Goals:
§ determination of the level of mastery of basic spatial categories, reflecting the position of objects in space relative to the subject;
§ development of ideas about the “body diagram”;
§ mastery of basic spatial categories;
§ development of the ability to compare objects and one’s own body on various grounds.
Exercise 1
Goals:
§ determine the level of orientation in the structure of your own body;
§ identify the degree of mastery of the concepts “left-right”.
Materials: chairs or carpet on which to seat children.
Time needed: 20-25 minutes.
Procedure
The free space of the room is used. The exercise involves the development of each child’s orientation in the structure of his own body and the body of another person and has several options of increasing complexity.
A) Presenter: “Let’s sit comfortably so as not to disturb each other and so that I can see you all. (You can sit the children in a semicircle and sit opposite them.) Now I will give commands, and you must try to carry them out accurately and quickly. The task is not difficult, I think that everyone will succeed. So please raise your right hand up."
Children complete the task, the leader checks the correctness of execution. If there is an error, you need to check with the child; “Is this really your right hand? Let’s still determine exactly where your right hand is and where your left is.”
When they make mistakes and are unsure of the correctness of their performance, children usually look at their neighbors and can copy their erroneous actions. If this behavior occurs, children should be asked to think for themselves and not repeat the mistakes of others.
“Now raise your left hand up... Okay. Show me where your right leg is? Left?"
Internal representation, a model of the body, reflecting its structural organization and performing such functions as determining the boundaries of the body, forming knowledge about it as a single whole, perceiving the location, lengths and sequences of links, as well as their ranges of mobility and degrees of freedom. The body diagram is based on a set of ordered information about the dynamic organization of the subject’s body.
Encyclopedic YouTube
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Diagram of the body of reptiles. Khvatov Ivan Alexandrovich
The problem of the origin of the psyche. Khvatov Ivan Alexandrovich
Seminar No. 6 “When scales and mirrors are enemies”, led by Ph.D. Basova AYA and Strakhov MU
Subtitles
Body schema and body image
It is important to note the difference between the concepts of “body schema” and “body image,” the misuse and confusion of which are often found in the literature. The body diagram is understood as an unconscious internal representation, a set of information about the structural organization of the body, its dynamic characteristics, the current and changing position of its parts. This representation plays an important role in the processes of maintaining and regulating posture, as well as in organizing movements. Body image is the mental representation of one's own body that is conscious to the subject.
Origins of representations
The sources of ideas about the body diagram were observations from antiquity of the phenomenon of a phantom amputated limb, known and first described in the 16th century by Ambroise Paré, as well as clinical observations of patients with certain types of cerebral pathology, who had distortions in their ideas about their own body and the surrounding space.
In the year, H. Head and G. Holmes proposed a definition of the body diagram that is close to the modern one, as formed in the cerebral cortex during the synthesis of various sensations, ideas about the size, position and relationship of body parts. Researchers have also proposed that the body map serves to transform sensory information necessary for both perception and the planning and organization of movements.
Modern approaches to studying
Observation of a phantom amputee
Extensive experience in clinical observations of amputated limb phantoms has revealed the following: important features, proving the connection of this phenomenon with the existence of a body diagram model in the human central nervous system:
- after amputation of a limb, phantom pain occurs in more than 90% of cases - therefore, they are not pathologies of the psyche, but are a reflection of the presence of a representation of the limb in the body diagram;
- there are descriptions of phantom pain in the case of congenital absence of a limb, which indicates the presence of an innate basis in the body diagram;
- phantom pain is more often a consequence of amputation of those parts that are capable of voluntary movements (that is, with amputation of limbs); in addition, in the phantom, the distal (that is, more distant from the middle plane of the body) sections of the remote limb, which have rich sensory and greater mobility, are most clearly perceived;
- Some patients after amputation retain illusions of the possibility of movement with the amputated limb, and it can also be taken into account when planning actions, which confirms the idea of the presence of an internal model necessary for organizing movements.
