10 minutes.
Instructions: There are columns of examples written on the board. If you count correctly, you will get a word that is “encoded” with letters.
L B O N R A C W T H
0 1 2 3 4 5 6 7 8 9
122 7112 8679 777
334 + 1136 - 7141 -326
456 8248 1538 451
CANCER CAKE BOW RAB
The task gradually becomes more difficult. This task helps children not only become more attentive, but also quickly and effectively master the rules for adding and subtracting numbers in a column, as well as multiplying and dividing multi-digit numbers within a million.
Work can be carried out both at the beginning and at the end of the lesson. Observation showed that the guys perform this task with great interest and desire. Calculation errors have been significantly reduced.
Task number 7.
Clock game.
Purpose: formation of concentration of attention.
Time spending: 10-15 minutes.
Instruction: 13 people can take part in the game (one of them is the leader). Children stand in a circle. The host invites them to depict the dial of a large clock, each child stands at a certain number. They agree on where they will be at 12 o'clock. One of the participants in the game stands in the center, he must call the time. The facilitator explains to the participants of the game that the child standing where the hour hand should be at this time should make one clap, and the child who is standing where the minute hand will be should make two claps. One of the guys who makes a mistake becomes in the center of the circle and will call the time.
The game is played while studying the topic "Time and its measurement".
Task number 8.
"We play counting."
goal: development of concentration and stability of attention.
Time spending: 10 minutes.
Instruction: Participants work in pairs (desk neighbors). Stand (or sit) opposite each other. At the teacher's command, each pair begins to count from 1 to 100, with one partner pronouncing odd numbers, and the other even. Nearby are the same participants in the game, and they also count. In such an environment, it is difficult to count. But the participants in the game must try not to stray. The first couple to count to 100 wins.
Task number 9.
"Each hand has its own business."
Purpose: the formation of the distribution of attention.
Behavior time: 5 minutes.
Instructions: Draw with one hand with the other
with one hand, the other, etc.
Used as a geometric material.
Task number 10.
The game "We count together."
Goal: development of concentration.
Time spending: 5-7 minutes.
Instruction: “Now we will count with you, just count: 1,2, 3, etc. One of us will start the count, and the next one will continue, and so on. We will try to count as quickly as possible. In the process of counting, one condition will have to be observed: if you have to name a number that includes the number 6 (for example: 16), then, pronouncing this number, you will have to stand up (you can complicate the exercise by replacing standing up with clap without pronouncing the number ).
If one of us makes a mistake, then he is out of the game, but at the same time he is watching the game. We all have to be very careful and remember who is already out and who is still playing."
The game is played at the beginning of the lesson as a warm-up.
Block 3. Tasks that can be used in reading lessons.
Task number 1."Time is expanding..."
Purpose: to train the amount of attention and concentration.
Instruction: “Now I will read to you a poem by Samuil Yakovlevich Marshak “We know: time is extensible”, and you will try to listen carefully in order to answer my questions after reading it.”
We know that time is extensible,
It depends on
What kind of content
You fill it.
He has blockages
And sometimes it flows
Unloaded, empty
Hours and days are in vain.
Let the intervals be even
What separates our days
But, putting them on the scales,
Finding long minutes
And very short hours.
What is this poem talking about?
What time periods are mentioned?
What is the name of the poem?
What is the central, most important thought S.Ya. wanted to express? Marshak?
Such work is carried out constantly at each lesson. Products may vary.
Task number 2.
"Read the poem."
goal: development of stability and concentration.
Instruction: “Before you are forms with printed lines of letters. The lines of the poem by A.S. Pushkin. Try to read them."
Correct answer.
Chased by spring rays,
There is already snow from the surrounding mountains
Escaped in muddy streams...
Task number 3.
Exercises that develop attention to the word and its parts.
1. Reading words and phrases for a certain time (cultivating attention to the end of a word, reading words with a common root: water, water, white, linen, native, Motherland; a combination of a noun with an adjective: clean coast, near a distant forest) to the root of the word , (with a different root, but with the same endings: purity-frequency, girl-grandfather, bun-squirrel). Use of different parts of speech.
Purposeful installation reading.
Using the method of mutual verification: the student reads the text of 1-2 paragraphs to his neighbor, he monitors the correctness and marks the errors. Then the roles change - the other reads the next two paragraphs.
Books - collectives are used in the work.
Task number 4.
"Reading with Disturbance".
Goal: training the distribution of attention.
Instruction: Work is carried out with books - collectives (or a textbook on reading). Children read the text while tapping out a rhythm with a pencil. The next step is to work on the text.
Task number 5.
The game. "Give the meaning of the poem."
Purpose: development of voluntary attention.
Instruction: All students are divided into three teams (three columns). The host and his two assistants each read a quatrain, but as follows: first, everyone takes turns reading the first line from each quatrain, then they read the second line in turn, then the third and fourth in the same way.
With such a reading, it is difficult to immediately grasp the content of each quatrain, so the reading can be repeated.
The task for the 1st team is to convey the meaning of the first poem, the task for the 2nd team is to convey the meaning of the second poem, the task for the 3rd team is to convey the meaning of the third poem. Poems must be complex.
Block 4. Consider some tasks that are recommended to be carried out during after hours (during breaks).
Task number 1.
"Listen to the silence" (change).
Purpose: the formation of perseverance and the ability to concentrate in children.
Instructions: Everyone listens to silence for 3 minutes. Discussion follows: who heard what and in what order.
Task number 2.
The game "Four Elements" (used as a physical pause).
Purpose: the development of attention associated with the coordination of the auditory apparatus and the motor analyzer.
Instruction: Children perform near the desks (during a physical break). On the command "earth" - the children should lower their hands down, "water" - stretch forward, make a swimming movement, "air" - raise their hands up, and on the command "fire" - rotate their arms in the elbow joints. Whoever makes a mistake is out of the game.
Task number 3.
Exercise "Messed up lines".
Goal: development of concentration.
Material: cards with drawn, mixed up lines of the same color and for each child.
Time spending: 5 minutes.
Instruction: “The form shows mixed lines. trace the line
from left to right to determine where it ends. You need to start from line 1. You must write down the number with which this line ends. When completing the task, you need to trace the line with your eyes, without using your finger and pencil.
Task number 4.
Game "Remember sounds".
goal: development of concentration, auditory memory.
Instructions: Sit comfortably and close your eyes. I will now walk around the room and make various sounds. Maybe I open and close the door, shake the wastebasket, or knock on the radiator. I would like you to listen carefully and guess what I am doing. Listen carefully so that you can later describe these sounds. Try to remember the sequence of these sounds as well.
The children will then have to describe what they have heard and compare the results with those of others.
After the teacher has played this game a couple of times, the children themselves will be able to play this role.
Task number 5.
Exercise "Minute".
Purpose: to develop in children the ability to concentrate. Also, this exercise is a good diagnostic method for studying the internal pace of the child.
Instruction: The teacher asks the students to internally measure the time as 1 minute (60 seconds). When the inner minute is over, everyone raises their hand. The teacher uses a stopwatch to measure real time and record the degree of discrepancy for each answer.
Task number 6.
Rock, paper, scissors game.
Goal: development of concentration.
Instructions: The participants of the game are divided into groups. On the count of "Three", each participant throws out one of three figures on his fingers: a stone - a fist, scissors - two fingers, paper - an open palm. Moreover, there is a rule: scissors cut paper, stone blunts scissors, paper can wrap itself around a stone. Accordingly, a player who has thrown out such a piece on his fingers that “defeats” the opponent (for example, a stone will defeat scissors) remains, and the losing player leaves the game. Now this game is considered popular among students. They constantly play it at all breaks, chips and cards are used.
Task number 7.
"Be careful".
Purpose: development of voluntary attention.
Material: each student has a printed text.
Instructions: “Read the text carefully and only once. And then try to accurately answer the question.
Task number 8.
The game "Search non-stop."
Purpose: increase the amount of attention.
Instruction: Within 10-15 seconds, see around you as many objects of the same color (or the same size, shape, material, etc.) as possible. At the signal of the teacher, one child begins the enumeration, the others complete it.
Task number 9.
Exercise "Live picture".
Purpose: the formation and development of children's attention span.
Instruction: The teacher (or one of the children) organizes the participants (from 2 to all) into any group. Participants freeze in a given position. The driver examines this sculptural group for 30 seconds, then turns away. A strictly specified number of changes are made to the picture. (For example: 2 participants change places, the 3rd lowers his raised hand, the 4th turns in the other direction - 3 changes in total). The task of the driver is to restore the original picture.
Task number 10.
Purpose: development of concentration and stability of attention.
Instruction: The exercise is performed sitting in a circle or the group becomes in a circle. “Let each of you come up with a movement and demonstrate it to everyone in turn. At the same time, we will be attentive and try to remember the movement of everyone. The group does this part of the task.
“Now that we have all memorized each other's movements, let's proceed to the exercise itself. The one who starts, first performs his movement, and then the movement of one of us to whom he wants to pass the move. You all need to be very careful not to miss the moment when your own move is made and the right to move passes to you. The one to whom the move is passed will have to make his move and pass the move on.
Pay attention to one limitation: you cannot transfer the move back, i.e. the one who just gave it to you."
During the exercise, the teacher encourages the participants to act faster. At the end of the exercise, you can ask the question: “What difficulties did you have?”, “What is your mood?”.
Task number 11.
Goal: development of switching attention.
Instructions: The exercise is performed while sitting or all participants stand in a circle.
“Let one of you walk out the door. We (those who remain) will choose one
the person who will initiate the movement. He will perform any movements, changing them from time to time, and we will all repeat them. The participant who was outside the door will return to the room, stand in the center of the circle and, carefully watching us, will try to understand who is the initiator of the movement. When one of the participants walks out the door, the group decides who will initiate the movement.
Task number 12.
Exercise: "Shadow".
Purpose: development of concentration and stability of attention.
Instruction: “Before you is a form with figures of the depicted gnomes. Find out which dwarf the shadow belongs to." (Application).
Task number 13.
The game "Sing Together".
Goal: development of concentration.
Instruction: The teacher offers to sing a song together, for example, “Blue Carriage” or “Smile”. Moreover, if the teacher claps his hands 1 time, everyone begins to sing out loud in unison. If it claps 2 times, everyone continues to sing, but only mentally to themselves. If claps again 1 time, everyone again continues to sing aloud. And so several times, until one of the participants makes a mistake. The one who makes a mistake becomes the leader himself.
Task number 14.
Exercise "Hide and Seek".
Purpose: development of concentration and stability of attention.
Instructions: Find the items that are hidden in the picture.
Task number 15.
The game "Roll call - confusion."
goal: development of voluntary attention.
Instruction: The host calls the names and surnames of the children present, while confusing either the first name or the last name (the first name is called correctly, the last name is not; the last name is correct, the first name is wrong). Children listen attentively and call out only when both the name and surname are correctly named. Whoever makes a mistake is out of the game.
Task number 16.
Exercise "Primitive schoolchildren".
Purpose: development of concentration and stability of attention.
Instruction: Find a pair of the same: out of eight boys.
Task number 17.
The game "Fish, bird, beast."
Purpose: development of the ability to switch attention.
Instructions: Children sit in a circle. The host points to each player in turn and says: "Fish, bird, beast, fish, bird, beast, fish ...". The player on whom the counting rhyme stopped must quickly (while the leader counts to three) name, in this case, the fish. Moreover, the names should not be repeated. If the answer is correct, the host continues the game. If the answer is incorrect or the name is repeated (delay in the answer is also considered a mistake), then the child is eliminated from the game, leaving his "fant" to the leader. The game continues until one player remains. He and the presenter play out what to do for each "fantas".
Task number 18.
Chorus game.
Goal: development of concentration.
Instructions: 3-4 children take part in the game. The rest are watching the game closely.
One of the playing children is asked to leave the door for a while (or turn their backs to the players), the rest receive cards with words from one sentence, which must be pronounced at the signal of the host at the same time - each his own word. The task of the guesser is to understand and pronounce the entire sentence. The game is played several times so that all the children take part in it. If the "guesser" does not cope with the task immediately, you can repeat. The winner is the one for whom fewer offers were made:
A group was walking down the street.
The goat went for nuts.
It became important for the toad to croak.
Forty flew high.
The fly found the money.
The cuckoo walked past the garden.
The cook was preparing dinner.
The poor cat cut her paw.
There is a stump in the swamp.
There lived an old man.
