Art therapy for children with disabilities: four effective techniques

Theoretical foundations of socialization of children with disabilities

Most often, socialization for a child with disabilities is much more difficult than for ordinary children.
A specific difference between the new generation of Federal State Educational Standards is that the result of the education of a child with disabilities is considered in the ratio of personal, meta-subject and subject-related educational results. Personal results include mastering the competencies necessary to solve practice-oriented problems and ensuring the formation of social relationships in various environments, as well as the formation of motivation for learning and cognition.

Meta-subject results (learning actions) include mastered universal learning actions (cognitive, regulatory and communicative), which form the basis of the ability to learn, ensure the mastery of interdisciplinary knowledge, the acquisition of cognitive experience and the implementation of various types of activities.

Subject results are associated with mastery of the content of each subject area, are characterized by the acquired experience of activity specific to the subject area to obtain new knowledge, and also evaluate achievements in the acquisition of knowledge and skills and the possibility of their application in practical activities and life.

The result of mastering the basic educational program by children with disabilities is “the introduction of the child into culture.” In this case, the child’s socialization will depend on the so-called “life competencies” formed during the learning process.

Competencies are considered as potential, psychological new formations: knowledge, ideas, programs (algorithms) of action, systems of values ​​and relationships, which are then revealed in competencies as personal characteristics. Mastering competencies means becoming a full-fledged member of society, being able to take responsibility for one’s own actions and showing interest in learning.

Competencies have a complex composition:

cognitive - knowledge that children acquire; activity - skills and abilities that a child can put into practice; reflective - transformation of new knowledge into skills

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Art therapy in working with children with disabilities

Art therapy (from the English art - “art” + therapy) is a direction in psychotherapy and psychological correction, based on the use of art and creativity for therapy.
The art therapy method in correctional work allows you to get positive results:

1. Provides an effective emotional response, gives it (even in the case of aggressive manifestation) socially acceptable, permissible forms.
2. Facilitates the communication process for children with disabilities who are withdrawn, shy or poorly oriented towards communication.
3. Provides the opportunity for non-verbal contact (mediated by the product of art therapy), helps to overcome communication barriers and psychological defenses.
4. Creates favorable conditions for the development of arbitrariness and the ability to self-regulate.
5. It has an additional impact on the child’s awareness of his feelings, experiences and emotional states, and creates the prerequisites for the regulation of emotional states and reactions.
6. Significantly increases personal value, promotes the formation of a positive “I-concept” and increased self-confidence through social recognition of the value of the product created by a child with disabilities.

The goal of art therapy is not to create an object of art, but to work with one’s own self, with the inner world of a person.
She focuses not on the result, but on the process. That's why you don't have to have creative skills to go to art therapy or become an educational psychologist who practices this technique in his work. The art therapist must be empathic - it is extremely important for him to feel the state of the child who comes to the appointment. The specialist must be prepared not to use directive methods of behavior. It is important to be nearby and observe, to carefully follow the child, without imposing your vision of the world, without driving him into a framework.

What problems can be treated with art therapy?

1. Increased self-esteem and self-confidence.
2. Reduced stress levels.
3. Overcoming depression and anxiety disorders.
4. Overcoming age-related crises.
5. Resolving family conflicts.
6. Improving communication skills.
7. Self-knowledge (processes that help you better understand your life goals and desires).
8. Processing psychological trauma.
9. Overcoming phobias.

Principles of interpretation in art therapy

1. The principle of detail. We pay attention to every detail in the art therapy process: color combinations, lines, details.
2. Understanding the context. Analysis of internal and external factors: the degree of psychological protection, the child’s worldview.
3. The importance of phenomenological research. Attention is directed to bodily sensations - what a person experiences during art therapy.
4. Recognition of polysemy (content polyvalence) of images - we explore the work that happens during an art therapy session. Feelings, sensations, emotions, memories that arise in a child.
5. Revealing problematic psychological material with simultaneous attention to the author’s internal resources is important to show a person what potential he has.

“In art therapy there is no concept of “right” and “wrong”. It's not important to be able to draw here. The only important thing is how a person experiences his emotions during a session, how he conveys them in his work.”

Stages of art therapy

1. Preparatory stage. If you are working with a child with disabilities, it is important to meet with the parents and discuss the methods you will use.
2. The main stage is working with the child.
3. Formation of a system of psychotherapeutic relationships and the beginning of the child’s visual activity.
4. Strengthening and development of psychotherapeutic relationships and the most productive visual activity. What paints, pencils, plasticine or other materials does the child want to use? Give him a choice.
5. The final stage (termination).