Body schema disturbances in cortical lesions
With certain brain lesions, disturbances in the perception of space and one's own body occur, indicating the existence of an internal model of the body diagram. Thus, with lesions of the right parietal lobe, disturbances in ideas about the identity of body parts, their size and shape occur. As examples of such distorted ideas about one’s body, the following cases can be listed: denial of the patient’s paralyzed limbs, illusory movements of immobile limbs, denial by the patient of a defect, phantom additional limbs. A phenomenon such as hemineglect may also be observed - the patient ignoring the contralateral affected area of the cerebral cortex of half of the space and body (for example, when performing actions such as washing, dressing). With lesions in the area of the parietotemporal junction, in addition to impaired ability to maintain balance, so-called “leaving the body” phenomena may be observed. In addition, disturbances in the perception of one’s own body and its parts can occur in a person in altered states of consciousness: under the influence of hallucinogens, hypnosis, sensory deprivation, and in sleep.
Study of the normal body diagram
Studies examining body schema have been conducted in normal conditions. Under conditions of ischemic deafferentation (that is, under conditions of blockade of the conduction of impulses from skin, joint and muscle receptors, which is achieved by squeezing the shoulder with a pneumatic cuff) of completely healthy people and with their vision turned off, sometimes a rather strong mismatch between the real and perceived positions of the limb was observed, called the “experimental phantom” " At the same time, an illusory “shortening” of the hand perceived by the subjects also occurred. And when the subjects were asked to make a movement with an ischemic arm, they planned the action not based on the actual position of the arm, but based on its representation in the body diagram.
Features of the body diagram model
Supramodal organization
The body schema model receives sensory information from various modalities as input. The fact that for the subject there is no perception of the body and its parts separately for each sensory system, that is, for example, the hand is perceived as a whole, and not separately visual, tactile, etc., indicates a supramodal organization of the body diagram.
Reference systems
To maintain posture and control the position of the body, body segments are regulated relative to each other or the entire body is stabilized relative to external landmarks, external support. It seems likely that a single model of the body schema can be constructed on the basis of multiple intermediate representations of the position of some body parts relative to others. This assumption is confirmed by experiments, the results of which showed that, depending on the motor task, different reference systems can be selected: for example, associated with the body, with the head, or with some object in the surrounding space.
The system of internal representation in the control of movements and the organization of sensorimotor interaction. Author's abstract. diss. ... d.b. n. M., 2006.
Neuropsychological approach to the correction of some speech problems.
Formation spatial representations- one of the most important conditions life successes.
Successful is the one who manages to be in the right place at the right time.
Never before have we encountered such an abundance and variety of negative phenomena in the child population as we see today.
And it is the neuropsychological approach to diagnosing and solving these problems that has proven itself to be the most reliable and productive, because it is based on a powerful methodological and scientific-practical base developed in general neuropsychology, childhood neuropsychology, and the theory of neuropsychological rehabilitation.
Today, every self-respecting speech therapist and defectologist is obliged to know, understand and apply methods of neuropsychological diagnosis and correction.
The child's brain is very plastic.
Until 7- summer age The plasticity of brain connections has enormous corrective potential.
By the age of 9, according to all neurobiological laws, the brain completes its intensive development and an increasing depletion of the child’s internal compensatory functional capabilities occurs. Early diagnosis and correction, based (including) on the active development of the brain, on the plasticity of the child’s cerebral systems, due to the absence of rigid intracerebral connections, can do wonders. But it should be remembered that as the child grows up, this magic melts before our eyes. Those efforts that will certainly be crowned with success at 5-7 years old will give dubious results at 9 years old, and at 12 years old they may simply disappear into the sand. In the latter case, you can hardly count on greater internal independent activity of the function being formed. Most likely, you will have to limit yourself, first of all, to grueling drills, which, as a rule, do not lead to a deep restructuring of the functional system.
No we must remember that p The period of up to three years is especially important. The correctional potential of the brain at this time is enormous, thanks to the plasticity of the brain; instead of damaged brain cells, others can come into play, and functions will be preserved .
Why is the formation of spatial representations important and significant?
Neuropsychologists believe that the formation of spatial concepts in a child is one of the most important conditions for his future success in life. In other words, only those who are well oriented in space are successful (those who manage to be “in the right place at the right time”).