The elephant is walking along the path.
Practice shows that elementary school students with great interest and diligence relate to such classes, in which the formation of attention is set as a special educational task.
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Department of Education
Administration of the Municipal Formation Nadymsky District
Municipal educational institution
"Average comprehensive school#1 Deep Learning
individual items ", Nadym
Nizhegorodtseva Svetlana Alexandrovna, primary school teacher, first qualification category
YaNAO, city of Nadym 2014
A collection of exercises for the development of attention in the process of teaching younger students
Types and properties of attention
Attention is closely related to interest and is therefore subdivided into arbitrary and involuntary. Voluntary attention is subject to conscious goals. Subordinating his attention at first to the verbal instructions of the teacher, the student gradually learns to formulate the tasks facing him and organizes his attention. Arbitrary attention requires a certain experience, the ability to organize their activities. Therefore, involuntary attention appears earlier in children, and only later, in the course of their development, voluntary, intentional attention is formed.
Another property is attention span. This is the number of objects that can simultaneously be in the zone of human attention. For younger students, the amount of attention does not exceed 3-4 objects, and for some children even less. A small amount of attention does not give the child the opportunity to concentrate on several subjects, to keep them in mind. Pedagogical correction of attention span has limited possibilities. Therefore, the teacher rather simply needs to take into account the small amount of attention. It will increase as the child's brain develops. Experienced teachers, knowing this feature, limit the visibility in the lesson to 3-4 manuals, do not give different examples more than the designated number, even their explanations of the new material are built into blocks that do not exceed the volume of children's attention.
Sustainability of attention it is the ability to keep the concentration of consciousness on a particular object. In younger schoolchildren, the stability of attention actively increases by the age of 9-10. At the beginning of the learning process, it is kept in the time range from 7 to 12 minutes. For the teacher, this primarily means that the explanation of new material from all over preparatory work should not last more than 7 minutes. It would be a mistake to think that the more preparatory exercises we select, the better the students will understand the new topic. This can only be true if the time limit is not exceeded. Often, when explaining educational material, we see that the child seems to be listening to us, not being distracted, not talking, but by looking at it, it is clear that the concentration has weakened. Psychologists advise to interrupt the explanation for a few seconds and ask the guys to ask themselves the question “What am I doing now?” After that, attention span returns.
Distribution of attention is the concentration of consciousness on two different objects at the same time. This property is necessary for younger students, for example, when performing a commented letter (the child must simultaneously say what exactly he is writing down and carry out the writing process), when checking his own work (you need to read the written text and at the same time look for spelling, check them and compare them with what is written) , when conducting mathematical dictations. As you can see, a very useful and necessary property for learning. However, it must be remembered that it is not formed until the age of 7 with the normal mental development of the child .. Therefore, in the 1st grade, children, answering at the blackboard, are able to first say, and then write a sentence. By the age of 8, the distribution of attention to 2 educational objects becomes the norm if one of the necessary actions is at least to some extent automated. If a student has automated the process of writing (he does not need to remember every graphic symbol), then he can learn to speak at the same time.
Concentration of attention- focus on the object of attention, the process of immersion. Sometimes a person is so deep in the performance of this or that business, is carried away by reading a book, watching a movie, that he does not see or hear anything around. Probably, we all dream of students solving problems or writing exercises with such enthusiasm. If the student does not know how to focus his attention, then his consciousness, as it were, glides over objects, without dwelling on any of them for a long time. As a result, the impression of the subject remains vague, fuzzy. There are several reasons for reducing concentration. Surprisingly, one of the reasons is the presence of adenoids in the child. This inflammatory process does not allow the brain to receive enough oxygen and, as a result, forms distracted attention. The biggest problem of today's children is watching TV, and now the computer has also been added. The fact is that flickering shots require a superficial look, a concentrated look with a long look causes a headache. If children watch a lot of TV, they easily develop a superficial view and transfer it to other activities.
Features of the attention of younger students
During the child’s education at the initial stage, significant changes occur in the development of the attention process, there is an intensive development of all its properties: the volume of attention increases especially sharply (2 times), by the age of 9-10 children are able to retain and perform voluntarily for a long time. given program actions. Research shows that different properties of attention have different “contributions” to learning success. So, when mastering mathematics, the leading role belongs to the volume of attention, and learning to read is associated with the stability of attention. From this we can conclude: by developing various properties of attention, it is possible to improve the performance of schoolchildren in various subjects.
How to get the attention of children?
All teachers know how difficult it is sometimes to bring the class back to working condition after a break or a physical education lesson. Overexcited guys are not able to immediately focus on learning tasks. In order to induce a state of so-called pre-attention in children and calm them down a bit, you can use the following techniques:
a) Sign "Attention!"- the teacher raises a circle with a red exclamation point in the center;
b) "Rainbow of Attention" This is a technique for focusing attention. To carry it out, you will need simple equipment: 7 white album sheets with a colored circle in the center, its diameter is 7 cm. The colors of the circles are: red, orange, yellow, green, blue, blue, purple. Each color corresponds to a day of the week. The sheet is attached to the board. Pleasant calm music is turned on. Students silently look at the center of the sheet for 30 seconds, then close their eyes and another 30 seconds. hold in front of them the image of a leaf with a circle.
c) "Hunters of the Yumba tribe"- the teacher invites the children to imagine themselves as Yumba Indians. Their main occupation is hunting. Hunters must be very attentive, be able to notice and hear everything that happens around. Approximate words of the teacher: “Imagine that you are on the hunt. Let's be silent for a while, so that the class becomes completely silent. Try to hear all sorts of noises, guess their origin. To make it more interesting, the teacher can specially organize some noises and sounds.
d) "Who can hear me..." If there is a noise in the class and the children do not calm down in any way, the teacher can quietly say the following phrase: “Whoever hears me, raise right hand". Some students will surely hear and raise their right hand. Then the teacher quietly says: "Whoever hears me, raise both hands." Some children will raise both hands. The teacher quietly pronounces the phrase, drawing out the words: "Whoever hears me, clap your hands 2 times." Here claps will be heard, which alarm even those who have not yet reacted to the words of the teacher. The teacher quietly says: "Whoever hears me, stand up." After that, all the students usually get up, and there is silence in the class. The teacher achieves his goal - the attention of the children is drawn to him. This technique, unfortunately, cannot be used often in the same class: a lot here is built on the effect of surprise.
e) "Forbidden movement"- this attention game can be used as the final moment of a physical education session. The teacher agrees in advance with the children which movement they will show will be “forbidden” (for example, you can’t raise your hands up). The teacher shows the students different movements (including the forbidden one), gradually increasing the pace. The one who repeated the forbidden movement is out of the game.
e) "Please: the teacher shows various movements, if the word “Please” is pronounced, the movements are repeated by the children, if the word is not sounded, the movement cannot be repeated.
Exercises to develop concentration and self-control
"Correction test": the essence of the technique is that the child is offered to find and cross out certain letters in the printed text. Newspaper clippings, old unwanted books, etc. can be used as material. Conditions for conducting: daily for 5 minutes. at least 5 times a week for 2-4 months.
Conducting rules:
The game is held in a friendly atmosphere, children can be additionally interested, find out in advance who they want to be, say that this training will help them become good drivers, doctors, etc.
Losing shouldn't make you feel bad.
The amount of text viewed does not matter and can be different for different children: from 3-4 sentences to several paragraphs.
As you master the game, the rules become more complicated: the letters you are looking for change, they are crossed out in different ways, 2 letters are searched for at the same time, one is crossed out, the other is underlined (syllables, circles, tick marks, etc.)
Option: underline in each line the letter that comes first:
to tro to nt kk jube to uy to ayvya
mitch m R m ohe m t m ychf m c
Another option: first we underline one letter (C), and cross out the other (O), then on the command “Attention!” a line is drawn and the second part of the work begins: C - now we cross out, and O - we emphasize:
A golden flower grew
He became round and fluffy. ("Attention!")
Sasha will blow, laugh,
The fluff will blow in the wind.
A similar exercise can be done on educational material by offering students a grammatical analysis of several texts. In the text, it is necessary to underline nouns with one line, and adjectives - with two lines. Then, at the command "Attention!" - on the contrary, nouns - two lines, and adjectives - one.
Analysis of the results shows that after some time the use of such exercises, the teacher's call "Be careful!" can induce a state of concentration in children. Simultaneously with the introduction of such game exercises, the child's attitude to reading a Russian language textbook should be changed. Children are taught that the exercises in the Russian language textbook, unlike reading, must be read aloud the way it is written - spelling. Based on the results of the work, the number of gaps and incorrectly crossed out letters is counted. The indicator of normal concentration of attention of younger schoolchildren at first is 4 or fewer gaps, more than 4 - weak concentration. Checking can take place as follows: first, this role is assigned to the teacher, and later to the classmate. Winners can, for example, receive a token, at the end of the week the number of tokens is counted, the best one can be rewarded. If such exercises are carried out regularly for 2-4 months, then the number of errors in the written work of students is reduced by about 2-3 times.
Exercises for concentration and stability of attention
a) copiers: students are invited to rewrite the following lines without errors:
Ammadda bereure avvamava essanessas detailata;
- etaltarrs usokgata enazhloby klatimori liddozoka;
- minotsaprimapavotil shonerkapridyurakeda kuftiroladzloekunm
b) Münsterberg test: words are hidden among the letter row
Options:
The words that are hidden are in italics:
B SUN DEC HEAT EYZY FISH YC
Among the letters, find dictionary words and correct mistakes:
SCH RIBINA FHZ DIREVNYA UYE APARTMENT LBO CORTINA
Among the letters, find and underline the words, find the extra word:
ZhE DOG AT COW LD BOAR EYTSY HORSE
Separate words from each other in a continuous text and write down a saying (you can add a grammar task related to the topic of the lesson - for example, determine the tense of verbs, declension of nouns, etc.)
THE SUBJECT STONE DOES NOT FLOW / Under the lying stone, water does not flow. /
b) "Encryption"
Decipher the words, find the extra:
IAKBNI / Bianki / KVASLADO / Sladkov / URCHSHINA / Charushin / KOVILR / Krylov /
c) "Coding" words using numbers. Each letter has its own number.
For example: encrypt the words METRO, CAKE.
N M E T R A L O S
1 2 3 4 5 6 7 8 0 23458 , 4854
Replace them with the sum of bit terms;
Name the total number of hundreds, tens, etc.;
Find out how much the first number is greater than the second.
Listening exercises
These are arithmetic dictations that are well known to us, but the meaning of the exercise is that each task consists of several actions. The teacher can give such an instruction: “Now I will read arithmetic problems to you. You must solve them in your mind. The numbers you receive also need to be kept in mind. Write down the results of the calculations only when I say: “Write!”. The very content of the tasks depends on the age of the children, their readiness and program material. For example:
Grade 1 - Two numbers are given 6 and 3. Add these numbers, subtract 2 from the resulting number, then another 4. Write. /answer 3/
Grade 2 - Given two numbers 15 and 23. Add the first digit of the second number to the first digit of the first number, subtract 2 from the resulting number, and now add 4. Write. /answer 5/
Grade 3 - Given two numbers 27 and 32. Multiply the 1st digit of the second number by the 1st digit of the first number and subtract the second digit of the number from the resulting product. Write. /answer 4/
Grade 4 - Two numbers are given 54 and 26. Add the second digit of the second number to the second digit of the first number and divide the resulting amount by the first digit of the second number. Write /5/
Exercises to increase the level of distribution of attention(ability to perform several actions at the same time)
The sentence is read aloud to the children. Reading is accompanied by a soft tapping of a pencil on the table. Children must memorize the text and count the number of strokes.
The child draws circles in a notebook and at the same time counts the claps with which the teacher accompanies the drawing. The execution time is 1 minute. The number of laps and the counted number of strokes are counted. The more circles are drawn and the claps are counted correctly, the higher the score.
- “Counting with interference”: the child calls numbers from 1 to 20, while writing this sequence on a piece of paper or board, but in reverse order: pronounces 1, writes 20, pronounces 2, writes 19, etc. Then the execution time and the number of errors are counted.
Educational games and exercises
1. Exercise "Watch your speech."
In the twenties of the last century, such a game of attention was very popular. The host says: "The lady bought a toilet. There are 100 rubles in the toilet, buy whatever you want," yes "" and "no" do not say, do not buy black and white. And he begins to ask tricky questions, trying to "pull out" forbidden words from the respondent.
