PROGRAM FOR NEUROPSYCHOLOGICAL DEVELOPMENT AND CORRECTION OF PSYCHOLOGICAL DEVELOPMENT OF CHILDREN WITH ADHD, MMD, RDA. Goals: development of higher mental functions; functional activation of subcortical formations of the brain; provision and regulation of the general energetic, activation background on which all mental functions develop; stabilization of interhemispheric interaction; provision of techniques and fine analysis of modality-specific information (tactile, motor (kinesthetic, dynamic) ), visual, auditory; ensuring regulation, programming and control of mental activity. The program can consist of 12 - 24 lessons. They must be carried out until the result is achieved. If you follow the schedule - 2 lessons per week, the cycle is designed for. 2-3 months. Duration - 50-60 minutes. Optimal number of group participants - 4-6 people. Age - 5-12 years. Classes can be held both in small groups and individually. Class structure: stretching - 3-4 minutes. ;breathing exercise - 3-4 minutes; oculomotor exercise - 3-4 minutes; bodily exercises - 10-15 minutes; exercises for the development of somatognostic, tactile, kinesthetic, dynamic, spatial functions - 10-15 minutes; exercises for the development of attention, memory , programming and control functions, communicative and emotional exercises - 10-15 minutes. During the first few lessons, the “Egg” and “Tunnel” exercises are performed, which are an analogy of birth, as well as “Swaddling” or “bandaging” limbs with paper tape. They can be performed in the first few classes to activate the brain stem structures and tone the entire brain. The greatest effect is achieved when the child performs the “Egg” exercise with his mother. The “Egg” and “Tunnel” exercises are an analogy of birth. They can be performed in the first few classes to activate the functioning of the brain stem structures. The greatest effect is achieved when the child and mother perform the “Egg” exercise. “Egg”. Invite your child to sit on the floor, pull his knees to his stomach, clasp them with his hands, and hide his head in his knees. Let him imagine himself as a chicken hatching from an egg. The instructor (mother) sits behind the child, wraps her arms and legs around him, pretending to be a shell, and invites the chicken to hatch. “Tunnel.” Children are asked to stand on all fours, sideways to each other, pretending to be a tunnel. Each child crawls through the “tunnel”, completing it at the end. You can build a tunnel from chairs. Further implementation and complication of the exercises corresponds to the stages of the child’s ontogenesis. Approximate program of speech therapy classes using neuropsychological correction techniques 1 cycle 1-2 weeks – classes 45 min. according to the full program of neuropsychological correction, cycle 2 - speech therapy classes including methods of neuropsychological correction. Mandatory exercises - breathing, stretching, bodily, relaxation, i.e. control to activate 1 block. The remaining exercises are optional: somatognostic or dynamic; kinesthetic or spatial, etc.) Exercises for the development of attention, memory and other mental functions are included at later stages of the correction cycle, because their formation requires the readiness of the functions of the first block. The main principle of selecting certain exercises and tasks of the correctional program is taking into account the age and individual characteristics of children. The program is compiled, first of all, from those exercises that are most adequate to the child’s problems and will contribute to the most effective overcoming of them. Techniques of neuropsychological correction to overcome increased fatigue and exhaustion, the formation of sufficient attention and performance. (work on 1 block) I. Breathing exercises. Breathing exercises improve the rhythm of the body, develop self-control and volition. Disorders of the body's rhythms (electrical activity of the brain, breathing, heartbeat,intestinal peristalsis, vascular pulsation, etc.) can lead to disruption of the child’s mental development. The ability to voluntarily control breathing develops self-control over behavior. Breathing exercises are especially effective for correcting children with attention deficit hyperactivity disorder. It is best to start practicing breathing exercises from the exhalation stage, after which, after waiting for a natural pause in the breathing cycle and waiting for the moment when the desire to inhale appears, take a deep breath through your mouth or nose so that there is a pleasant, light, tension-free feeling of inhalation. Care must be taken to ensure that the diaphragm moves and the shoulders remain calm, although the upper chest will certainly move as you inhale deeply. At the stage of mastering deep breathing, the child is asked to put his hand on the diaphragm area and feel how the hand rises up as you inhale, and drops down as you exhale. Breathing (its various stages) can be combined with a variety of eye and tongue exercises. An effective technique is to connect the visual and sensory systems to breathing exercises (“inflating” colored balls in the stomach, “inhaling” sunlight and golden energy, etc.). The rhythm of the body is promoted by jumping on a trampoline, riding horses, and holding your breath while diving. It is known that holding your breath and “weightlessness” (jumping on a trampoline, riding a swing) activate the brain stem structures, which, in