Spatial representations are one of the mostmental functions that debut early but take a long time to form in ontogenesis. They are among the first to debut in ontogenesis, that is, they are basic in origin; They are among the first to “grow old.” Any form of dysontogenesis is primarily characterized by one or another type of deficiency of these processes. The insufficient development of spatial-temporal concepts in preschoolers will certainly affect the formation of full-fledged coherent speech, and in schoolchildren - on the development of reading and writing skills. And all this will affect the child’s success in life.
Objectively, there are 3 types of spatial representations.
- Somatognosis - body diagram.
- External space.
- Quasi-space is an orderliness in systems of signs and symbols, developed by humanity to generalize ideas about the world with the possibility of transferring them to other people.
The main basis for all space-time mental manipulations is our inner space - the space of our body, designated in neuropsychology as somatognosis.
The motor development of a child in infancy must occur in a certain sequence. Certain motor skills correspond to a specific age. If its stages are completed correctly, then a number of the most important mechanisms of brain function are launched.
Most children now demonstrate delay and distortion motor development. That's whyentire development schemes are not launched.And, therefore, the occurrence of speech problems of various levels is inevitable, which is what we see, unfortunately, in the majority of our children.
Possible problems:
He has difficulty remembering right and left, top and bottom, his drawing falls apart into separate parts, the letters are very poorly remembered and stubbornly turn in the wrong direction;
It is difficult for a child to learn spatial prepositions - under, on, behind, in front, over, at, etc.;
it is difficult to navigate using diagrams and maps, even the simplest ones;
when copying specially designed geometric shapes, the child also distorts everything in a strange way. Some of the drawings are even unrecognizable. For example, it can flip a drawing 90 degrees. The same figure can be turned 180 degrees;
At 6-7 years old he writes > “b”, “d”, “r” - in the wrong direction.
The roots of such problems lie precisely in the immaturity of motor functions and spatial concepts. early childhood.
The body diagram is given to us genetically and According to A.V. Semenovich, N.Ya. Semago, the development of external opto-manual space is impossible without the formation of the body diagram, it is “the body diagram that is the model” that organizes the internal interaction of various sensorimotor systems and forms spatio-temporal matrix of a person’s psychological actualization in later life.
The ontogenesis of somatognosis occurs due to a variety of exteroceptive sensations arising from contact with the outside world, one’s own motor activity, pain and discomfort, various comfortable and uncomfortable contacts, sensory contacts with other people. Therefore, neuropsychologists recommend starting the correction and habilitation of spatial representations with various types of massages, baths with sea salt and herbs, eliminating various problems with the gastrointestinal tract, and exercise therapy.
Today in the world there is already a fairly developed area of psychology associated with the correction and habilitation of various psychological problems.through body-oriented technologies. And if a child attends a dance club, wushu, or theater group, then we can assume that a third of the way to the top (mastering spatial concepts) has already been completed.
A very important stage in the development of spatial concepts is the crawling stage. Therefore, at this stage of development I would like to dwell in more detail.
It is in the process of crawling that a child develops spatial orientation skills. And the ability to write correctly and beautifully, success in geometry, the ability to tell the time by a clock, and much more will depend on it. It is with the help of crawling that a person first begins to move in space.
However, most parents do not have enough information about the importance of this stage and mothers usually remember well when the child sat down, stood on his legs, and walked, but few remember when he crawled for the first time. Many children today miss this important stage of development, which can lead to later difficulties in spatial orientation. It is quite possible that all this is an echo of crawling that was missed in infancy.
Correct crawling should look like a cross-position of legs and arms: right leg - left arm. It is in the process of such crawling that the associative connections of the brain develop, creating the opportunity for a more complete disclosure of its potential; is being improved visual perception- the child begins to need to use both eyes at the same time, and he begins to bring them together. If you skip this important step physical development, an important stage of brain development will be missed. Crawling is the child’s first mastery of reciprocal (cross) movements necessary for the development of interhemispheric interaction.
Thanks to crawling, tactile sensitivity develops and spatial representations of one’s own body (body diagram) are formed.
Thus, ideas about the relationship between external objects and the body, and their relationships with each other, are consistently formed. This means that the ability to denote these relationships in words, the understanding and use of prepositions and words, and the correct perception of complex speech structures - spatio-temporal, cause-and-effect - is also formed. So, thanks to this method of movement, the prerequisites for mastering the grammar of the native language are formed.