Do you want to buy a black dress?
- I want to buy a green dress.
- Does green suit you?
- I just like green velvet.
Will it be a ball gown?
- Ballroom.
- Does your green dress have to be long?
- Yes(!).
Losing. It was necessary, for example, to say "Of course."
This is a game, on the one hand, to develop the ability to ask psychologically complex, "rainy" questions, thereby diverting the attention of the answerer to thinking about a complex answer from not using forbidden words, and on the other hand, to develop the attention of the answerer to questions.
You can simply agree on which words or parts of speech cannot be spoken and then ask a variety of questions. There should be many questions. This is a blatant test of attention.
For example, these:
Have you had breakfast today? Do you like your hairstyle?
Are you late for class today? Are you left handed? Do you love cinema?
What flowers do you like and what don't you like? Why?
2. Exercise "Forbidden letter".
In this game, everyone will have to watch themselves, so as not to let it slip.
And it is not surprising to let it slip, as we will see in this now.
One of the participants in the game is appointed as the driver. Turning to the players in turn, the leader asks each one a simple question, demanding an immediate answer to it. For example: "How old are you?", "Who do you sit at your desk with?", "What kind of jam do you like?" etc. The one to whom the question is addressed must immediately give any answer, but without using in his phrase the letter, which, by agreement, is declared forbidden. Suppose that the letter "A" is declared forbidden.
Of course, the driver will try to find tricky questions, answering which it would be difficult to do without the letter "A". "What is your name?" And he will ask, say, a comrade whose name is Vanya. It is clear that he cannot give his name. He'll have to get rid of the joke. "Can't remember!" - he will answer, resourcefully bypassing the trap prepared for him. Then the driver with the same unexpected question will turn to another participant in the game.
The game is played at a fast pace, it is not allowed to think for a long time. Hesitated, did not answer immediately, or, confused, used a forbidden letter in his answer, take the place of the driver and ask questions. We will consider the winners of those who have never fallen into the trap and gave quick, resourceful answers.
As a variant of the game, the condition may be the non-pronunciation of the forbidden letter, i.e. it must be replaced in words with any other.
3. Exercise "Hidden clue".
In this game, it is allowed to prompt, although not in the usual way.
We choose the driver and declare him the guesser. Let's ask the guesser to leave the room for a minute or step aside. In the meantime, let's think of a word. This should be a singular noun, consisting of four or five letters, and all the letters in it should be different, for example, "table", "mosquito", "board", "sail", etc. There are many such words, select they won't take long.
The task of the driver is to guess the word we have conceived. Since this is difficult, you will have to help him, that is, to suggest something, but, of course, not directly, but in some indirect way, relying on his quick wits and attention.
Suppose the hidden word is "mosquito". It is unknown to the guesser.
Please tell me the first letter, - he addresses the players.
It is his right to demand a hint, and any three participants in the game can prompt, each in his own way.
The first letter of the hidden word is "K".
How can you suggest it without directly naming it?
It is done in this way. Three players alternately pronounce one word at a time, one-syllable or two-syllable, which includes the letter "K". Suppose one calls the word "compass", the other - "marmot", the third - "drop".
In all three words, the letter "K" is repeated.
The guesser will highlight this letter and remember it.
Let's get the second letter! he demands.
Three other players will tell him the second letter, say, with these words: "lesson", "elephant", "mole". Having singled out the letter "O" repeated three times in them, the guesser will also try to remember it.
If the guesser is attentive and does not get confused in our tips, then we will give him the right to appoint a new driver himself in order to continue the game. And if he does not guess the word we have conceived, we will again force him to drive: let him still train his attention.
4. Exercise "Hidden word".
In games, they often look for a hidden object.
But you can hide and find not only objects. In the game with which we will now get acquainted, you will have to look for hidden words. And we will hide them among other words.
In such a game, vigilance of the eye and observation will no longer help, other qualities will be needed: concentration, attention and resourcefulness. The game begins, as usual, with the choice of the driver. We will "hide" the words, he will "look for" them.
Let's ask the driver to leave the room for a while and think of some well-known proverb or line from a familiar poem. Let's say we decided to hide the proverb "Language will bring you to Kyiv." Let's break this text into parts: "language", "to Kyiv", "will bring". Why such a breakdown is needed will become clear from the further description of the game.
The driver returns. He is told that the proverb is "hidden" and that, starting to search for it, he can ask any three questions to any three participants in the game. The driver will understand that the text of the hidden proverb is divided into three parts and that the first person to whom he turns with a question must insert the first part of the hidden text into his response phrase, the second - the second part of the text and the third - the last part of the text.
Let's see how it works out.
"What did you see in your dream today?" - suppose the driver asks one of the participants in the game. Tom needs to enter in his answer the first part of the hidden text - the word "language", but in such a way as to better hide it among other words. He can say: "I saw in a dream that I arrived in a foreign city, went into the dining room, and there they served me such a dish that it was impossible to pronounce its name: you would break your tongue." "Where do lemons grow?" - let's say the driver asks another. He can get away with a joke: "In warm countries and in my grandfather's garden: he lives on a collective farm, twenty kilometers before reaching Kyiv."
The phrase seems to be smooth, but the words "to Kyiv" may make the driver alert and take note of them. To the last question, whatever it may be, one can give an evasive answer: "Don't be so curious, it will not lead to good." And now let the driver guess which proverb we have guessed.
5. Game "What has changed?".
The game is played like this. Small items (eraser, pencil, notebook, match, etc. in the amount of 10-15 pieces) are laid out on the table and covered with a newspaper. Whoever wants to test his powers of observation first, please come to the table! He is offered to familiarize himself with the location of objects within 30 seconds (count up to 30); then he should turn his back to the table, and at this time three or four objects are shifted to other places. Again, 30 seconds are given to inspect the items, after which they are again covered with a sheet of newspaper. Now let's ask the player: what has changed in the arrangement of objects, which of them have been moved?
Don't think that answering this question will always be easy! Answers are scored. For each correctly indicated item, the player is credited with winning 1 point, but for each mistake, 1 point is removed from the number won. An error is considered when an object is named that has not been transferred to another place.
Let's mix our "collection", putting the items in a different order, and call another participant in the game to the table. So one by one, all team members will pass the test.
The conditions of the game for everyone should be the same: if four objects were swapped for the first player, then the same number is shifted for the rest.
In this case, the best result is 4 points won. Everyone who passes the test with such a result will be considered the winners in the game.
6. Exercise "I remember everything" (development of attention and memory).
This fun game can be played by two, three or even four, competing in the ability to memorize words in a given order.
Compliance with this condition is monitored by the judge, who, during the game, keeps a control sheet, writing down the words named by the players. Words are selected on a specific topic, such as the names of cities, the names of plants or animals. Let's say that the theme of the game is the names of cities. Of course, it is better to call cities well-known, they are easier to remember.
So let's start the game. The contestants sit in a circle.
Tula, - says one. The judge immediately writes this word on the control sheet.
The second player, repeating the named city, adds the name of another city to it:
Tula, Poltava.
Tula, Poltava, Omsk, - announces the third.
If there are three players, then the turn goes back to the first one. He should fill up the list of cities with one more name. For example.
Tula, Poltava, Omsk, Vladivostok.
So, each time adding one city, the players in their next turn must repeat all the cities named earlier, mentioning them in the same order and not skipping a single one.
At first, this is given relatively easily, but when the list of names steps over a dozen, you involuntarily begin to stumble. And the judge, attributing each newly added word to his control sheet, vigilantly watches if anyone misses at least one of them.
The one who makes a mistake is out of the game.
The rest continue the competition until one of them is the winner.
Divide everyone who wants to take part in this game into threes. In each trio, someone will be the winner. And then arrange the final meeting of the winners for the title of champion in this interesting game.
7. Where is whose house?
Game for development of stability of attention. Offer the child a drawing of seven different little animals, each of which hurries to its own house. Lines connect the animals to their houses. It is necessary to determine where whose house is, without drawing a pencil along the lines. If the task is difficult for the baby, then allow it, but eventually put the pencil aside.
8. Exercises for the development of stability and switching attention.
You can play like this. Give your child different words: table, bed, cup, pencil, bear, fork, etc. The kid listens attentively and claps his hands when he comes across a word denoting, for example, an animal. If the baby is confused, repeat the game from the beginning.
Another time, suggest that the child stand up every time they hear the word for a plant. Then combine the first and second tasks, i.e. the baby claps his hands when he hears words denoting animals, and stands up when pronouncing words denoting a plant. Such and similar exercises develop attentiveness, speed of distribution and switching of attention, and, in addition, expand the horizons and cognitive activity of the child. It is good to play such games with several children, desire, excitement and a prize for the winner will make them even more exciting.
To develop stability of attention, give the child a small text (newspaper, magazine) and offer, looking through each line, to cross out a letter (for example, a). Record the time and number of errors. Record the results on a daily chart and analyze them. Rejoice in success with your child. Then, to train distribution and switch attention, change the task. For example, like this: "In each line, cross out the letter a, and underline the letter p." Or like this: "Cross out the letter a if it is preceded by the letter p, and underline the letter a if it is preceded by the letter n." Record times and errors. Don't forget to praise your baby.
9. Exercise "What has changed?" (development of observation).
Game for training observation. It is best to play with several children. Everyone becomes in one line. The host calls one child and offers to remember appearance each player in the game. This is given 1-2 minutes. After that, the baby turns away or goes into another room. The remaining participants in the game make minor changes to the costume or hairstyle: you can pin a badge or, conversely, remove it, unfasten or fasten a button, change places with each other, change your hairstyle, etc. Then the memorizer should name those changes in the costumes of his comrades that he managed to notice.
If you do not have the opportunity to gather a large company, you can modify this exciting game: lay out 10 objects on the table in front of the child, ask him to turn away and at this moment change the arrangement of the objects. Then offer to answer what has changed.
10. Pictures "Find the difference".
All children enjoy looking at pictures. You can combine the useful with the pleasant. Invite the child to look at the pictures, where, for example, two gnomes (or two kittens, or two fish) are depicted. At first glance, they are exactly the same. But, looking more closely, you can see that this is not the case. Let the child try to spot the differences. You can also pick up a few pictures with ridiculous content and ask the child to find inconsistencies.
Find 11 differences
11. Exercise "Color your soulmate."
There are also such exercises for the development of concentration. You need to prepare several half-colored pictures. And the kid should color the second half of the picture in the same way as the first half was painted. This task can be complicated by inviting the child to first draw the second half of the picture, and then color it. (It can be a butterfly, a dragonfly, a house, a Christmas tree, etc.).
12. Exercise "Digital table".
Show the child a table with a set of numbers from 1 to 25, which are arranged in random order. But first, make sure the baby knows all these numbers. Tell him: "Try as quickly as possible to find, show and say aloud the numbers from 1 to 25." Most children 5-7 years old complete this task in 1.5-2 minutes and almost without errors.
1
10
11
18
7
16
20
3
14
22
2
25
9
13
24
12
5
21
4
17
19
23
15
6
8
Another version of this game: prepare a table with 25 cells, on which the numbers from 1 to 35 are randomly written, 10 of which are missing. Ask the child to find and show all the numbers in a row, and write down the missing numbers (if he cannot write down the numbers, then just let him call them to you). Record the time it took the child to complete this task.
If these exercises turned out to be difficult for a son or daughter, make a simpler table, for example, from 9 cells.
13. A bird is not a bird.
fun game attention and knowledge of birds.
An adult reads poetry. The task of the children is to listen carefully and, if a word is heard that means not a bird, give a signal - stomp or clap. Be sure to ask the child what is wrong. Specify:
"And the fly - who is this?"
The birds have arrived:
Pigeons, tits,
Flies and swifts...
The birds have arrived:
Pigeons, tits,
storks, crows,
Jackdaws, pasta.,
The birds have arrived:
Pigeons, tits,
swans, martens,
Jackdaws and swifts,
Seagulls and walruses
The birds have arrived:
Pigeons, tits,
Chibis, siskins,
Jays and snakes.
The birds have arrived:
Pigeons, tits,
Seagulls, pelicans,
Mikey and Eagles.
Pigeons, tits,
herons, nightingales,
Perches and sparrows.
The birds have arrived:
Pigeons, tits,
Ducks, geese, owls,
Swallows, cows
P 
birds flew:
Pigeons, tits,
Sticks and swifts
Butterflies, siskins,
storks, cuckoos,
even owls,
swans and ducks -
and thanks for the joke!