turn, stimulate the further development of the child. Proper breathing, which optimizes gas exchange and blood circulation, ventilation of all parts of the lungs , promotes overall health and well-being. It calms and promotes concentration, development of volition and self-control. Breathing exercises should precede massage and other exercises. It should be remembered that correct breathing is full breathing, i.e. combination of chest and abdominal breathing; It must be performed first while lying down, then sitting, and finally standing. Until the child learns to breathe correctly, it is recommended to place his hand on the chest, the other on the stomach (fix them with the hands of an adult on top) to control the completeness of breathing movements.1. It is universal to teach four-phase breathing exercises, containing stages of equal time: inhale-hold-exhale-hold. At first, each of them can last 2-3 seconds. with a gradual increase to 7 sec. First, an adult needs to fix the child's hands, which greatly facilitates learning. The adult should also count out the indicated time intervals out loud with a gradual transition to the child performing the exercises independently. Correct breathing is slow, deep diaphragmatic breathing (in which the lungs are filled from the lowest to the upper) consisting of the following 4 stages: I.P. - lying on the floor stage 1 - inhale: - release the abdominal muscles, start inhaling, lower the diaphragm down, pushing the stomach forward; - fill the middle part of the lungs, expanding the chest with the help of the intercostal muscles; - raise the sternum and collarbones, fill the tops of the lungs with air.2 stage - pause. 3rd stage - exhale: - lift the diaphragm up and draw in the stomach; - lower the ribs using the group of intercostal muscles; - lower the sternum and collarbones, releasing air from the tops of the lungs. 4th stage - pause. 2. Breathing exercise “Fists” This exercise also helps in accurately remembering important and complex information. Clench your fingers into a fist with your thumb curled inward. Exhale slowly, clench your fist with effort. Then, releasing the force of clenching your fist, inhale. Repeat the exercise 5 times. Performing the exercise with your eyes closed doubles the effect.3. Breathing exercise “Ball” I.p. - sitting on the floor. Inhale. Children are asked to relax their abdominal muscles, begin to inhale, inflating a balloon in their stomach, for example, red (colors must be changed). Pause (hold your breath). Exhale. Children are asked to pull in their stomach as much as possible. Pause. Inhale. When inhaling, the lips stretch out into a tube andthey “drink” the air noisily. Later, the child is also asked to vocalize as he exhales, singing individual sounds (a, o, y, w, x) and their combinations (z becomes s, o becomes y, w becomes sch, etc. p.).4. Breathing exercise “Wind”. As you exhale slowly, use your finger or your entire palm to interrupt the air stream so that you get the sound of the wind, the cry of an Indian, or the whistle of a bird.5. Breathing exercise “Candle”. Sit or stand up straight. Take a slow breath in through your nose and exhale slowly through a narrow hole formed by your lips onto a candle (feather, balloon) that stands in front of the child. Don't pull your head forward. The flame should smoothly deflect along the air stream. Then move the candle a little and repeat the exercise; increase the distance even more, etc. Draw your child's attention to the fact that as the suppository is removed, the abdominal muscles will become increasingly tense.6. Breathing exercise "Dooty Ball". A ping pong ball is placed in the middle of the table, two players begin to blow on the ball, trying to blow it into the opponent’s goal. II.Massage and self-massage Corrective, developmental and formative work should include various types of massages. Massage of the fingers and ears is especially effective. Experts count 148 points located on the auricle, which correspond to various parts of the body. The points on the top of the ear correspond to the legs, and on the lobe to the head. Touching the baby immediately after birth stimulates the growth of sensitive nerve endings on the body, they are involved in movement, spatial orientation and visual perception. If the nerve endings are not activated, this leads to delayed muscle development, decreased perception of information, defects in the development of the emotional sphere and learning difficulties. It is recommended to teach a child self-massage in several stages. First, the adult massages his body himself, then with the child’s own hands, placing his own hands on top, only after that the child performs self-massage on his own. Ask him to describe his feelings before and after the massage: “Perhaps something has changed? What? Where? What does it look like?". For example, massageable! (or other) parts of the body became warmer, hotter, lighter, or covered with goosebumps, heavy, etc.1. "Magic points". Massage of “magic points” increases the body’s resistance, helps improve metabolic processes, lymph and blood circulation (examples of “magic points” according to met.prof. A.A. Umanskaya are given), Figure 1 shows the points that should massage sequentially. Massage of the “magic points”, produced by rotational movements, should be done daily three times a day for 3 seconds (9 times in one direction, 9 in the opposite direction). If you find a painful area in yourself