We can safely say that crawling prevents problems with reading and writing. E If coordination of movements, the work of each hemisphere separately and interhemispheric interaction are insufficiently developed, a primary school student may have problems writing (the child writes letters in their mirror image). He will have dirt in his notebooks, bad handwriting. Many children with dyslexia and dysgraphia miss the crawling stage.
Is it possible to teach to crawl?
Certainly. If your seven-month-old baby absolutely refuses to crawl, try to help him a little. There are special exercises for this. However, before you do them, consult a pediatrician, neurologist and orthopedist. Today, many children have disorders of muscle tone, which are stated as myatonic syndrome (decreased tone) or pyramidal syndrome (increased tone). All these abnormalities in infants are not caused by abnormalities in the muscles of the legs and arms, but by damage to the cervical-trunk and, possibly, the cortical level of the brain, which arose as a result of birth microtrauma. According to some neurologists, children born through C-section, always have injuries to the cervical spine. To overcome the disorders associated with childbirth, you need to consult a neurologist, without wasting time during the period of the child’s development when recovery capabilities are greatest, and begin treatment. The faster qualified assistance is provided, the faster and more fully the functions of the nervous system will be restored.
Now let's consider external space, which is built up in ontogenesis over the internal, bodily. This happens through the prism of visual, auditory, tactile, gustatory, olfactory analyzers and their alliances.
The external space can be divided into three zones - lower, middle and upper. First, you need to work with the child on the ability to see these zones, then - which of the objects around him are in each zone and, finally, you can move on to clarifying spatial concepts in the natural world.
According to neuropsychologists, the first step should be marking the child's left hand. You can wear a watch, bracelet, bell, or red ribbon on it. In this way, we will give the child excellent support for further manipulations with external space - after all, it is first built from his own body, and only then turns into abstracted spatial representations. Now he knows that “on the left” is “where the red ribbon is.” This knowledge can be used to string together a vast repertoire of information about the outside world. For example: reading, writing, looking at comics always (!) follows from the “red ribbon”; the letter “I” or the number “9” is turned with its head towards the “red ribbon”, and “K” or “6” is turned away from it. When performing arithmetic operations in a column, subtraction, addition, and multiplication are directed toward the “red rag,” and division is directed away from it.
When mastering external space, children do not always understand in abstract terms what “behind-in-front”, “above-under”, “in-on” means.
If such problems are discovered, you need to talk everything over with the child while sitting in his room, where everything is familiar to him. Figure out where the sofa is now, in relation to the window, in relation to the door. Where will it end up if you move it to another wall? How to talk about the furniture in your room? Having said all this, you need to draw a diagram. Additionally, you can give external reference points: if you stand facing the window, there will be a door on the right and a wall on the left. You can come up with many similar tasks.
And finally, reflected in speech, abstracted from visual sensory images "quasi-space" The pinnacle of mastering spatial representations is speech quasi-space or logical-grammatical constructions. This is the ability to use correctly all prepositions and complex grammatical structures in speech.
Increasing the level of functioning of spatial representations will inevitably entail the child’s assimilation of basic algorithms, which will subsequently facilitate his contacts with an avalanche of growing (from the outside and from the inside) information.
The space-time of the Universe, of which we are all a part, requires an extremely reverent and respectful attitude. Compliance with proper “space-time etiquette” is the key to our achievements and, as if by magic, the fulfillment of desires. “These structures not only express order, but create it.”
To summarize the above, we can state that the importance of developing a child’s spatial concepts cannot be overestimated. The entire basis of these ideas is laid in early childhood: during childbirth, throughout psychomotor development. If all stages of a child’s development have been completed on time and fully, his success is beyond doubt. In other cases, correctional work must begin from the level when the basic program for the formation of the function was laid. In other words, if a child has difficulty mastering prepositional-case constructions, we must go with him through the entire path of ontogenesis of the formation of spatial representations, starting from the crawling stage.
Bibliography:
Koneva E. A., Rudametova N. A. Psychomotor correction in the system of comprehensive rehabilitation of children with special educational needs. - N. - 2008.
Semenovich A.V., Neuropsychological correction in childhood. Method of replacement ontogenesis. - M.: Genesis, 2010.