14. A cow flew.
There must be at least three players. Everyone sits in a circle and, turning their right hand palm down, and the left hand palm up, connect their palms with the palms of their neighbors. In turn, they pronounce the word of the verse, clapping the palm of the right neighbor in time with the word:
The cow flew, said the word.
What word did the cow say?
Whoever gets the turn to answer, calls any word, for example, "grass". His neighbor, along with cotton, says the first letter of this word - "t", the next - the second, and so on until the end of the word, until the last "a". The task of the last player is not to gape and have time to remove his hand from under the final clap.
15. Top clap.
Game for the development of attention, memory.
The leader pronounces phrases-concepts - correct and incorrect.
If the expression is correct, the children clap, if not correct, they stomp.
Examples: "It always snows in summer." "Potatoes are eaten raw." "Crow is a migratory bird." It is clear that the older the children, the more complex the concepts should be.
16. The game "Button".
Two people are playing. In front of them are two identical sets of buttons, in each of which not a single button is repeated. Each player has a playing field - it is a square divided into cells. The starter of the game puts 3 buttons on his field, the second player must look and remember where which button lies. After that, the first player covers his playing field with a piece of paper, and the second must repeat the same arrangement of buttons on his field.
The more cells and buttons are used in the game, the more difficult the game becomes.
The same game can be used to work on the development of memory, spatial perception and thinking.
17. The game "Little bug".
"Now we will play such a game. You see, in front of you is a field drawn into cells. A beetle is crawling across this field. The beetle moves on command. It can move down, up, right, left. I will dictate moves to you, and you will move the beetle in the right direction across the field.Do it mentally.You cannot draw or move your finger across the field!
Attention? We started. One cell up, one cell to the left. One cell down. One cell to the left. One cell down. Show me where the beetle stopped."
(If the child finds it difficult to complete the task mentally, then at first you can let him show with his finger each movement of the beetle, or make a beetle and move it around the field. It is important that as a result the child learns to mentally navigate in the cell field).
Tasks for the beetle can come up with a variety of. When the field of 16 cells is mastered, move on to moving along the field of 25, 36 cells, complicate the tasks with moves: 2 cells obliquely to the right and down, 3 cells to the left, etc.
18. An exercise aimed at increasing the level of distribution of attention
(ability to do several things at the same time).
Read a little sentence aloud. Reading is accompanied by a soft tapping of a pencil on the table. Children must memorize the text and count the number of strokes.
You can conduct this exercise as a competition: whoever counted correctly, he won. Winners receive, for example, a red circle. Since it is better to play several times in a lesson, the calculation of winnings is carried out at the end of the lesson, and the winners
somehow encouraged.
In the process of classes, the number of sentences used in the text increases.
19. Exercise for the distribution of attention.
The exercise is aimed at developing the child's ability to perform two different actions at the same time.
a) The child draws circles in a notebook and at the same time counts the claps with which the adult accompanies the drawing. Task execution time - 1 min.
The number of circles and the counted number of strokes are counted. The more circles are drawn and the claps are counted correctly, the higher the score.
b) The task is similar to the previous one. Within 1 minute, you need to simultaneously draw with two hands: left - circles, right - triangles. At the end, the number of drawn triangles and circles is counted.
(Triangles with "rounded" vertices do not count, as do circles with "corners". The child's task is to draw as many triangles and circles as possible.)
Parents can invent tasks of this type themselves. It can be drawing and oral solution of simple examples; writing down words and listening to a piece of a poem, etc. It is important to form such a quality as noise immunity in a child.
20. Exercise to increase the concentration of auditory attention.
For this, it is very convenient to conduct arithmetic dictations, however, the point of the exercise is that each task consists of several actions.
For example, the teacher says:
3rd grade- "Two numbers are given: 54 and 26 ... To the second digit of the first number, add the second digit of the second
numbers ... and divide the resulting amount by the first digit of the second number ... Write! .. " (answer: 5)
"Two numbers are given: 56 and 92 ... Divide the second digit of the first number by the second digit of the second number ... Multiply the resulting quotient by the first digit of the second number ... Write! .." (answer: 27)
In such exercises, you can introduce a game moment: a magician and a magician who can guess numbers: "Think of a number ... add 5 to it, now subtract 2 ... subtract the number you thought of ... and multiply the resulting difference by 4 ... You did it..."
The above exercises allow you to hold and concentrate attention, and the data obtained may indicate a slow engagement in work (if not right decision the first tasks and the correct solution of the subsequent ones) or about the rapid exhaustion of attention, the inability to maintain its concentration (with the correct solution of the first tasks and the incorrect solution of the subsequent ones), which allows the teacher to adjust his work depending on the results obtained.
21. Exercise for concentration and stability of attention.
Students are asked to rewrite the following lines without errors:
a) AMMADAMA REBERGE ASSAMASA
GESCLALLA ESANESSAS DETALLATA
b) ENALSSTADE ENADSLAT
ETALTARS USOKGATA LIMMODOR
CLATIMORE
c) RETABRERTA NORASOTANN
DEBARUGA CALLIHARRA
FILLITADERRA
d) GRUMMOPD
e) WATERPROOFETTA
SERAFINNETATSTOLE
EMMASEDATONOV
e) GRASEMBLADOVUNT
g) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATHENORRA
h) LIONOSANDER
i) MINOSEPRITAMATORENTALI TELEGRANTOLLIADZE
j) MASOVRATONILOTOSLAW
k) MUSELONGRINAVUPTIMONATOLIG RAFUNITARE
m) ADSELANOGRIVANTEBUDAROCHAN
m) BERMOTINAVUCHIGTODEBSHOZHANUIY
MSTENATUREPVADIOLUZGLNICHEVYAN
o) OSTIMARE
22. Exercise "Follow the pattern" (training concentration).
The exercise includes the task of drawing quite complex, but repetitive patterns.
Each of the patterns requires increased attention of the child, because. requires him to perform several sequential actions:
a) analysis of each element of the pattern;
b) correct reproduction of each element;
c) maintaining the sequence for a long time.
When performing tasks of this kind, it is important not only how accurately the child reproduces the pattern (concentration of attention), but also how long he can work without errors. Therefore, each time try to gradually increase the execution time of one pattern. 5 minutes is enough to get started.
After the "cell" patterns are mastered, move on to more complex patterns on a clean sheet.
To perform this kind of tasks, it is convenient to make forms in advance with a different number of rows of circles, triangles or squares. Forms can be represented by a mixed set of figures. For example, a series of squares, a series of circles, a series of triangles, etc.
The task can be supplemented by asking the child to check the correctness of the pattern and correct the mistakes.
23. An exercise aimed at training the switching of attention.
To train attention switching, exercises based on the Red-Black Tables test are used.
For the lesson, tables with numbers in black and red are used, the order of which is constantly changing. The order of work remains unchanged:
Stage 1- consider the table and find in order all the black numbers from 1 to 12;
Stage 2- look at the table and find all the red numbers in reverse order from 12 to 1;
Stage 3- you need to alternately search for black numbers in direct order from 1 to 12, and red numbers in reverse order from 12 to 1.
After the child has satisfactory results on the number of digits proposed above, their number can be increased first to 16 (both of them), and then to 24 (i.e. black - from 1 to 24, red - from 24 to one).
The same task can be modified by replacing the numbers with letters. For example, black letters must be written in alphabetical order, and red letters must be written in reverse. Since this task is more difficult than the previous ones, it is advisable to use it after the children learn to cope well with numerical options, while the table itself should consist of no more than 9-16 cells (i.e. the number of black letters does not exceed 8, and the number of red - 7).
When children achieve significant success in working with the tables described above, the task can be complicated.
Children must find red and black numbers alternately on the table offered to them and write down only the letters corresponding to these numbers, and red numbers must be found in descending order, and black numbers in ascending order. The first proposed tables should contain no more than 13 black pairs of numbers - letters and 12 red pairs of numbers - letters. The work goes like this:
Red number 12, write the letter R, then black number 1, write the letter B, then red number 11, write the letter I, black number 2, write the letter H ...
With the successful work of children, the number of pairs can be increased to 24 red pairs of numbers - letters and 24 black pairs of numbers - letters.
3 - A
11 - And
4 - C
6 - G
10 - B
5 - M
8 - E
2 - H
9 - K
4 - F
12 - P
1 - B
8 - H
8 - M
7 - H
7 - F
5 B
11 - L
2 - T
10 - E
9 - A
3 - K
1 - B
6 - X
12 - I
24. Exercises to train the distribution and selectivity of attention.
Words are inserted among the alphabetic text. The child must find and underline these words.
Example (words that the child needs to underline are in italics):
b sun itranv table ryujimet window ggshshchat car
simple rose flower evncid heat mylrkvt bag ldchev fish th
25. Exercise "Correction test" (development of the ability to analyze written words).
This exercise is aimed at developing the ability to analyze written words, "see" the letters in them, and as a result, form attentiveness. It is a game that basically has a "correction test" test. For her, old books with large print, suitable only for waste paper, are taken. Within 5 minutes (only 5), the children are asked to cross out all the letters "a" they encounter. At the same time, it is agreed that if the guys miss more than four letters, then they lose, four or fewer gaps win. Winners receive, for example, green chips. Since it is better to play every day, it is better to count the winnings once a week, and the winners are rewarded with something...
The tasks are checked by the guys themselves - a neighbor by a neighbor. If they do not notice any gaps, although at this age children are more partial to other people's work than to their own, then it does not matter, the main thing is that for several minutes the child will be in a state of concentration.
Then the game can be made more difficult.
For example, cross out in each line the letter that comes first in it:
The next step is to cross out one letter in the line and underline the other.
For example, "e" is crossed out, and the letter "m" is underlined.
Another option: "First we underline one letter, and cross out the other, then on command:" Attention! "The work goes the other way - we cross out the first one, and underline the second one."
For example, "The 1st part of the work: "C" - underline, "O" - cross out, on command: "Attention!"" A line is drawn and the 2nd part of the work begins: now we cross out the letter "C", and the letter "O "- emphasize".
Attention!
26. Exercise for the formation of mindfulness among students at school.
A similar exercise can be carried out on educational material by offering students a grammatical analysis of several texts. In the text, it is necessary to underline one line
nouns, and adjectives - two, then at the command "Attention!" - on the contrary: nouns - two, and adjectives - one.
For example:
27. Exercise for the development of self-control"Do the same"
Required inventory:
a set of geometric shapes made of cardboard (triangles, circles, squares, trapezoids, etc.).
Offer to add simple patterns or drawings from the child’s geometric shapes according to a given pattern, for example:
a square of triangles;
Christmas tree from triangles;
a pattern of geometric shapes;
arrange geometric shapes in a given order.
Options for tasks in this game can be different.
28. Self-control exercise "Save the word in secret"
The game teaches the child to be guided by a given rule for a long time.
Explain to the child the rules of the game: you say the words that the child must repeat after you, except for names, for example, animals - they cannot be repeated.
Instead, upon hearing the name of the animal, the child should silently clap once.
An approximate list of words: window, chair, chamomile, bear, toffee, millet, shoulder, hamster, closet, cornflower, book, marten, house, song, gopher, etc.
Other variants of the rules in the game:
You can not repeat words that begin with the sound [r].
You can not repeat the names of girls.
When the child begins to follow the rule without errors, proceed to the game with the simultaneous use of two rules. For example:
You can’t repeat the names of birds, you need to mark them with one clap.
You cannot repeat the names of objects that have a round shape (or blue color), you must mark them with two claps.
Enter an element of competition. Score one penalty point for each mistake. Record the result of the game and compare with the result of the previous game. The child must make sure that the more he plays, the better he does.
Remember to switch roles with your child.
29. Self-control exercise "Letter"
Tell your child a story:
For the unfortunate letter "a" the gluttonous letter "a" is hunting. Save her. Hide all the letters "a" in this sentence: "The cat saw the mouse."
And now the task is more difficult. Rewrite the story, just insert dots instead of the letter "s".
“The red squirrel jumped off the branch. The branch was next to the roof of the house. A red cat was sleeping on the roof. The red squirrel and the red cat got scared of each other and rushed in different directions.
Note for parents: the condition in this task can be anything. For example, insert dots instead of the letters "o" or "e", instead of soft signs or hissing. Thus, each text can be used multiple times.
30. Self-control exercise Fairy Apprentice »
Required inventory:
syllable cards.
Let's turn the letter "a" into the letter "o".