or your child, then it must be massaged in the indicated way every 40 minutes until normal sensitivity is restored. In addition to other effects, constant massage is beneficial for the child, since: - point 1 is connected with the mucous membrane of the trachea, bronchi, and also with the bone marrow. Massaging this area reduces coughing and improves hematopoiesis; point 2 regulates the body’s immune functions. Increases resistance to infectious diseases; - point 3 controls the chemical composition of the blood and the mucous membrane of the larynx; - point 4 - the neck area is connected with the regulator of the activity of the blood vessels of the head, neck and torso. Massage of this point normalizes the functioning of the vestibular apparatus. This point should not be massaged with rotational, but only with translational, pressing or vibrating movements from top to bottom, just like point 5; point 5 is located in the area of ​​the 7th cervical and 1st thoracic vertebrae. Working with it gives a variety of positive effects, including improving general blood circulation, reducing irritability and sensitivity to allergic agents; - point 6 - massage of this point improves blood supply to the mucous membranes of the nose and maxillary cavity. The nose is cleared, the runny nose goes away; - point 7, blood supply in the area of ​​the eyeball and frontal parts of the brain improves; - point 8 - massage affectshearing organs and vestibular apparatus; - point 9 - massage gives a multifaceted effect; swelling is relieved, many functions of the body are normalized. After this point massage, you can move on to massage and self-massage of various parts of the body. 2. “Washing your hair.” Fingers slightly apart and slightly bent at the joints. Using your fingertips, massage your head in the direction: 1) from the forehead to the top of the head, 2) from the forehead to the back of the head and 3) from the ears to the neck.3. "The monkey is combing itself." The right hand massages the head with its fingers from the left temple to the right side of the back of the head and back. Then the left hand - from the right temple to the left side of the back of the head. In a more complex version, the arms cross at the hairline (thumbs along the midline!); in this position, the child intensively massages the head from the forehead to the neck and back.4. "Ears". The ears are rubbed with the palms as if they were frozen; Warm up three times from top to bottom (vertically); with a back-and-forth motion they rub in the other direction (horizontally) (fingers, excluding the thumbs, are connected and directed towards the back of the head, elbows forward). Then cover the ears with your palms, and put your fingers to the back of the head, bringing them closer. Using your index fingers, lightly tap the back of your head up to three times. This exercise tones the cerebral cortex, reduces the sensation of tinnitus, headaches, and dizziness.5. "The eyes are resting." Close eyes. Using the interphalangeal joints of the thumbs, make 3-5 massaging movements along the eyelids from the inner to the outer corners of the eyes; repeat the same movement under the eyes. After this, massage your eyebrows from the bridge of your nose to your temples.6. "Cheerful noses." Rub the nose area with your fingers, then with your palms until a feeling of warmth appears. Rotate the tip of the nose to the right and left 3-5 times. After that, do 3-5 stroking rotational movements with the index fingers of both hands along the nose, from top to bottom on both sides. This exercise protects against runny nose and improves blood circulation in the upper respiratory tract.7. "Fish". The mouth is slightly open. Take the upper lip with the fingers of your right hand and the lower lip with your left hand. Perform simultaneous and multidirectional movements of the hands, stretching the lips up, down, right, left. Close your mouth, take both lips with your hands and pull them forward, massaging them.8. "Relaxed face." Run your hands over your face from top to bottom, pressing lightly as when washing (3-5 times). Then use the back of your hand and fingers to move gently from the chin to the temples; “smooth” the forehead from the center to the temples.9. "Flexible neck, loose shoulders." Massage the back of the neck (from top to bottom) with both hands: stroking, patting, pinching, rubbing, spiral movements. Similarly: a) with the right hand, massage the left shoulder in the direction from the neck to the shoulder joint, then with the left hand - the right shoulder; b) with your right hand, grab your left shoulder and make 5-10 rotational movements clockwise and counterclockwise; the same - with the left hand, then with both hands at the same time. 10. "Owl". Raise your right shoulder up and turn your head to the right, while taking a deep breath; With your left hand, grab the right periosteal muscle and, as you exhale, lower your shoulder. Knead the trapped muscle by breathing deeply and looking as far behind your back as possible. The same with the left shoulder with the right hand. 11. "Warm hands." Raise your right hand up, moving it in different directions. At the same time, the left hand holds the shoulder (forearm) of the right hand, resisting its movement and at the same time massaging it. Then the hands are changed. Rubbing and warming up the fingers and the entire hand from the tips of the fingers to the base and back; Pay special