“Art therapy is not the same as creativity. When we draw, we relax, relieve emotional stress, but art therapy is a loop into reality: the product of a child’s creativity must be put into words. You discuss every detail of his work, examine and study it with your child.”

Methods of art therapeutic process

1. Isotherapy - drawing with paints, pencils, finger paints.
2. Color therapy (chromotherapy) is a direction that uses the influence of colors.
3. Bibliotherapy (fairytale therapy) - reading fairy tales, retelling them, composing your own stories in which the main character is the child himself.
4. Sand therapy.
5. Water therapy.
6. Game therapy.
7. Drama therapy is the act out of negative situations that may appear in children’s lives through dramatization.
8. Dance movement therapy.
9. Puppet therapy - the use of theater and finger puppets.
10. Phototherapy is a relatively new field, dating back to the 1970s. It evokes a whole range of emotions, especially in children with disabilities.
11. MAC therapy - psychotherapeutic sessions using metaphorical cards.

Report “Individual lessons as one of the main conditions for the development of children with disabilities”

INDIVIDUAL APPROACH IN CORRECTIONAL WORK WITH CHILDREN WITH DISABILITIES (AS A CONDITION OF THEIR SOCIALIZATION).

An individual approach is one of the psychological and pedagogical principles, which implies taking into account the individual characteristics of each child in the process of learning and upbringing.

The need for its use in pedagogical work is obvious. No two children are alike; everyone has individual differences relating to anatomy, physiology, psychology, sociology. Individual differences are based on the properties of the nervous system. These include the originality of thinking, perception, sensations, temperament, and inclinations. The distinctive features of each child shape his capabilities, based on which the teacher needs to build his work.

In correctional pedagogy, this principle is of particular importance. Children with various disabilities (hearing, vision, speech, musculoskeletal system, intelligence) study in correctional educational institutions. They study at the 7th type school

children with mental retardation. They are characterized by weakness of memory, attention, insufficient tempo and mobility of mental processes, increased exhaustion, lack of formation of voluntary regulation of activity, and emotional instability. So-called “difficult children” study at our school. These are children from single-parent and dysfunctional families, children under guardianship, children from an orphanage, disabled children, children registered with the ODN. Often our students have a combined diagnosis.

The modern system of special education involves training children with developmental disabilities in special (correctional) educational institutions that create favorable conditions for the development and correction of physical and mental development disorders of children with disabilities. But they do not sufficiently take into account the individual needs of the family, its housing, material, intellectual, educational resources and capabilities. The remoteness and isolation of most special institutions from populated areas creates a situation of “separation” of the child from the family and home village, disrupts the process of subsequent adaptation and socialization of the child, and negatively affects the development of his communication skills and sociocultural activity.

Limited health capabilities do not allow such children to acquire the knowledge, skills, and necessary skills in the frontal form of learning. For these reasons, they especially need an individual approach.

An individual approach is the key to success. Each child can learn and assimilate material differently (in different conditions, at different paces). You can't evaluate everyone the same; Everyone has their own success. It is important to find that (even if not significant) positive moment in the child’s activity that can be rated higher.

A teacher can take into account individual characteristics by knowing the child well, having studied his family conditions, anamnesis, capabilities, state of health, and level of development. Of course, the task of any teacher working in a special institution is to identify, learn these features and determine, with the help of a team of specialists (psychologist, speech therapist, speech pathologist, social teacher), the so-called “individual route”, which allows you to evaluate the personal progress of each student, plan work, focusing on a specific person.

An individual approach is necessary to create a successful situation and comfortable learning conditions. The concept of comfort includes the student’s interest, motives, and accessibility. The most important factor is maintaining health. The teacher does not have the right to ignore such features as left-handedness, the presence of any diseases (low vision), the child’s condition in a specific situation (a fight, a quarrel at home, not eating, stomach pain, headache). Without taking this into account, you can cripple not only the child’s psyche, but also harm his physical health.

Taking into account the individual characteristics of the child (pace of work, level of development of speech, thinking, memory, attention, perception, leading hemisphere, interests, family characteristics, etc.) is the key to success. Interesting in this regard is the book by Eremeeva V.D. and Khrizman T.P. “Boys and Girls - Two Different Worlds.” The authors say that the disadvantages in teaching children are often associated precisely with ignorance of many features (after all, ideally it is necessary to take into account the features of masculinity and femininity).

Of course, teachers in a correctional educational institution understand the importance of taking into account the characteristics of a child with disabilities and his individuality. Often, differentiated exercises are given in lessons, and individual assignments are offered taking into account the capabilities of the students.