Semago N.Ya. New approaches to building correctional work with children with disabilities various types deviant development//Defectology. - 2000, - No. 1.
Stage 2. Formation of ideas about the “scheme of one’s own body.”
Goal: updating the process of self-isolation of the organism from the environment and developing children’s conscious perception of their own body.
Form ideas about the “scheme of your own body” in practice (“scheme” of the face, upper and lower limbs, ventral and dorsal sides);
Learn to reproduce and independently perform a series of movements.
The child’s mastery of the “scheme of his own body” should be supported by various markers that help him make sure that there is top and bottom, (ceiling, sky - floor, grass), front - back (buttons on a shirt - hood), right and left side(colored rag or watch on one hand). Initially, the formation of spatial directions is associated with the movement of the entire body in a certain direction. Next, the movement of the whole body is replaced by showing the named direction with the hand, turning the head, and then just looking. The relative position of parts of the whole body is worked out (above - below, front - back, right - left). The most difficult thing for a child is to understand the location of the right and left parts of the body. Therefore, you should first do exercises to correlate body parts with the right and left hands. It is important that the child learns to quickly and accurately perform movements with various parts of the body according to verbal instructions (“raise your left shoulder up,” “cover your left eye with your right palm”). You should use the techniques proposed by I.N. Sadovnikova and L.A. Pepik. For example, simulation games:
Geese stretch their necks, turn their heads left and right, and look behind them to see if a fox is sneaking towards them.
A mosquito sat on the bear cub's back, he turns around, tries to reach him over his right shoulder, then over his left shoulder, finally, the mosquito flies away, and the bear cub scratches its back.
Buratino bruised his left knee, rubs it, then carefully steps, holding his knee with his hand.
After the child has formed a correct understanding of the location of the right - left, upper - lower, front - back parts of his body, the use of these words should be reinforced in the children’s independent speech.
1. The speech therapist turns his back to the children and performs hand movements: left hand up, right hand to the right side, right hand behind the head, left hand on the head, left hand on the left shoulder. Children copy the movements of an adult (one movement at a time) and name their actions.
2. "Right - left." It should be noted that for a child it is not at all obvious that the right leg, eye, cheek, etc. are on the same side as the hand. He must be brought to an understanding of this through special exercises in correlating body parts with the right and left hands. It is better to do this according to the following scheme: correlate parts of the body with the right hand (right eye, cheek, etc.), then with the left hand, then in a cross version (for example, show the right eyebrow and left elbow). The most entertaining way is to perform these exercises as follows: “Rub your right elbow with your left hand, scratch your left knee with your right heel, tickle your left sole with your right index finger, tap your right elbow on your right side, bite yourself on the middle finger of your left hand, etc.”
3. The child invents and demonstrates any movement and verbalizes his action.
4. Looking at himself in the mirror, the child determines what is in the middle of his face (for example, his nose). And then, at the request of the adult, he begins to move his palms up or down (the highlighted word in speech should be emphasized intonationally). At the same time, we list which parts of the face the palm “passes” past. After this, we make a logical conclusion that everything that the palm “passed” past is located above or below the nose.
5. “Below is higher.” What does a girl have lower than her mouth? What does a girl have higher than her nose? Who can name more parts of the body located higher than the eyebrows? The tasks are first given by adults, and then by the children themselves. Questions and tasks formulated by the children themselves are a very important stage in the development of the skill being formed - spatial representations of the face diagram, since in this way these representations are “introduced” into active speech.
6. At this stage, it is rational to introduce children to the concept between and explain the difference with the concept - in the middle. What's between the girl's eyebrows and nose? What's between my mouth and my eyes?
7. “I have conceived a part of the face, it is located above... . What part of the face did I have in mind? “Sasha has an ink stain under... . Where is Vanya’s inkblot?” The tasks are first given by an adult, then the children come up with them themselves.
8. “Rain” The teacher names the pieces of clothing on which rain stains appeared, the children place magnets. Then the children play in pairs, one puts a magnet, the second names where the “rain spots” appeared.
Stage 3. Development of orientation in the surrounding space.
Goal: development of conscious perception of one’s own position in space and the properties of the surrounding space.