Show your child the word cards. He must not
just read them, but in all cases where it occurs
the letter "a", change it to "o": ka - ko, ra - ro, ma - mo
etc.
Working with this exercise, you can come up with a variety of tasks for the child. For example:
skip (do not read) all syllables that begin with "p", or "k", or with a vowel. Instead, you need to pronounce the word "extra";
change in syllables "p" to the sound "s".
31. Exercise for the development of self-control "Butterfly letter"
Required inventory:
a playing field in a cage with letters in a different order, a butterfly figurine.
Tell your child: “The butterfly wrote you a letter. You can read it if you carefully follow how it flies, what flowers it sits on. Letters live on the flowers, you must write them down in your notebook so that you can then make a word out of them. Remember: a butterfly flies only to the next cell, it cannot fly far.
Think in advance what word should turn out, and make a “spatial” instruction.
Try to ensure that the child follows the flights of the bee only with his eyes, without moving his finger across the field.
Game example:
“The butterfly was sitting on the letter “y”. Write down this letter. The butterfly flew on. Follow the direction of her flight and stops. Up, up, up, stop. Write down the letter. Down stop. Write down the letter. Right, up, stop. Write down the letter. Left, left, down, stop. Write down the letter. What word did you get?"
This game can be played many times.
32. Exercise for the development of attention "My favorite fruit"
The exercise allows the facilitator to create a working mood in the group, the development of memory, the development of the ability to long-term concentration of attention also takes place.
The group members introduce themselves in a circle. After calling themselves by name, each participant names their favorite fruit; the second - the name of the previous one and his favorite fruit, his name and his favorite fruit; the third - the names of the previous two and the names of their favorite fruits, and then their name and their favorite fruit, etc. The latter, therefore, must name the names and names of the favorite fruits of all members of the group.
33. Development exerciseconcentration, distribution attention "I won't go astray"
The psychologist offers the following tasks:
count aloud from 1 to 31, but the subject should not call numbers that include three or multiples of three. Instead of these numbers, he should say: "I won't go astray." For example: “One, two, I won’t go astray, four, five, I won’t go astray ...”
Sample correct count: 1, 2, -, 4, 5, -, 7, 8, -, 10, 11, -, -, 14, -, 16, 17, -, 19, 20, -, 22, -, -, 25, 26, -, 28, 29, -, - _the line replaces numbers that cannot be pronounced).
34. Development exercise visual attention"Observation"
In this game, the connections between attention and visual memory are revealed.
Children are asked to describe in detail schoolyard, the way from home to school is something they have seen hundreds of times. The younger students make such descriptions orally, and their classmates fill in the missing details.
35. Exercise for the development of concentration of attention "Fly 1"
This exercise requires a board with a nine-cell 3x3 playing field drawn on it and a small suction cup (or a piece of plasticine). The sucker acts as a "trained fly". The board is placed vertically and the host explains to the participants that the movement of the "fly" from one cell to another occurs by giving commands to it, which it obediently executes. According to one of the four possible commands ("up", "down", "right" and "left"), the "fly" moves according to the command to the neighboring cell. The starting position of the "fly" is the central cell of the playing field. Teams are given by the participants in turn. The players must, relentlessly following the movements of the "fly", prevent it from leaving the playing field.
After all these explanations, the game itself begins. It is held on an imaginary field, which each of the participants represents in front of him. If someone loses the thread of the game, or "sees" that the "fly" has left the field, he gives the command "Stop" and, returning the "fly" to the central cell, starts the game again. "Fly" requires constant concentration from the players.
36. Exercise for the development of concentration, stability of attention "Selector"
For the exercise, one of the participants in the game is selected - the "receiver". The rest of the group - "transmitters" - are busy with what everyone counts aloud from different numbers and in different directions. The "receiver" holds a wand in his hand and listens silently. He must tune in to each "transmitter" in turn. If it is difficult for him to hear this or that "transmitter", he can force him to speak louder with an imperative gesture. If it's too easy for him, he can turn down the volume. After the "receiver" has done enough work, he passes the wand to his neighbor, and he himself becomes the "transmitter". During the game, the wand makes a full circle.
37. Exercise for the development of switching attention, the arbitrariness of the execution of movements "Flies - does not fly"
Children sit or become a semicircle. The leader names the items. If the object flies, the children raise their hands. If it does not fly, the children's hands are lowered. The leader can deliberately make mistakes, many guys will involuntarily raise their hands, by virtue of imitation. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.
38. Development exerciseconcentrationattention "My birthday"
The members of the group, as in the previous version, take turns calling their names, but each member adds the date of his birthday to his name. The second - the name of the previous one and the date of his birthday, his name and the date of his birthday, the third - the names and birthdays of the two previous ones and his name and the date of his birthday, etc. The latter, therefore, must give the names and dates of the birthdays of all members of the group.
39. Exercise for the development of stability of attention "Palms"
Participants sit in a circle and put their palms on the knees of their neighbors: the right palm on the left knee of the neighbor on the right, and the left palm on the right knee of the neighbor on the left. The meaning of the game is to raise the palms in turn, i.e. a "wave" ran from rising palms. After a preliminary training, palms raised at the wrong time or not raised at the right time are out of the game.
40. Exercise for the development of switching attention "Edible - inedible"
The host takes turns throwing a ball to the participants and at the same time names objects (edible and inedible). If the object is edible, the ball is caught; if not, it is discarded.
41. Exercise for the development of concentration, switching attention "Fly"
The exercise is carried out in exactly the same way as the previous version, only in a more complicated version: the number of flies is increased (there are two of them). Flies commands are given separately.
42. Exercise for the development of visual attention, memory "The most attentive"
Participants must stand in a semicircle and determine the leader. The driver tries to remember the order of the players for several seconds. Then, on command, he turns away and calls the order in which the comrades stand. All players in turn must take the place of the driver. It is worth rewarding those who are not mistaken with applause.
43. Exercise for the development of auditory attention, auditory memory "Phone"
The verbal message is whispered around the circle until it returns to the first player.
Fairy tale "Bubble, straw and bast shoes"
Once upon a time there was a bubble, a straw and a bast shoe. They went into the forest to cut wood; reached the river and do not know how to cross it. Bast shoe says to the bubble: "Bubble, let's swim across you?" - “No,” says the bubble, “it’s better to let the straw be dragged from coast to coast, and we will cross it!”
The straw was drawn; the bast shoe went over it, and it broke. The bast shoe fell into the water, and the bubble began to laugh - laughed, laughed and burst!
44. Anagrams and puzzles.
anagrams and eliminate the extra word
1. BEROVOY, PRADOEEL, GAPOYUP, CHLASKOTA;
2. LARMDAEM, MANOCHED, KLADERAS, ROSIBAK;
3. POLIDEVES, MATOKAS, NULOHDOSP, COLIRI;
4. DATRET, BUNEKICH, DASHRAKAN, SOLESYP.
1. NOTKLOB, KABOCHBA, KRUCHA, LOVARS;
2. ELEUTISOR, PYUMOKTER, CHELIK, NOMIROT;
3. KRIPCAS, NIANIPO, LARNETK, KOLOMO.
1. MAROKSH, BOKASA, TSURIKA, NJAVIS;
2. VOKMOR, CLAVES, FELTOCAR, TYULIK;
3. TERYUPI, TURNAS, RAAST, LYAZEM.
1. BORSUG, GENS, DEL, LOTEP;
2. AZHAR, KINKO, LIFE, KSANI;
3. BUSH, OLET, KASHAP, FRASH.
1. UROCHKASNEG, MASHKARO, VOROZHDEST, AROKPOD;
2. KAYOL, SHAKIR, LANSHYD, LANDAGIR;
3. VEZDAZ, SVEACHER, ROTT, JLYAP.
1. LOKOBYA, NDARINMA, RUSHAG, SHALLOW;
2. SONLARK, VINAMAL, RIEPO, TIRABUNO;
3. MAIZ, GYUVA, KATHOSAM, NEG.
1. ELOR, BONE, DEEP, VASO;
2. OWL, PAKHACHERE, CODILCRO, SHKAGULE;
3. LONS, GRIT, NASTE, FRIGE.
1. TUFBALL, NETNIS, STING, KEYHOK;
2. ASKIKR, SHIKARANDA, BOMAL, SLOCHI;
3. CHUTA, ZIKAFI, MIYAKHI, LOGYABIO.
1. RYS, FIRKE, METHANAS, CHYAM;
2. GROPI, FETAKON, CHRUKA, TROT;
3. NALJUR, BLASAKO, SKASISO, LETATOK.
1. REBEZA, CELONS, OSNAS, YALOBNYA;
2. ZANEBUDKA, SIVALEK, ASLOM, DYSHLAN;
3. RELPA, RAMT, AYM, SNERG.
1. LOST, TOOLS, FASHK, UHAM;
2. ABYR, DUMIZA, RESLOK, FINDEL;
3. RECHNIK, BLUKNIK, MLYAZENIK, CHEVRYAK.
1. GARC, SVORETSK, TRIZHS, URETSOG;
2. KASHOK, RIETER, LIKOL, SATAK;
3. DYSHLAN, KALFIA, NETAMO, CHIKVANODU;
4. DEZPO, TUSKAK, SITAK, LETOSAM.
1. EZDPO, TSYNOZHNI, KAGOLI, KITNA;
2. GRIT, VEL, UZHK, PAGERD;
3. NITSAGUSE, BOCHKABA, CHKARU, VYAKCHER;
4. BLOKOYA, RUSHAG, BASAKOL, MONLY.
1. TRAB, RASEST, UNCLE, SHAP;
2. SAKOCCH, VINYASH, ROVED, UDOKACH;
3. ELOP, CHMYA, BANKIT, TAROOV;
4. DIOR, ELETVISOR, KACHASH, ELEPHONE.
1. LIGRAB, KALOD, SURAP, TAKAN;
2. CHUBRO, RUSAP, CHIMYAK, SKALKAKA;
3. DANCE, MAPANA, PKEKA, KISNO;
4. CHERKINA, LIMAN, BASAKOL, ZEMKANIL.
1. OSINOVIKPOD, BASAKOL, BIRCHVIKPOD, CHKALISI;
2. STIKAMNAGI, LPAVAINE, RADTEET, LEYVOBALL;
3. POTCOM, LAZHANBAK, DORMIOP, TSEOGUR.
1. ZHERONOEOM, MOLINAD, STIGNASHT, ZHORINOEP;
2. ZHLYAP, KRECHA, TORKRAT, KESOP;
3. KAMAY, TYROSH, FRASH, KISON.
1. WAIT, CHENEEEP, ZHULA, TONZ;
2. VORAP, QYASEM, Vezdaz, Chon;
3. OLTE, TSELF, WINGNIP, EROM.
1. IVIK, RONOVA, NABAN, SHURAGH;
2. GENS, TARM, ARPEL, MIA;
3. BREZA, TMESANA, FIRAZH, ELV.
1. TANAEMS, FIREK, GIRT, VOGORT;
2. HAIR, PANZESHIM. SHAKTYRMA, RILGOLA;
3. LOTOPOK, TENAS, FARASAN, ONOK.
1. TURO, YEND, TELOMAS, ERVECH;
2. BASAKOL, CHINAVET, LEKASED, KOKORO;
3. TsAYAZ, KLOV, GAYUPOP, RAW.
1. LASTIPLIN, SKIRAK, RANDASHIKA, NAPAMKA;
2. RASHCHEBUKA, DILKOROK, ZNAYNEKA, SHPAKOLYAK;
3. RUKSK, RITUKSK, ROZENOEMO, VAKSOM.
Solve the rebus
Literature:
1. Kruglov Yu.G. Russian folk tales - M .: Education, 1983.
2. Panfilova M.A. Game therapy of communication - M .: Publishing house GNOM and D, 2000.
3. Rogov E.I. Desk book practical psychologist– M.: VLADOS, 1999.
4. Stolyarenko L.D. Fundamentals of Psychology - Rostov-on-Don: Phoenix, 1999.
- Development of attention in children (games and exercises)
- Mistakes due to inattention
- Attention problems
1. Development of concentration of attention.
corrective tasks.
The child is asked to find and cross out certain letters in printed text. This is the main type of exercise in which the child has the opportunity to feel what it means to "be attentive" and develop a state of inner focus.
The implementation of proofreading tasks contributes to the development of concentration of attention and self-control in the performance of written work by schoolchildren.