But the class-lesson system and the existing rigid framework of the educational process do not always make it possible to take into account all the characteristics of each person.

The ideal condition for implementing the principle of an individual approach is individual work with students. These are individual lessons and individual conversations with students.

Individual lessons are conducted by speech therapists, psychologists, speech pathologists, and teachers of classes with students who especially need individual help. These are children who are home-schooled for health reasons, as well as students with special speech and behavior disorders, and problems in mastering the material.

Work experience shows that greater efficiency in correction is achieved precisely in individual lessons, which make it possible to provide the necessary conditions for working with each child as much as possible, taking into account all his characteristics. This applies to speech disorders, difficulties in perceiving a particular topic, and any other problems.

When working individually, the child’s attention is focused on the teacher, the student is not distracted by classmates, he is calm, happy for the attention and forced to work.

Individual work with a student allows you to react in a timely manner to a specific situation, take into account mood and well-being, show interest in personal experiences, praise for every little thing, and carefully and tactfully point out shortcomings.

I am sure that individual work with a child will bring more benefits, even with some deviation from what was planned.

In individual lessons, each child has the opportunity to express himself, be understood, relax, and reason out loud; the teacher can explain something incomprehensible as many times as a particular student needs, using those methods and techniques that are suitable only for him. In addition, in individual lessons there is a greater likelihood of establishing personal contact with the child, which is crucial for further work (both individual and group) and for explaining the rules of working in a team.

When working individually, we focus only on a specific person in a certain situation, we adapt to the student, we feel him, we know what he needs. Some children need communication with a teacher because they are deprived of attention from their family, and perhaps from their peers. It is very important to let the child speak (at home they are not interested in him, in class they often do not understand and cut him off, stop him).

Some people just need to leave the classroom for a while. It’s not for nothing that children often want to go to classes with a speech therapist and psychologist: they like attention and success, their own little success. In individual lessons, children do better and earn more. Often individual work is more effective.

In individual lessons, the child feels freer and more comfortable, which gives him the opportunity to express himself, open up to a greater extent, ask questions again, and work to the best of his abilities. The teacher can, focusing on the student’s condition and level, change the type of activity, repeat and explain more times, increase or decrease the number of hours on a certain topic (based on the child’s personal progress and achievements); use various forms of conducting classes and assessing the activities of each student; choose an accessible way to clarify what is unclear. Considering the degree of fatigue or agitation, he may take unplanned physical breaks, use self-massage techniques, color therapy, fairy tale therapy, etc.

Individual work creates the most favorable conditions for each child to master educational material, to correct existing deficiencies, allows the teacher to maximally prepare the student for life in society, use all his reserves, reveal his talents, and orient him to further activities in the team. The implementation of an individual approach helps the student feel more confident and successful.

Art therapy techniques

Mandala technique

Goal: decoding (diagnosis) and correction of the child’s emotional state.
Materials: A4 or A3 sheets, drawing tools, blanks in the form of a circle, laptop or PC. The technique is very informative and resourceful. This is a gentle way to diagnose a child’s condition. A unique self-portrait of an individual that will tell you about your relationship to yourself, to the world and to others.

Rules for working with children

1. Give your child the right to choose from a set of blanks the mandala that is closest to his mood.
2. Invite your child to independently choose materials for work and colors.
3. Practice using background music—quiet, meditative music in the background.
4. Do not interfere with your child's work without his consent. Remember: we follow the child, stand a little to the side and watch him. We can conduct a dialogue with him, ask: what is happening now? what do you feel?
5. Do not make evaluative comments about the work. What the child did on his own is the information that will help you see his condition and problems.

Problems that can be solved using the Mandala technique

1. Enrichment of the emotional and figurative sphere of children.
2. Reducing anxiety, overcoming fear and uncertainty, increasing self-esteem.
3. Development of artistic thinking, fantasy and imagination.
4. Mastering visual skills.
5. Development of artistic and creative activity.

Age characteristics

• 1–2 years. Drawing in an empty circle (at this age color and shape are important). Together with mom, we draw with safe finger paints (three primary colors: red, yellow, blue).
• 3–5 years. Coloring ready-made mandalas of the child's choice and drawing your own. You will need a set of pencils (at least 12 colors), gouache, colored pastels, sanguine and charcoal, and work with colored sand.
• 6–7 years old. Coloring ready-made mandalas of the child's choice and drawing your own. You can already use more complex watercolor paints in your work.
• Later, children, teenagers and adults enjoy drawing with colored pens, ink, and a simple pencil.

Progress of the lesson

“Look at the magic circle! You can color it the way you like."