Strengthen the ability to use one’s own body as a standard for studying the surrounding space;
Learn to place objects in relation to your own body;
Familiarize children with the body diagram of the person standing opposite them;
Develop skills in arranging objects in the surrounding space relative to each other.
Mastering external space must begin with the child’s awareness of what is in front, behind, above, below, to the right and left of him. After students have developed the skill of orientation in space relative to themselves, they should move on to orienting other objects relative to each other and themselves relative to other objects. This involves teaching the child to correlate the relative position of surrounding objects, as well as change it according to verbal instructions. It is important to teach children to correctly perceive the spatial characteristics of a person located opposite them, which causes significant difficulties for children with mental retardation. It is necessary to reinforce in the child the idea that for the person standing opposite, everything is the other way around: right is where my left is, and left is where my right is. As a result, schoolchildren should be taught to mentally put themselves in the place of another person, to see things through their eyes and, most importantly, to name them correctly.
It is important that the child constantly verbalizes his sensations and directions of movement. After action-related speech, planning statements should be taught: what am I going to do now? Then the child learns to comment on the directions of movement of other children, and later talk about spatial relationships according to ideas, without seeing objects (describe the arrangement of furniture in his room; the arrangement of rooms in his apartment; tell how to get to the manager’s office).
Didactic games and exercises.
1. The child places geometric shapes relative to the sides of his own body: a circle in front of him (in front of him), a square behind him (behind him), a triangle to his left, a rectangle to his right. Then he tells what is where.
2. The child lays out the same figures, only relative to the sides of the other person’s body and says where it lies.
3. Two children stand opposite each other. One child comes up with actions and asks the partner opposite to do them and carefully checks the correctness of execution. For example, raise your left hand, etc. After this, the children change roles.
4. Two children stand opposite each other. One of them performs an action, and the other verbalizes his actions. For example: “You just touched your right ear with your left hand.” Then another child does it.
Stage 4. Development of orientation in two-dimensional space.
Goal: formation of perception, reproduction and independent reflection of the spatial characteristics of planar objects.
Objectives - to teach children:
Focus on a blank sheet of paper (find its sides and corners);
Master the location of flat objects on a sheet of paper (top, bottom, right, left, upper right corner...);
Place flat objects on a sheet of paper in relation to each other;
Identify differently located elements of a planar figure;
Copy simple shapes; analyze a series of figures arranged in vertical and horizontal rows, correctly visually track them in the directions from top to bottom and from left to right; copy a number of shapes;
Analyze complex spatial figures consisting of several other figures and copy them using the correct copying strategy;
Focus on a sheet of paper turned 180°, mentally turn the sheet of paper 180°.
Orientation in two-dimensional space begins with familiarization with a blank sheet of paper and mastering its sides and angles. Then the child places various objects in the lower left, upper right corners, determines which corners are left blank. An understanding and verbalization of the arrangement of flat objects, letters and numbers on a sheet of paper in relation to each other is formed.
Didactic games and exercises.
1. On a demonstration sheet with slots for pictures, place the corresponding pictures on the left and right of the tree according to the instructions.
2. Sitting at the table, determine its right and left edges.
3. Place a circle, to the right of it is a square, to the left of the circle is a triangle.
4. Draw a dot, to the right of the dot - a cross, above the dot - a circle, below the dot - a square, to the right of the square - a triangle, put a tick above the cross.
5. According to verbal instructions, move the chip along the field lined with cells, and then say where the chip stopped (visually and then mentally). Moves: 2 left, 2 down, 1 right, 2 up, 1 left, 1 down.
6. Place object pictures to the right or left of the vertical line. Then the tasks become more complicated, that is, the sheet of paper is turned over 180° and the child must say where the right and left sides will now be.
7. Determine the right and left sleeves of a blouse lying a) back up; b) back down. In the same way, you can determine the left and right pockets on trousers, jeans, etc.
It is advisable to use tasks for recognizing drawn geometric figures by comparing two given samples. Analysis of figures, aimed at developing the ability to find identical and spatially unequal elements of a figure, helps direct the child’s attention to a conscious perception of the relationships of objects in space. From recognition of spatial relationships they move on to tasks that require the reproduction of given figures according to a model, first using the method of drawing (copying), and later by the method of actively constructing given figures from given elements (sticks, cubes).