To conduct them, you will need any printed texts (old unnecessary books, newspapers, etc.), pencils and pens. For children 6-11 years old, it is advisable to use texts in large print.
Corrective exercises should be carried out daily for 5 minutes (at least 5 times a week) for 2-4 months. Lessons can be individual or group.
Instruction. Within 5 minutes, you need to find and cross out all the letters "A" encountered (you can specify any letter): both small and capital, and in the title of the text, and in the author's surname.
As you master the game, the rules become more complicated: the letters you are looking for change, they are crossed out in different ways, etc .; two letters are simultaneously searched, one is crossed out, the second is underlined; on one line, the letters are circled, on the second they are marked with a tick, etc., all changes made are reflected in the instructions given at the beginning of the lesson.
Based on the results of the work, the number of gaps and incorrectly crossed out letters is counted. An indicator of normal concentration of attention is 4 or fewer gaps. More than 4 passes - weak concentration.
1. The game is played in a friendly atmosphere. Younger children can be additionally interested in these activities by inviting them to train to be attentive also in order to become good drivers, pilots, doctors (after finding out who they want to be).
2. Losing should not cause feelings of displeasure, so you can introduce funny "penalties": meow as many times as you made mistakes, crow, jump on one leg, etc.
3. For toddlers, the rate of allowed passes at each lesson should change and approximately equal the actual number of passes that the child makes.
4. The time of the lesson should in no case exceed 5 minutes.
5. The amount of text viewed does not matter and may be different for different children: from 3-4 sentences to several paragraphs or pages.
Exercises based on the principle of exact reproduction of any sample.
"Children are offered some kind of graphic pattern (a sequence of several letters, numbers, a geometric pattern made in cells, etc.) and are given the task of accurately reproducing it (for example, to the end of a notebook line or on several lines).
The game "Mirror" also serves to develop concentration of attention, in which children are invited to follow the leader to repeat his movements (both individual movements and their sequence).
The distribution of numbers in a certain order.
In the left table there are 25 numbers from 1 to 40. You need to rewrite them in ascending order in an empty table on the right, starting from the top left square.
"Find the words."
Words are written on the board, in each of which you need to find another word hidden in it.
For example: laughter, wolf, pillar, scythe, regiment, bison, fishing rod, stranded, set, prick, road, deer, pie, tunic.
Münsterberg's technique (and its modifications).
Words are inserted into a meaningless set of letters (more often - nouns, but there may be verbs, adjectives, adverbs). It is required to find them as quickly as possible and without errors.
BUT. The child is given a form with 5 lines of randomly typed letters printed on it, following one after another without spaces. Among these letters, the child must find 10 words (3, 4, 5 complex) and underline them. It takes 5 minutes to complete the entire task, the indicator of success can be the number of correctly found words and the speed of the task.
Job example:
YAFOUFSNKOTPHABTSRIG'MSCHYUSAEEMAYACH
LOYIRGNZHRLRAKGDZPMYLOAKMNPRSTUR
FRSHUBATVVKDIZHSYAIUMAMATSPCHUSHCHMOG
BRPTYAETSBURANSGLKYUGBEIOGSH1KAFSPTUCH
OSMETLAOUZHYYELAVTOBUSIOHPSDYAZVZH
B. Hidden in this table are 10 animal names.
2. Increasing the amount of attention and short-term memory.
The exercises are based on memorizing the number and order of a number of objects presented for a few seconds. As you master the exercise, the number of objects gradually increases.
Game "Notice everything".
7-10 items are laid out in a row (you can put pictures with images of items on a typesetting canvas), which are then closed. Having slightly opened the objects for 10 s, close them again and invite the children to list all the objects (or pictures) that they remember.
Opening the same objects again, for 8-10 seconds, ask the children in what order they lay.
Having swapped any two objects, show everything again for 10 s. Invite the children to determine which items are transferred.
Without looking at the objects anymore, say what color each of them is.
You can come up with other options for this game (remove objects and ask children to name the disappeared person; arrange objects not in a row, but, for example, one on top of the other, so that the children list them in order from bottom to top, and then from top to bottom, etc. ).
The game "Search non-stop".
Within 10-15 seconds, see as many objects of the same color (or the same size, shape, material, etc.) around you. At the signal of the teacher, one child begins the enumeration, the others complete it.
3. Training the distribution of attention.
The basic principle of the exercises: the child is offered the simultaneous performance of two multidirectional tasks. At the end of the exercise (after 10-15 minutes), the effectiveness of each task is determined.
"Each hand has its own business."
Children are asked to slowly leaf through a book with illustrations for 1 minute with their left hand (memorizing them), and with their right hand to draw geometric shapes or solve simple examples.
The game can be offered in a math lesson.
Interfering account.
The child calls the numbers from 1 to 20, while writing them down on a piece of paper or a blackboard in reverse order: says 1, writes 20, says 2, writes 19, etc. The task completion time and the number of errors are counted.
Interference reading.
Children read the text while tapping a rhythm with a pencil. When reading, children also look for answers to questions.
An exercise to train the distribution of attention.
The child is offered the following task - to cross out 1 or 2 letters in the text and at the same time put on a children's record with a fairy tale. Then they check how many letters the child missed when crossing out and are asked to tell what he heard and understood from the fairy tale. The first failures in the performance of this rather difficult task may cause protest and refusal in the child, but at the same time, the first successes inspire. The advantage of such a task is the possibility of its game and competitive design.
4. Development of the skill of switching attention.
Filling out a special questionnaire for parents, the mother of first-grader Kolya in the column: “What features of the child would you like the teacher to pay attention to” with a sigh wrote: “Very absent-minded.” Soon, Kolya's teacher herself became convinced that the boy had problems with the development of attention. In the lessons he was often distracted: he could not sufficiently concentrate on the instructions and assignments of the teacher; often asked again; often he began to work on the wrong page, every now and then he turned out to be not ready for the lesson, because he had not heard the day before what was required to bring and do; systematically "listened" to homework, because of which parents had to call classmates on the phone and find out what was asked, etc. In Kolya's written work, there were often so-called "inattention errors": omissions of letters, duplication, rearrangement of letters in words, incorrect copying of exercises, conditions for examples and tasks, errors in performing the simplest arithmetic operations with which the child was perfectly familiar. Deficiencies in attention were also found during reading: the boy often replaced words, incorrectly read their endings, etc.
At the same time, despite all these troubles, Kolya was happy to go to school every day, he really liked his teacher and the children in the class, he was happy to take on any task. He really wanted to study well, his intelligence and ingenuity could put him among the best students in the class. But attention...
For the teacher elementary school the problem of developing children's attention is traditional. This is largely due to the characteristics mental development younger students. The most characteristic are "inattention", "lack of concentration", "distractibility" for children 6-7 years old, i.e. first graders. Their attention is really still poorly organized, has a small volume, is poorly distributed, and unstable, which is largely due to the insufficient maturity of the regulatory neurophysiological mechanisms that provide voluntary control of behavior in general and attention in particular.
ATTENTION - SPECIFIC PROCESS OR FUNCTION?
Psychologists still have not decided on the interpretation of the concept of "attention".
During the early school years, the regulatory influences of the higher cortical centers are gradually improved. As a result of this, significant transformations in the characteristics of attention take place, and all its properties are intensively developed: the amount of attention increases especially sharply (by 2 times), its stability increases, switching and distribution skills develop. However, only by the age of 9-10 do children become able to maintain and carry out an arbitrarily set program of actions for a sufficiently long time.
Well-developed properties of attention and its organization are factors that directly determine the success of education in primary school age. As a rule, well-performing students have the best indicators of attention development. At the same time, special studies show that different properties of attention have an unequal "contribution" to the success of learning in different subjects. So, when mastering mathematics, the leading role belongs to the amount of attention; the success of mastering the Russian language is associated with the accuracy of the distribution of attention, and learning to read - with the stability of attention. This leads to the conclusion that by developing various properties of attention, it is possible to improve the performance of schoolchildren in various academic subjects.
The difficulty, however, lies in the fact that different properties of attention lend themselves to development to an unequal degree. The attention span is the least affected, it is individual, at the same time, the properties of distribution and stability can and should be trained to prevent their spontaneous development (O.Yu. Ermolaev et al., 1987).
The success of attention training is largely determined by individual typological features, in particular, the properties of higher nervous activity. It has been established that different combinations of the properties of the nervous system can promote or, on the contrary, hinder the optimal development of attention characteristics. In particular, people with a strong and mobile nervous system have a stable, easily distributed and switchable attention. For persons with inert and weak nervous system more characteristically unstable, poorly distributed and switchable attention. With a combination of inertia and force, the stability indicators increase, the switching and distribution properties reach an average efficiency (Ibid.). Thus, it must be borne in mind that the individual typological characteristics of each particular child make it possible to train his attention only within certain limits.
However, the relatively weak development of the properties of attention is not a factor of fatal inattention, since the decisive role in the successful implementation of any activity belongs to the organization of attention, i.e. the skill of managing one's own attention, the ability to maintain it at the proper level, to flexibly operate with its properties, depending on the specifics of the activity performed.
Due to the peculiarities of his work, the teacher can observe the behavior of children, the nature of their educational and extracurricular activities, day after day, at every lesson and in various natural situations. As a result, he has the opportunity to get a fairly complete, holistic view of the attention of schoolchildren.
Along with the method of observation, the teacher can use a number of other methods of diagnosing students' attention. These techniques are based on educational material and are close to the conditions of real school classes. Their use in educational work allows us to trace the dynamics in the development of schoolchildren's attention (for example, during one academic quarter or academic year). In addition, these techniques themselves, when used systematically, can act as a fairly effective means of training attention.
One of these approaches is vocabulary dictation with commentary(S. S. Levitina, 1980). This methodical technique, well known to teachers, becomes a way to measure attention if: 1) the teacher reads each word only once; 2) students can take pens only after listening to the comments; 3) the teacher carefully ensures that students do not look at each other in notebooks. In order to comply with the last two conditions, it is recommended to involve assistants. If the student cannot write down the word after the comments, he is allowed to make a dash. At the same time, children are warned that a dash is equated to an error. Before starting work, despite the fact that a commented letter is a type of work known to students from the first grade, it is advisable to show with several examples how to complete the task. For example, the word “transplanted” is selected for the commented email. The teacher reads this word, and then calls several students, each of whom alternately names the prefix, root, suffix, ending, explaining their spelling along the way. After that, the teacher invites the children to take pens and write down the commented word. Then students are reminded to put down their pens and work begins on the next word.
A commented letter is a rather complicated activity.
Analyzing the structure of the commented letter, psychologist S.N. Kalinnikova identified 7 main stages of this activity, the observance of which ensures the accuracy of its implementation:
1) the primary perception of the spoken word;
2) independent analysis of the spelling of the orthoepic image of the word;
3) listening to comments;
4) representation of the spelling of the word in accordance with the commentary;
5) clarification of the primary analysis of spelling with commenting;
6) spelling of a word in accordance with its spelling;
7) checking the written word in accordance with the commentary.
Analysis of quantitative data (the number of students who completed the work without mistakes, made a certain number of mistakes) provides information about the quality of concentration, the stability of students' attention. The success of this work and the nature of the mistakes made allow us to judge the organization of the collective attention of students.
The methodological technique proposed by the psychologist S.L. Kabylnitskaya, allows you to measure the individual attention of students. Its essence is to identify deficiencies in attention when detection of errors in the text. This work does not require special knowledge and skills from students. The activity performed by them in this case is similar to that which they must carry out when checking their own compositions and dictations. Detection of errors in the text requires, first of all, attention and is not associated with knowledge of the rules. This is ensured by the nature of the errors included in the text: substitution of letters, substitution of words in a sentence, elementary semantic errors.
Examples of texts offered to children to detect errors in them:
“Vegetables did not grow in the Far South of our country, but now they do. There are a lot of carrots in the garden. They didn’t breed near Moscow, but now they breed. Vanya ran across the field, but suddenly stopped. Rooks make nests in trees. There were many toys hanging on the Christmas tree. Rooks for chicks of worms on arable land. Hunter in the evening from hunting. Rai's notebook has good marks. Children played on the school playground. The boy was riding a horse. A grasshopper chirps in the grass. In winter, an apple tree bloomed in the garden.