Meditative music plays and the child works in a calm environment. Children, as a rule, color the mandala from the center to the periphery, this is a way of relaxation (adults and teenagers should ideally color the mandala from the periphery to the center). There are no clear rules here; working with a mandala is creativity and intuition. At the end of the work, ask your child to come up with a name for his magic circle, which will be a code for understanding the image. If desired, you can color the background and cut out the resulting image.

“Now spin the magic circle, look at it from afar, admire it. Find him a place in the room."

During the lesson, ask your child if he likes what he drew.
If yes, then this is a resource state in which the child is comfortable to stay. This means that he draws inspiration and new positive emotions from his work, he likes that this opportunity has arisen - to create. And if the baby is not satisfied with his creation, the circle can be changed, cut or torn. At the end, don't forget to thank your child for a good job. If you wish, you can write a story for the resulting picture. Which feeling is greater, which is less? Why don't you like your drawing?

“Observe all the changes in the child, record the information in a notebook. This data will help you understand what psycho-correction program to use with your child in the future.”

Color Meanings

Red
is a symbol of vital energy, strength, self-confidence (if there is too much of it, then self-confidence or even aggressiveness),
Orange
indicates ambition, high self-esteem, as well as difficulties in communication.
Yellow
is a sunny color, often used in mandalas by people of art, it symbolizes creativity, adds optimism, joy, promotes the development of creative potential, and successful new beginnings.
Green
is a symbol of renewal and may indicate the strength of parental feelings, ability and willingness to raise children (if there are too many, overprotection).
Blue
- fortitude, calmness, endurance, prudence, developed intuition.
Blue
is a symbol of friendliness, compassion, and responsiveness.
Purple
- in the mandala indicates that a person strives for harmony; this shade inspires and purifies.
However, if the center of the mandala is colored purple, this may indicate a strong connection (if not complete dependence) of the author with his mother. Brown
is the color of the earth, it is rootedness, practicality, the desire for stability and security.
Black
is the color of mystery, shadow, darkness.
Its presence in a mandala drawing may indicate a depressive state, emptiness, loss of support and faith in life. White
is a protective color, a symbol of purity and spirituality, but if there is too much of it, this may indicate a lack of energy in the author of such a mandala.

Diagnostic points

1. How does the child complete the task (immediately or after thinking about it)?
2. What elements does it use and in what quantities?
3. From what part of the circle does one begin to build a mandala?
4. How symmetrical is the pattern?
5. What colors does he use?
6. Does he make adjustments to his work (what, how often)?
7. How much does it fill the inner space of the circle?
8. How does the central part of the mandala relate to the outer circle?
9. How does the job end?

Interpretation

1. General composition and color scheme.
2. The presence of a center and boundaries; color, shape, structure, sequence of the image.
3. Asymmetry.
4. Signs of the stages of the “Great Mandala Circle”.
5. Analysis of the symbols used.

Phototherapy technique

Goal and tasks:

• develops creative abilities;
• broadens the mind;
• helps to notice what is happening around;
• teaches you to live “here and now”;
• destroys stereotyped thinking;
• increases self-confidence;
• allows you to understand your inner world;
• eliminates anxious thoughts, fears, and depression;
• relieves nervous tension;
• helps to distract yourself;
• improves relationships with loved ones.

Materials: camera, smartphone, flash card, laptop or PC.

“With phototherapy, we allow the child to create their own product, work with complex technology and take greater responsibility for their actions.”

Main goals

1. Enrichment of the emotional and figurative sphere of children.
2. Reducing anxiety, overcoming fear and uncertainty, increasing self-esteem.
3. Development of artistic thinking, fantasy and imagination.
4. Mastering visual skills.
5. Development of artistic and creative activity.

You can work with this method with children of different ages, starting from three years old.

Main functions

1. Updating
   - associated with the ability of photography to revive events from the past and work through the emotions of experiencing those events with an educational psychologist.
2. Stimulating
   - when creating and viewing images, different sensory systems are activated: vision, tactile sensitivity, kinesthetics, etc.
3. Deconstructing
   - freeing a person from false attitudes and meanings.
4. Meaning-forming
   - helps a person see the meaning of his actions and experiences.
5. Reframing
   is creating photo collages to change the meaning of what happened.
6. Protection
   - building a distance from traumatic events or unpleasant situations that happened in the past.
7. Holding
   - photography can keep feelings from unconsciously breaking into reality, and at the same time they can be calmly studied.
8. Expressive-cathartic
   - repeated, deeper experience of the child’s feelings.