You should also develop such a skill as isolating one of the links in a chain of homogeneous objects, images, graphic signs. First, the child masters orientation in the linear sequence of an object series. Then tasks are offered to determine the sequence of the digital series using the first ten numbers as an example:
8. Say the first number on the left; first number on the right. Which one is bigger? In what direction do the numbers in a series increase? (From left to right).
9. Show the number 4. What number is to the left of 4? Is it more or less than 4? Name the neighbor of number 4 on the right, compare by size (numbers increase to the right).
Stage 5. Development of understanding and use of logical-grammatical constructions expressing spatial relationships.
Goal: formation of quasi-spatial representations.
Teach children to understand words and constructions that convey spatial characteristics of the world around them;
To develop skills in independent use of words and constructions that express spatial relationships in oral speech.
Corrective work begins with clarifying prepositions and first consolidating the understanding and then the use by children of various prepositions and prepositional-case constructions. First of all, the child performs all kinds of movements and manipulations with objects according to the instructions of the teacher. Then he learns to comment on his actions, clearly pronouncing all the pretexts.
Didactic games and exercises.
1. There is a box with a lid on the table. The child is given a circle made of cardboard and asked to put the circle on the box, in the box, under the box, behind the box, in front of the box.
2. There is a box with a lid on the table. The teacher lays out the circles (in a box, under a box, etc.) and asks the child to take the circles according to the instructions: Take a circle from the box, take a circle from the box, take a circle from under the box, take out the circle that is in the box, take out the circle , which lies under the box, take out the circle from behind the box, etc.
3. In front of the children, the teacher places the circles in two boxes, pronouncing the beginning of the phrase, and the students finish the end of this phrase: I put the circle... (in the box, behind the box, on the box, under the box, between the boxes, in front of the box). I take a circle... (from the box, from under the box, from behind the box, from the box, etc.).
4. “Put the pen down...” The child is offered two different objects, for example, a pen and a pencil case, he must follow the teacher’s instructions: put the pen in, on, under, above, in front of, behind, to the left, to the right of the pencil case.
5. “Where is the pencil?” Place the pencil on the notebook and invite the child to determine its position relative to the notebook (“The pencil lies on the notebook, and the notebook..., and the table...”). So play by moving the pencil under, in, to the left of the notebook, lifting it above, hiding it behind or placing it in front of the notebook. Each time, ask your child to make a sentence about a notebook and a pencil, drawing his attention to the fact that the preposition changes in the sentence. Then swap these items (“The notebook is under the pencil”).
When the child has mastered the task, do it again, but this time ask you to simply name the appropriate preposition.
Formation of subjective sensations of the passage of time and temporal concepts in children with mental retardation.
The goal of the work aimed at the formation of subjective time concepts is to develop in preschoolers with mental retardation a sense of the passage of time and ideas about the main time units.
The correctional process must begin with the formation of subjective sensations of the passage of time in children with mental retardation, gradually moving on to first developing understanding and then expressing time concepts using oral speech.
Under correctional conditions kindergarten This work is carried out in classes on the formation of elementary mathematical representations and classes to familiarize yourself with the outside world. However, experience shows that this is clearly not enough for children with mental retardation. In these classes, teachers spend most of their time on children’s speech skills, and practically no work is done on the development of subjective ideas about time. Children are often taught to verbalize ideas that they have not yet formed or are very unstable. Therefore, first of all, preschoolers with mental retardation need to develop a conscious attitude towards time, through practical mastery of the cyclic laws of changes in nature, experiencing certain time periods, etc. this work can be carried out as part of any correctional lesson(introductory or final), as well as with the help of individual techniques used by the speech therapist in correction process. Separate techniques must be used in each lesson, combining them with the study of program material.
Cognitive interest, needs, and, consequently, cognitive activity. Conclusion Our work was devoted to a theoretical study of the formation of cognitive activity in children with delayed mental development in classes on familiarization with the environment. Theoretical analysis of the problem allowed us to establish that cognitive activity This category of children has formed...
Corrective education, which should be aimed not only at correcting language and speech means, but also on the mental processes that are involved in the formation of speech. Chapter 2. Experimental study of the characteristics of attention and speech of children with mental retardation In order to solve research problems, material is offered that describes the methods of experiments with...