“The old swans bowed their proud necks before him. In winter, apple trees bloom in the garden. Adults and children crowded on the beach. Below them was an icy desert. In response, I nod my hand at him. The sun reached the tops of the trees and hid behind them. Weeds are effervescent and prolific. There was a map of our city on the table. The plane is here to help people. Soon I succeeded by car ”(Galperin P.Ya., Kabylnitskaya S.L., 1974).
The work is carried out as follows. Each student is given a text printed on a piece of paper and an instruction is given: “There are various errors in the text that you received, including semantic ones. Find them and fix them." Each student works independently and is given a set amount of time to complete the task.
When analyzing the results of this work, it is important not only to quantify the errors found, corrected and not detected, but also how students perform the work: they immediately join the task, detecting and correcting errors as they read; they cannot turn on for a long time, at the first reading they do not find a single error; correcting the right for the wrong, etc.
The examples of psychological and pedagogical diagnostics considered above, included in the live educational process, allow the teacher to get a general idea of the characteristics of students' attention, but do not reveal the degree of development of its individual properties. This is due to the fact that any complex activity can be carried out fully only with the simultaneous participation of all the properties of attention as a single whole, an integral process (act). Isolation and diagnosis of isolated given properties of attention is justified only under the conditions of a specially organized psychological experiment 1 .
1 The techniques for diagnosing individual properties of attention in younger students can be found in detail in the following works: Kikoin E.I. Junior schoolchild: opportunities for studying and developing attention. - M., 1993; Workshop on developmental and educational psychology. - M., 1998.
However, speaking of voluntary attention as a specific higher mental function, which manifests itself in the ability to control and regulate the course of an activity and its results, it is necessary to raise the question of special work to develop attention in children. Educational activity, as a leading activity in primary school age and therefore realizing the developmental tasks characteristic of this age, “works” to the greatest extent for the formation of the full attention of children. However, this activity itself requires some initial level of formation of voluntary attention for implementation. Its deficiency often causes the failure of schoolchildren in learning, which entails the need for special psychological and pedagogical developmental work in this direction.
In this regard, it is possible to single out certain types of activities that make higher demands both on individual properties of attention and on the level of voluntary attention as a whole. These include special tasks, exercises, games that can be used by the teacher in the classroom. Their systematic application helps to increase the effectiveness of psychological and pedagogical work on the development of attention in children of primary school age. The tasks and games proposed below are recommended to be used both in collective work with students in order to prevent inattention and increase the level of attention development, and to individual lessons with individual students who are particularly inattentive.
DEVELOPMENT OF ATTENTION
Corrective tasks
The child is asked to find and cross out certain letters in printed text. This is the main type of exercise in which the child has the opportunity to feel what it means to "be attentive" and develop a state of inner focus.
The implementation of proofreading tasks contributes to the development of concentration of attention and self-control in the performance of written work by schoolchildren.
To conduct them, you will need any printed texts (old unnecessary books, newspapers, etc.), pencils and pens. For children 6-11 years old, it is advisable to use texts in large print.
Corrective exercises should be carried out daily for 5 minutes (at least 5 times a week) for 2-4 months. Lessons can be individual or group.
Instruction. Within 5 minutes, you need to find and cross out all the letters “A” encountered (any letter can be indicated): both small and capital, and in the title of the text, and in the author's surname.
As you master the game, the rules become more complicated: the letters you are looking for change, they are crossed out in different ways, etc .; two letters are simultaneously searched, one is crossed out, the second is underlined; on one line, the letters are circled, on the second they are marked with a tick, etc. All changes made are reflected in the instructions given at the beginning of the lesson.
Based on the results of the work, the number of gaps and incorrectly crossed out letters is counted. An indicator of normal concentration of attention is 4 or fewer gaps. More than 4 passes - weak concentration.
1. The game is played in a friendly atmosphere. Younger children can be additionally interested in these activities by inviting them to train to be attentive also in order to become good drivers, pilots, doctors (after finding out who they want to be).
2. Losing should not cause feelings of displeasure, so you can introduce funny “penalties”: meow as many times as you made mistakes, crow, jump on one leg, etc.
3. For kids, the rate of allowed passes at each lesson should change and approximately equal the actual number of passes that the child makes.
4. The time of the lesson should in no case exceed 5 minutes.
5. The amount of text viewed does not matter and may be different for different children: from 3-4 sentences to several paragraphs or pages.
6. Checking the performance of the task in group classes is carried out by the students themselves from each other, they also come up with “penalties”.
The practice of working with this task shows that after the first 3-4 weeks of classes, there is a reduction in errors in written tasks by 2-3 times. To consolidate the skills of self-control, it is necessary to continue classes for 2-4 months. If after 4 months of classes there is no improvement, they should be stopped and seek help from a speech therapist.
When working with children 6-8 years old, it is very important to observe one more condition: to start each lesson with a new agreement on the possible number of errors. It is necessary to proceed from the actual number of mistakes made, so that the child does not have a feeling of hopelessness, the inability to achieve the desired result. This is easy to do in private lessons. In group classes, it can be difficult to achieve a general norm, so here you can pay attention to the variety of fines assigned by children to each other, and individual support for the child.
In order for the developmental effect of the game to be more noticeable when the child completes written learning tasks, it is necessary, simultaneously with the introduction of the game, to change the child's attitude to reading a Russian language textbook. This can be achieved by a comparative explanation of how words are read and how they are written. It should be explained to the children that in the Russian language textbook all the words written in the exercise must be read aloud as they are written, naming unpronounceable letters, punctuation marks, etc.
When checking the written assignment completed by the child, the teacher should emphasize that it is necessary to read what is written aloud and as if it was written by “another boy or girl, and you don’t know what is written here, so pronounce each letter the way it is written.” It is necessary to pay special attention to the fact that the exercise must be perceived as if it was performed by someone else - “another girl”, “a poorly trained puppy”, since children, checking their text, start from the meaning (and it is already known) , and no calls to read carefully do not improve things: children do not see missing and misspelled letters. Attributing a completed task to another alienates one's own creation and allows one to take it critically. For children who have difficulty concentrating, a more detailed stage of external actions is necessary.
Reading text up to a given expression
Exercises based on the principle of exact reproduction of any sample
Children are offered some kind of graphic pattern (a sequence of several letters, numbers, a geometric pattern made in cells, etc.) and are given the task of accurately reproducing it (for example, to the end of a notebook line or on several lines).
The game "Mirror" also serves to develop concentration of attention, in which children are invited to follow the leader to repeat his movements (both individual movements and their sequence).
Distribution of digits in a specific order
In the left table there are 25 numbers from 1 to 40. You need to rewrite them in ascending order in an empty table on the right, starting from the top left square.
"Find the words"
Words are written on the board, in each of which you need to find another word hidden in it.
For example:
laughter, wolf, pillar, scythe, regiment, bison, fishing rod, stranded, set, prick, road, deer, pie, tunic.
Münsterberg technique (and its modifications)
Words are inserted into a meaningless set of letters (more often - nouns, but there may be verbs, adjectives, adverbs). It is required to find them as quickly as possible and without errors.
BUT.The child is given a form with 5 lines of randomly typed letters printed on it, following one after another without spaces. Among these letters, the child must find 10 words (3, 4, 5 complex) and underline them. You have 5 minutes to complete the entire task. The indicator of success can be the number of correctly found words and the speed of the task.
Job example:
YAFOUFSNKOTPHABTSRIG'MSCHYUSAEEYYACH
LOYIRGNZHRLRAKGDZPMYLOAKMNPRSTUR
FRSHUBATVVGDIZHSYAIUMAMATSPCHUSHCHMOZH
BRPTYAETSBURANSGLKYUGBEIOPALKAFSPTUCH
OSMETLAOUZHYYELAVTOBUSIOHPSDYAZVZH
B.Hidden in this table are 10 animal names.
"Frightened Lines"
Tracking a line from its beginning to the end, especially when it is intertwined with other lines, contributes to the development of concentration and concentration.
"Find differences"
Tasks of this type require the ability to highlight the features of objects and phenomena, their details and master the operation of comparison. Systematic and purposeful teaching of comparison to schoolchildren contributes to the development of the skill of timely activation of attention, its inclusion in the regulation of activity.
For comparison, children can be offered any objects, their images, pictures that differ in a certain number of details.
A game common among the hunting tribes of the Indians
Children are offered to sit quietly for a short time and try to hear all possible noises, guess what they came from (the teacher can specially “organize” some noises). This game can be played as a competition: who will hear the noises more and guess their origin.
INCREASED ATTENTION AND SHORT-TERM MEMORY
The exercises are based on memorizing the number and order of a number of objects presented for a few seconds. As you master the exercise, the number of objects gradually increases.
Game "Notice everything"
7-10 items are laid out in a row (you can put pictures with images of items on a typesetting canvas), which are then closed. Having slightly opened the objects for 10 s, close them again and invite the children to list all the objects (or pictures) that they remember.
Opening the same objects again, for 8-10 seconds, ask the children in what order they lay.
Having swapped any two objects, show everything again for 10 s. Invite the children to determine which items are transferred.
Without looking at the objects anymore, say what color each of them is.
You can come up with other options for this game (remove objects and ask children to name the missing person; arrange objects not in a row, but, for example, one on top of the other so that the children list them in order from bottom to top, and then from top to bottom, etc.) .
The game "Search non-stop"
Within 10-15 seconds, see around you as many objects of the same color (or the same size, shape, material, etc.) as possible. At the signal of the teacher, one child begins the enumeration, the others complete it.
ATTENTION TRAINING
The basic principle of the exercises: the child is offered the simultaneous performance of two multidirectional tasks. At the end of the exercise (after 10-15 minutes), the effectiveness of each task is determined.
"Each hand has its own business"
Children are asked to slowly leaf through a book with illustrations for 1 minute with their left hand (memorizing them), and with their right hand to draw geometric shapes or solve simple examples.
The game can be offered in a math lesson.
Score with a hindrance
The child calls the numbers from 1 to 20, while writing them down on a piece of paper or board in reverse order: says 1, writes 20, says 2, writes 19, etc. Calculate the task execution time and the number of errors.
Interference Reading
Children read the text while tapping a rhythm with a pencil. When reading, children also look for answers to questions.
Attention training exercise
The child is offered the following task - to cross out 1 or 2 letters in the text and at the same time they put on a children's record with a fairy tale. Then they check how many letters the child missed when crossing out and are asked to tell what he heard and understood from the fairy tale. The first failures in the performance of this rather difficult task may cause protest and refusal in the child, but at the same time, the first successes inspire. The advantage of such a task is the possibility of its game and competitive design.
DEVELOPING THE SKILL OF SWITCHING ATTENTION
To train switching attention, it is recommended to use proofreading tasks with alternating rules for crossing out letters.
TEACHING YOUNGER SCHOOLCHILDREN IN "ATTENTIVE WRITING" BY THE METHOD OF STAGED FORMATION OF MENTAL ACTIONS
One of the effective approaches to the development of attention is the method developed within the framework of the concept of the phased formation of mental actions (P.Ya. Galperin, S.L. Kabylnitskaya, 1974). According to this approach, attention is understood as an ideal, internalized and automated act of control. It is precisely such actions that turn out to be unformed among inattentive schoolchildren.
Classes on the formation of attention are conducted as training in "attentive writing" and are built on the material of texts containing various types of errors "through inattention": substitution or omission of words in a sentence, substitution or omission of letters in a word, continuous spelling of a word with a preposition, etc.
As studies show, the presence of a sample text with which it is necessary to compare the erroneous text is not in itself a sufficient condition for the accurate performance of tasks for detecting errors, since inattentive children do not know how to compare text with a sample, they do not know how to check. That is why all the teacher's calls to "check your work" turn out to be ineffective.
One of the reasons for this is the orientation of children to the general meaning of the text or word and the neglect of particulars. To overcome global perception and form control over the text, it is necessary to teach children to read taking into account the elements against the background of understanding the meaning of the whole. Here is how P.Ya. Galperin this main and most laborious stage of work: “The children were asked to read a single word (to establish its meaning), and then divide it into syllables and, reading each syllable separately, check whether it corresponds to the word as a whole.
A variety of words were selected (both difficult, and easy, and medium in difficulty). At first, the syllables were separated by a vertical pencil line, then the lines were not put, but the syllables were pronounced with a clear separation (voice) and successively checked. The sound division of syllables became shorter and shorter and soon reduced to stresses on individual syllables. After that, the word was read and checked by syllables to oneself (“the first one is correct, the second one is not, it is omitted here ... rearranged”). Only at the last stage did we proceed to the fact that the child read the whole word to himself and gave him a general assessment (correct - incorrect; if incorrect, then explained why). After that, the transition to reading the entire phrase with its assessment, and then the entire paragraph (with the same assessment) was not difficult ”(P. Ya. Galperin, 1987, pp. 97-98).