Main groups of phototherapy methods

• Group A.
  Development of memory, attention, thinking, fine motor skills.
• Group B.
  General topics. Contains techniques that help the awareness of feelings and emotions, and also promotes their outburst and expression. This includes techniques for self-discovery, for the disclosure of internal resources, improving the ability to self-control, etc.
• Group B.
  Self-perception. It contains techniques that help you explore your own “I” and your inner world.
• Group D
  - contains techniques and exercises for pair work.
• Group D
  - includes techniques for collaboration between participants, allowing them to solve a number of problems in much the same way as in group D.
• Group E
  is a set of techniques combined with each other from the previous paragraphs.

Exercises Using Photos

Goal: reconstruction of the problem field, formation of existential skills, self-expression, enrichment of life experience, activation of all sensory systems of the child, overcoming sensory deprivation, formation of motivation for self-development and self-realization.
Approximate topics of the photo marathon: “My anxieties and fears”, “Spring... Awakening”, “A thousand and one paths to the future”, “Meanings and values”, “Songs of the soul”, “Confrontation”, “Hell and heaven on earth”, “ My reflections”, “Parade of fantasies”, “I am in the world and the world is in me”, “Thirst for growth”, “Dreams”, “In search of God”, “Light and shadow”, “People and masks”, etc.

Work format:

• individual;
• group.

Progress:

1. The child (or group) is asked to take pictures on a given topic throughout the week. This could be a scene staged by a child or a group, or a spontaneous photograph of an episode from life or an event that corresponds to the theme. If necessary, the territorial border of the photo trip is specified.
2. A title is given to the finished photographs. Each photograph is reviewed and discussed. When working in a group, teenagers break into pairs and exchange pictures. The task of everyone in a couple is to understand what their partner wanted to convey in the photograph. At the end of each marathon, a thematic exhibition is held.

“Mobile photo report” technique

Goal: re-experiencing an event in order to react to it, obtain an emotionally positive resource, search for new meanings, relieve psycho-emotional stress associated with events of the past or present, build a life perspective.
Sample photo marathon topics: “One day in the life of my family”, “First day of vacation”, “One day in my life”, “One day in the life of my class”, “Change at school”, “Hurray, disco!” , “Exam”, etc.

“The technique will help you see relationships in the family, see what kind of emotional space surrounds the child. The technique can be used both for diagnosis and for correction of the condition of children.”

Work format:

• individual;
• group.

Progress:

1. The teenager is asked to take a series of photographs. This should be a photo chronicle of the event specified by the topic.
2. The printed photographs are arranged on a piece of Whatman paper according to the chronology of the event. Each photo must have its own frame and name. Then the author presents his photo report.
3. When working in a group, photo reports can be viewed and discussed.

Technique "Art and Photo"

Goal: social identification, development of variability of thinking, obtaining an emotionally positive resource, searching for new meanings, relieving psycho-emotional stress associated with rejection of certain traits of one’s personality and the personalities of parents, developing interest in oneself, increasing self-esteem, correcting parent-child relationships.
Necessary materials: paper or cardboard, oval-shaped cardboard blanks, scissors, paints, brushes, a glass of water, glue, pencils, markers, crayons, colored paper, foil.

Work format:

• individual (child and parent);
• group.

Progress:

1. The child is asked to draw a favorite animal or fairy-tale character on a piece of A3 paper. Moreover, initially he needs to give out blanks made of cardboard in the shape of ovals. These were supposed to be the “faces” of the heroes; they were not painted. While drawing, children take turns pronouncing those qualities of the selected animals or characters that they like.
2. Then you need to cut out ovals and get blanks for photographs. Then you can insert faces into the cut out ovals and take pictures.
3. Exchange drawings with parents and take photographs again. Discuss the photographs.

“Parents will be able to take a fresh look at their child - they will see a personality capable of creativity, self-fulfillment, feeling, sensing and expressing their emotions. And children, in turn, will discover childlike spontaneity in their parents.”

MAC therapy

Metaphorical association cards (MAC) are a special type of art therapy based on the principles of projective techniques.
What is important is not the meaning initially put into the picture by the psychotherapist, but the emotional response of each client to the picture he comes across. Projection is when we assign to something outside the properties of what is inside us. This is how cards allow you to see the inner world of a child.

Principles of working with MAC

1. A psychologist or psychotherapist never argues with what is happening to the child. And, thus, returns to the child what he has very little - power, confidence. Working with cards, he looks, he sees something, he makes some associations - the child acts as an expert.
2. Maps are not a means for making a diagnosis and drawing up a conclusion, but a source of information about a person.
3. There are no right or wrong cards, no right or wrong choices. You shouldn't draw straightforward conclusions from your clients' choices, and you certainly shouldn't evaluate them.
4. There is no clearly defined sequence of actions, questions that must be asked in a certain order. Moreover, there is no strict correlation of this or that type of cards (material) with this or that issue.

Gimazdinova Lyudmila Evgenievna, educational psychologist, MKOU Astrakhan “Boarding School No. 2”, Astrakhan. Correctional and developmental classes for the development of attention for children with disabilities are intended for a teacher-psychologist. Designed for primary school students. They are carried out in the form of entertaining exercises and exciting tasks.

Date of publication: 03/05/2018

Correctional and developmental classes
to develop attention for children with disabilities.
Developing attention, unfortunately, is not an easy task, primarily because it requires high self-organization, and primarily from adults who conduct classes with the child. The fact is that you need to practice every day, with the rarest exception (for example, if you or your child is sick), but the lesson should not be long - only 15-20 minutes. In tasks of this type, the child’s motivation and focus on results are very important.

It is important for your child to choose the “magic key”, why he needs to be attentive, and in general to understand what attention is, and what “benefits” can be gained by becoming more attentive. Of course, there is no “general recipe” for choosing a motive, because each person has his own interests and you can’t paint everyone with the same brush, so think about what is important and interesting for your child. By completing tasks, the child will develop attentiveness, train observation and perseverance, and all this should take place in a playful way. Do not overwork your child in classes; let it be an exciting and joyful daily game between mother and child or psychologist and child.

Tasks and exercises to develop attention:

"Corrective test"

On the form, in 2 minutes you need, looking through all the lines in order, to find and cross out all the signs given in the sample, for example, all the black triangles and white diamonds. Please note that the task takes exactly 2 minutes to complete. The task must be completed strictly in order in order to strengthen the skill of scanning space, that is, looking through the lines from left to right. The main goal of this task is to teach the child to gather as much as possible and concentrate for a relatively short period of time. The tables and icons change during each lesson. Next time it could be letters, numbers, or other shapes.

"Find the hidden object"

In all the variety of lines, the child needs to find the depicted object and color it. You can draw any object yourself, and then hide it under chaotic lines.

"Don't miss the clap"

The child is given a task: when he hears words belonging to a certain category, he must somehow show this, for example, by clapping his hands. A set of thematically selected words or a pre-prepared text is read to the child, while listening to which the child must complete this exercise. Instructions: “Clap your hands when you hear any male name: Masha, Tanya, Kolya, Nikolai, Christina, Alexandra, Semyon, Stepan, Sergey, Olga, Ira, Irina, Innokenty, Kesha, Sharik, Shurik, Lenya, Lena, Nikita , Vera, Murka, Bobik, dad, kitten, Seryozha, Andryushka, Dimochka, Larisa, Ulyana, Kuzma, Zoya, Evgeniy.” Instruction 2: “Jump once in place when you hear the name of the color. Shiny, blue, red, beautiful, green, purple, brown, light, white, gloomy, dull, green, blue, black, dark, yellow, matte, rough, multi-colored, gray, bright, smooth, faded, light green, pink" . Instruction 3: “When you hear the name of a wild animal, sit down. Duck, swan, wolf, cow, dog, wild dog dingo, elephant, tiger, horse, rooster, cat, giraffe, leopard, monkey, hedgehog, squirrel, owl, crow, elk, deer, turkey, gopher.” Instruction 4: “When you hear the name of a vegetable, jump up. Tomato, strawberry, apple, cucumber, pumpkin, peach, onion, plum, potato, zucchini, radish, cranberry, cloudberry, cabbage, turnip, lingonberry, beetroot, garlic, pear, currant.”

"Corrector-1"

In this exercise, the child needs to fill in the empty figures with icons according to the model, as shown in the example; in each lesson, the tables and icons change.

"Pathfinders"

Invite your child to carefully examine the drawing in which any objects or characters are hidden. They can be barely noticeable or located in the most unexpected parts of the picture. The main thing is to be careful and find all the items that you agreed to look for. Instructions: “Find and color all the birds in the picture. How many are there? Now color the whole drawing to the end.”

"Princess Nesmeyana"

During the game, the child turns into Princess Nesmeyana. At the command “freeze,” he freezes, and no matter what happens around him, under no circumstances should he laugh. The adult’s task is to try to make the child laugh or make him move, observing only one condition: you cannot touch the frozen one.

"Sculptor"

Ask the child to close his eyes or blindfold them, and offer to sculpt some figure by touch. If your child copes well with plasticine, then you can sculpt something more complex; If it doesn’t work out very well, then you can do the simplest thing - a ball or a cube. You can sculpt anything - it’s better to start with simple forms, gradually moving on to more complex ones.