An important point in the process of forming attention is working with a special card on which the rules for checking are written out, the order of operations when checking the text. The presence of such a card is a necessary material support for mastering the full-fledged action of control. As the action of control is internalized and curtailed, the obligatory use of such a card disappears.
To generalize the formed control action, it is then worked out on a wider material (pictures, patterns, sets of letters and numbers). After that, when special conditions are created, control is transferred from the situation of experimental learning to the actual practice of learning activities. Thus, the method of stage-by-stage formation makes it possible to obtain a full-fledged control action, i.e. formation of attention.
Questions
1. What qualitative changes in the development of attention occur during primary school age?
2. What methods can a teacher use to diagnose and develop students' attention?
3. Study the work of P.Ya. Galperin and S.L. Kabylnitskaya "Experimental formation of attention" (M., 1974). What is the specificity of the authors' approach to understanding attention? Outline the essence of the method of gradual (planned) formation of mental actions. What are the main requirements for the proposed method of forming the attention of schoolchildren?
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« »corrective tasks. In proofreading tasks, the child is asked to find and cross out certain letters in printed text. This is the main type of exercise in which the child has the opportunity to experience what it means to be attentive and develop a state of inner concentration.
The implementation of proofreading tasks contributes to the development of concentration of attention and self-control in the performance of written work by schoolchildren.
To conduct them, you will need any printed texts (old unnecessary books, newspapers, etc.), pencils and pens. For children 6-11 years old, it is advisable to use texts in large print.
Corrective exercises should be carried out daily for 5 minutes (at least 5 times a week) for 2-4 months.
Lessons can be individual or group. Each child is given Old book and a pencil or pen.
The instruction is as follows: “Within 5 minutes, you need to find and cross out all the letters“ A ”(you can specify any letter): both small and capital, and in the title of the text, and in the author’s last name, if someone has them ".
As you master the game, the rules become more complicated: the letters you are looking for change; two letters are simultaneously searched, one is crossed out, the second is underlined; on one line, the letters are circled, on the second they are marked with a tick, etc. All changes made are reflected in the instructions given at the beginning of the lesson.
Based on the results of the work, the number of gaps and incorrectly crossed out letters is counted. An indicator of normal concentration of attention is four or fewer gaps. More than four passes - weak concentration.
This task is recommended to be carried out in the form of a game, adhering to the following rules:
1. The game is played in a friendly atmosphere. Younger students can be additionally interested in these activities by inviting them to train to be attentive also in order to become good drivers, pilots, doctors (having previously found out who they want to be).
2. Losing should not cause feelings of displeasure, so you can introduce “fun penalties”: meow as many times as you made mistakes, crow, jump on one leg, etc.
3. The time of the lesson should in no case exceed 5 minutes.
4. The amount of text viewed does not matter and may be different for different children: from 3-4 sentences to several paragraphs or pages.
5. Checking the performance of the task in group classes is carried out by the students themselves from each other, they also come up with “penalties”.
The practice of working with this task shows that after the first 3-4 weeks of classes, there is a reduction in errors by 2-3 times in written tasks. To consolidate the skills of self-control, it is necessary to continue classes for 2-4 months. If after 4 months of classes there is no improvement, they should be stopped and seek help from a speech therapist.
When working with children 6-8 years old, it is very important to observe one more condition: to start each lesson with a new agreement on the possible number of errors. It is necessary to proceed from the actual number of mistakes made, so that the child does not have a feeling of hopelessness, the inability to achieve the desired result. This is easily achieved in private lessons. In a group, it can be difficult to achieve a general norm, so here you can pay attention to the variety of “fines” assigned by children to each other, and individual support for the child.
In order for the developmental effect of this game to be more noticeable when the child completes written learning tasks, it is necessary, simultaneously with the introduction of the game, to change the child's attitude to reading a textbook on the Russian language. This can be achieved by a comparative explanation of how words are read and how they are written. It is necessary to explain to the children that in the Russian language textbook all the words in the exercise must be read aloud, as they are written, naming unpronounceable letters and punctuation marks, etc.
When checking a completed written assignment by a child, it should be emphasized that it is necessary to read what is written aloud and as if it was written by “another boy or girl, and you don’t know what is written here, so pronounce each letter the way it is written.” Special attention should be paid to this, since children, checking their text, start from the meaning (and it is already known) and no calls to read carefully do not improve things: children do not see missing and misspelled letters. Attributing a completed task to another alienates one's own creation and allows one to take it critically. For children who have difficulty concentrating, a more detailed stage of external actions is necessary.
Reading text up to a given expression
Children are invited to read the text to the expression specified by the teacher in advance.
Exercises based on the principle of exact reproduction of any pattern (sequence of letters, numbers, geometric patterns, movements, etc.).
"Find the words"
Words are written on the board, in each of which you need to find another word hidden in it. For example:
Laughter, wolf, pole, scythe, regiment, bison, fishing rod, stranded, set, prick, road, deer, pie, tunic.
"Twisted Lines"
Tracking a line from its beginning to the end, especially when it is intertwined with other lines, contributes to the development of concentration and concentration.
To complete this task, you need cards 12x7 cm in size with drawn mixed lines of the same color.
The game is played with children 6-7 years old for 3-5 minutes daily for 3-4 weeks.
The lesson can be organized as an individual or as a group. Each child receives a card with the following instruction: “Look at the card. Along the edges of the card there are vertical lines with dashes next to which there are numbers. These numbers are connected by tangled lines (paths). Within a few minutes, you only need to use your eyes without the help of your hands to find a path (“walk along it”) leading from one number to another: from one to one, from two to two, from three to three, etc. Is everything clear?
As you master the game, new cards are offered with more intricate lines connecting different numbers: one with a three, two with a seven, etc. reverse side cards write down answers: pairs of connecting numbers.
"Find differences"
Tasks of this type require the ability to highlight the features of objects and phenomena, their details and master the operation of comparison. Systematic and purposeful teaching of comparison to schoolchildren contributes to the development of the skill of timely activation of attention, its inclusion in the regulation of activity.
For comparison, children can be offered any objects, their images, pictures that differ in a certain number of details.
A game common among the hunting tribes of the Indians
Children are invited to sit quietly for a short time and try to hear all possible noises, guess what they came from (the teacher can specially organize some noises). This game can be played as a competition: who will hear the noises more and guess their origin.
Game "Fly"
This game is also aimed at developing concentration. To carry it out, you will need sheets of paper with a lined nine-cell playing field 3x3, chips (buttons, coins, pebbles can be chips).
The game is played for 5-10 minutes, 2-3 times a week, for 1-2 months. It can be played by children from 7 to 17 years old.
The task is done in pairs. Each pair of players is given a sheet with a lined playing field and one chip.
The players are given the following instruction: “Look at a piece of paper with lined cells. This is the playing field. But this chip is a “fly”. "Fly" sat in the middle of the sheet in the middle cell. From here, she can move in any direction. But she can move only when she is given the commands “up”, “down”, “left”, “right”, turning away from the playing field. One of you, the one on the left, will turn away and, without looking at the field, will give commands, the other will move the “fly”. You need to try to keep the “fly” on the field for 5 minutes and not let it “fly away” (leave the playing field). Then the partners switch roles. If the “fly” “flies away” earlier, then the exchange of roles will occur earlier. All clear?"
The complication of the game is due to the fact that the players are united in threes. Two take turns giving commands, trying to keep the “fly” on the field. The third controls her "flight". The one whose “fly” “flies away” before the agreed time gives way to the controller. If everyone fits in the allotted time, then they change roles in turn.
A game of three takes no more than 10 minutes, that is, 3 minutes for each. The winner is the one who lasts in his role all the allotted time.
Increased attention span and short-term memory
The exercises are based on memorizing the number and order of a number of objects presented for a few seconds. As you master the exercise, the number of objects gradually increases.
Game "Notice everything"
7-10 items are laid out in a row (you can display pictures depicting items on a typesetting canvas), which are then closed.
Having slightly opened the objects for 10 s, close them again and invite the children to list all the objects (or pictures) that they remember.
Opening the same objects again for 8-10 seconds, ask the children in what order they lay.
Having swapped any two objects, again show all the participants in the game for 10 s. Invite the children to determine which items are transferred.
Without looking at the objects anymore, say what color each of them is.
You can come up with other options for this game (remove objects and ask children to name the disappeared one; arrange objects not in a row, but, for example, lay them one on top of the other so that the children list them in order from bottom to top, and then from top to bottom, etc. .).
The game "Search non-stop"
Within 10-15 seconds, see as many objects of the same color (or the same size, shape, material, etc.) around you. At the signal of the teacher, one child begins the enumeration, the others complete it.
Attention training
The basic principle of the exercises: the child is offered the simultaneous performance of two multidirectional tasks. At the end of the exercise (after 10-15 minutes), the effectiveness of each task is determined.
"Each hand has its own business"
Children are asked to slowly leaf through a book with illustrations for 1 minute with their left hand (memorizing them), and with their right hand to draw geometric shapes or write down solutions to simple examples.
The game can be offered in a math lesson.
Score with a hindrance
The student calls the numbers from 1 to 20, while writing them down on a piece of paper or board in reverse order: says 1, writes 20, says 2, writes 19, etc. The task completion time and the number of errors are counted.
Interference Reading
Students read the text while tapping a rhythm with a pencil. When reading, children look for answers to questions.
Attention training exercise
The child is offered the following task: to cross out one or two letters in the text, and at the same time they put on a children's record with a fairy tale. Then they check how many letters the child missed when crossing out, and are asked to tell what he heard and understood from the fairy tale. The first failures in the performance of this rather difficult task may cause protests and refusals in the child, but at the same time, the first successes inspire. The advantage of such a task is the possibility of its game and competitive design.
Formation of "attentive writing" in younger schoolchildren by the method of phased formation of mental actions
One of the effective approaches to the formation of attention is the method developed within the framework of the concept of the phased formation of mental actions (Galperin P. Ya., Kabylnitskaya S. L., 1974). According to this approach, attention is understood as an ideal, internalized and automated act of control. It is precisely such actions that turn out to be unformed among inattentive schoolchildren.
Classes on the formation of attention are conducted as training in "attentive writing" and are based on the material of working with texts containing different types of errors "through inattention": substitution or omission of words in a sentence, letters in a word, continuous spelling of a word with a preposition, etc.
Studies show that the presence of a sample text with which it is necessary to compare the erroneous text is not in itself a sufficient condition for the accurate completion of tasks for detecting errors, since inattentive children cannot compare text with a sample, check. That is why all the teachers' calls to check their work are ineffective.
One of the reasons for this is the orientation of children to the general meaning of the text or word and the neglect of particulars. To overcome global perception and form control over the text, children were taught to read with elements against the background of understanding the meaning of the whole. Here is how P. Ya. Galperin (1978) describes this main and most laborious stage of work: “Children were offered to read single word(to establish its meaning), and then divide it into syllables and, reading each syllable, separately check whether it corresponds to the word as a whole.
A variety of words were selected (both difficult, and easy, and medium in difficulty). At first, the syllables were separated by a vertical pencil line, then the lines were not put, but the syllables were pronounced with a clear separation (voice) and successively checked. The sound division of syllables became shorter and shorter and soon reduced to stresses on individual syllables. After that, the word was read and checked by syllables to oneself (“the first one is correct, the second one is not, it is omitted here ... rearranged”). Only at the last stage did we proceed to the fact that the child read the whole word to himself and gave him a general assessment (correct - incorrect; if incorrect, then explained why). After that, the transition to reading the entire phrase with its assessment, and then the entire paragraph (with the same assessment) was not difficult ”(Galperin P. Ya., 1978, p. 97-98).
An important point in the process of forming attention is working with a special card on which the “rules” of checking are written out, the order of operations when checking the text. The presence of such a card is a necessary material support for mastering the full-fledged action of control. As the action of control is internalized and curtailed, the obligatory use of such a card disappears.
To generalize the formed control action, this action was then practiced on a wider material (pictures, patterns, sets of letters and numbers). After that, when special conditions were created, control was transferred from the situation of experimental learning to the actual practice of learning activities. Thus, the method of phased formation makes it possible to obtain a full-fledged control action, i.e., the formation of attention.