Don't say "yes" or "no"

Don’t call it black and white.” The game consists of prohibiting the child from using certain words. From the name it is clear that a ban is introduced on pronouncing the words “yes”, “no”, “black”, “white”. You can ask about anything - about books, toys, flowers, entertainment. The respondent must remember that forbidden words cannot be spoken under any circumstances. In addition to the rule about forbidden words, it is also worth agreeing that pauses between questions and answers cannot be prolonged and that prolonged silence can also lead to loss. To ensure that the game does not continue endlessly, the time of the game dialogue is limited, for example three minutes. If the person answering the questions does not make mistakes during this time, then he wins. Both an adult and, subsequently, a child can play the role of asking questions.

"Confusion"

Depending on the plot of the drawing, a story is created that is told to the child. The main thing in this task is that which remains unchanged in any storyline - a web of confused lines, the intertwining of which the child needs to understand. Instructions: “Find which kitten is playing with a ball.”

"Silent Relay"

Give the baby a bell. Let him hold it by the ribbon. Ask your child to perform various movements while holding the bell. At the same time, he needs to try to prevent the bell from ringing.

"Don't ring my bell"

Place several objects on the table - plates, spoons, bells, rattles - anything that can jingle. Ask your child to move several objects from place to place without making a sound.

Ball game "Living - Nonliving"

Introduce the child to the concepts of “animate” and “inanimate”, explain that all animate, living objects are “who”, and inanimate, inanimate objects are “what”. Give some examples. Explain the rules of the game: when you throw a ball, you call something living - you need to catch the ball, but something inanimate - you cannot catch the ball.

"Spillkins"

To play you will need counting sticks or matches. Let's say you took matches. Take ten matches, mix them in your hands and pour them onto the table so that they do not scatter too widely, but touch each other. Players pull out one match at a time so that no other lying match moves. The player whose hand moved more than one match at the same time passes the move to another player. The one who pulls out the most matches wins.

"Tall Tales"

There are errors in the figure. Ask your child to find them and show them to you. Then offer to color the funny drawing.

"Coins"

The child takes a handful of tokens or coins. He needs to hold the coins in his palm and place them in a pile on the table, adding one on top each time. It is important that all folded coins are initially in the hand, and that the child lays them out, reaching with his fingers from the middle of the palm. And, of course, he must do all this with only one hand.

"Sun"

An adult “draws” or “writes” certain symbols on the child’s back with his finger. You can depict objects, letters, numbers - depending on the level of general development of your child. It’s better to start by using simple drawings - the sun, a Christmas tree, a house. The first few times you can draw on those areas of the skin where the child can see, so that he can correlate what he feels and what he sees into a single whole. With more developed bodily sensitivity, you can use more complex images or write entire examples or words. Everything will depend on your imagination and the level of development of your child.

“What did the artist forget?”

The child, looking at images in which something is missing, completes the missing details. The main goal of the game is to teach the child to find features and see details. In the course of completing this task, the ability to see errors and inaccuracies develops, and the preschooler learns to control the correctness of execution.

"Looking Game"

You need to sit or stand opposite each other and look into each other’s eyes intently, without stopping, blinking is allowed. The one who looks away first loses. If you are starting this game with a very young child, it seems to me that the main thing in this case will be to motivate him, give in on time, praise him, and respond emotionally to his successes and failures.

"Halves"

For this task you will need cards with drawings on them that are only half open. These could be the top or bottom halves of the pictures, or maybe the left or right, and maybe some other hidden particles. The purpose of the task is to restore the missing elements.

“Find the differences between the pictures”

A sheet of paper is placed in front of the child on which two similar drawings are drawn. Together with an adult, he examines what is drawn and looks for differences between the images. After which the child colors one of the drawings.

"Look closely"

In my opinion, this is the most difficult task of all those presented here, since it requires absolute accountability to oneself, what is being done and why, and this is not always possible, because what the adult wants is one thing, and what the child wants and how much is another. he realizes the necessity of what is happening. Invite your child to sit comfortably, relax and look very closely at an object for a certain time. It is better to choose a short period of time, from 1 to 5 minutes. The object for contemplation can be suggested by an adult, or the person performing the task can choose it himself. It is worth warning in advance that attention will be scattered, there will be a desire to look away, but you need to restrain yourself from this and continue to look at the subject. By an effort of will, you need to return again and again to the subject in question, look at it up and down, and find new and tiny details. You can blink, the main thing is to keep your gaze. If you can motivate your child, you can make this exercise more difficult. Invite your child to close his eyes, imagine an object, say an apple, and “examine” it in as much detail as possible, imagining how it turns first one way or the other. The exercise is very difficult on the one hand, but very effective on the other. It is important to resolve the issue of motivation and willpower of the performer.

"Smart Tables"

The questions and tasks offered to the child are quite simple and practically do not require any special knowledge from him. The main difficulty for the performer is the limited amount of time - 2-5 seconds for each task. In addition to the time limit, a prerequisite is that the task must be presented once, that is, each task is read only once, otherwise it simply loses its developmental meaning. The child is informed about the rules for performing the exercise in advance so that he knows and is prepared for these restrictions. When dictating tasks, you need to pronounce words clearly and clearly so that the child understands you. 1. “If you are a boy, draw a sun, if you are a girl, then draw a flower. 2. Place a dot in the circle. 3. Draw three circles, fill in any circle other than the first one. 4. Shade the shape that has three corners. 5. Fill in the downward arrow. 6. Draw a circle under the line. 7. Color the first square and the last one, 8. Draw any round object. 9. Circle the number that is larger. 10. If the Christmas trees are green, then draw a circle, if they are blue, then draw a square. 11. Draw a triangle inside the circle. 12. If dogs can meow, then give them a plus sign. 13. Divide the circle in half. 14. Underline all the triangles. 15. Write any number.” "Smart Tables". 2nd option 1. “If it is winter, draw a circle, if not, draw a square. 2. Fill in the third circle and cross out the first. 3. If dogs bark, put a plus sign in the triangle; if not, put a minus sign. 4. Draw as many squares as there are bears in the fairy tale “The Three Bears”. 5. If you are a girl, then you need to draw a bow, and if you are a boy, then a ball. 6. Place a dot above the line and draw an oval below it. 7. If there are 5 fingers on your hand, cross out all the ones, if there is a different number, cross out all the twos. 8. Divide the second line from the top in half. 9. Shade the shape without corners. 10. Place a dot in each triangle. 11. If Rita is the name of a boy, write any letter, if the name of a girl, then write any number. 12. Draw three triangles and cross out the middle one. 13. Draw a fish. 14. Draw as many sticks as there are seasons. 15. Put three dots outside the circle.” "Smart Tables". 3rd option 1. “If an apple is a fruit, write how much it will add 1 to 2, if a vegetable, then subtract 1 from 2. 2. Draw as many squares as the cat’s paws. 3. Draw as many circles as there are tails on the cow. 4. Draw any green vegetable. 5. Draw what is taller - a bush or a tree. 6. Place 5 dots in a square and connect them with a line. 7. If today is a clear day, draw the sun, if it is cloudy, draw a cloud. 8. If fish can swim, then draw a wave. 9. If a pear is a vegetable, write the sum of the numbers 1 and 1. 10. Draw a triangle in the square and a square in the circle. 11. Color in the smaller shape and outline the larger one. 12. Shade the square. 13. Draw a circle inside the triangle, and put three dots in the square. 14. If a cat is an animal, draw a triangle, if not, then a circle. 15. Draw three plus signs and one equal sign, cross out those signs that are smaller.” "Smart Tables". 4th option 1. “Circle all the shapes that do not have corners. 2. Place one dot in each corner of the square. 3. Draw as many circles as there are piglets in the fairy tale “The Three Little Pigs.” 4. Cross out all the circles. 5. Put a plus in the square and a minus in the triangle. 6. Select the extra shape and paint over it. 7. Connect the lower end of the fourth line with the upper end of the fifth. 8. Cross out all the shapes without corners. 9. Solve only the third example. 10. Under each minus, put a plus. 11. Place a plus in the smaller triangle. 12. Solve any one non-third example. 13. Draw a circle inside the triangle. 14. Color in all the triangles. 15. Underline the largest number.” "Smart Tables". 5th option 1. “Connect the upper end of the third line with the upper end of the first. 2. Draw a circle above the line and a check mark below it. 3. Place one in the circle. 4. Fill in all the circles. 5. If the written numbers are equal, circle them. 6. If it is winter, draw a triangle; if not, draw a square. 7. If you can walk on the ceiling, put a plus; if not, put a dash. 8. Divide all sides of the square in half. 9. Underline the third word with one line, the second with two, cross out the first. 10. Place three dots in a square so that they are outside the triangle, 11. If it is morning, put a plus in the triangle, if not, in a square. 12. Cross out the shape with the most angles. 13. Circle the longer word. 14. Draw a line and put four dots on it. 15. Fill in the second circle, put a dot in the third, and cross out the last two.”