attention to your thumbs. Imitation of “power” washing, rubbing and shaking hands.12. “Warm feet” While sitting, vigorously rub (knead, pinch) with your right hand the sole, toes and back of the foot at the interdigital spaces of the left foot, the same with the left hand with the foot of the right foot. Then rub and drum your feet against each other, as well as on the floor. Walking on pebbles, beans, or any uneven surfaces is also useful. These exercises are energizing andhas a grounding effect on the body, relieves fatigue, increases performance. Useful for colds and headaches.13. Walking on a massage mat.14. “Tapping” (goal: energizing the brain, activating neurohumoral regulation). Massage the area of ​​the thymus gland (on the sternum) in the form of light tapping 10-20 times in a circular motion from left to right. III. Stretching Stretching normalizes hypertonicity (uncontrolled excessive muscle tension) and hypotonicity (uncontrolled muscle flaccidity) of muscles. Optimizing tone is one of the most important tasks of neuropsychological correction. The presence of hypotonicity is usually associated with a decrease in the mental and motor activity of the child, with a high threshold and a long latent period for the occurrence of all reflex and voluntary reactions. Hypotonia is combined with slow switching of nervous processes, emotional lethargy, low motivation and weakness of volitional efforts. Hypertonicity, as a rule, manifests itself in motor restlessness, emotional lability, and sleep disturbances. In children with hypertonicity, voluntary attention is weakened and motor and mental reactions are impaired. All motor, sensory and emotional reactions to external stimuli in a hyperactive child arise quickly, after a short latent period, and fade away just as quickly. Such children find it difficult to relax. That is why, at the very beginning of classes, it is necessary to let the child feel his own tone and show options for working with it using the most clear and simple examples, while simultaneously teaching possible relaxation techniques. 1. Stretching “String”. The exercise is performed lying on your back. The child needs to feel the floor with his head, neck, back, shoulders, arms, buttocks and legs, and then describe his sensations. The floor can be hard, hard, soft, cold or warm, smooth or rough, smooth or lumpy, etc. Then the instructor takes one hand of the child and stretches it a little (the other hand lies relaxed), then the other hand. After this, the child performs arm stretches independently. The legs are stretched in the same way. 2. Stretching “String-2”. Starting position: lying on your back. The child is asked to imagine himself as a tightly stretched string and stretch his body, stretching simultaneously, first with two arms, then with two legs, then with the right (arm, side, leg) and left side of the body (linear stretches). The back should not strain or arch. The exercise is repeated while lying on your stomach.3. Cobra stretch. Starting position: lying on your stomach. Bend your arms at the elbows, rest your palms on the floor at shoulder level. Children are asked to imagine themselves in the form of a cobra: - slowly raise their head, gradually straightening their arms and opening their mouth slightly; - raise their upper body, arch their back, buttocks and legs should be relaxed: - return to the starting position and relax, without holding your breath. 4. Stretching "Rays" - I.p. - sitting on the floor. Alternate tension and relaxation:— - neck, back, buttocks;— - right shoulder, right arm, right hand, right side, right hip, right leg, right foot;— - left shoulder, left arm, left hand, left side, left thigh, left leg, left foot. IV. Oculomotor exercises Oculomotor functions are one of the earliest sensorimotor functions in ontogenesis (2-4 months). Oculomotor exercises allow you to expand your field of vision and improve perception. They help activate the visual parts of the brain, visual attention, and can be used effectively before written tasks. Unidirectional and multidirectional movements of the eyes and tongue develop interhemispheric interaction and increase the energy level of the body. It is known that eye movements activate the learning process. The fact is that many cranial nerves coming from the medulla oblongata, including trigeminal, facial, abducens, oculomotor and trochlear, connect to the eye. They activate the movement of the eyeball in all directions, contract or relax the musclespupil to regulate the vibrations of the retina, and change the shape of the lens in order to see near and far. The eyes are constantly moving, collecting sensory information and constructing complex patterns of images necessary for learning. The brain combines these images with other sensory information to build a visual perceptual system. Three-dimensional visual perception is a prerequisite for successful learning. Unfortunately, in the educational process, two-dimensional space is most often used (book, table, notebook, computer screen, etc.), which significantly reduces the quality of learning. Most of the motor cortex of the cerebral hemispheres is involved in the muscular movements of the larynx, tongue, mouth, jaw and eyes. Exercises based on movements of the eyes, tongue and jaw stimulate the basal ganglion of the limbic system, including a specialized area - the substantia nigra, which connects the basal ganglion to the frontal lobe of the brain, which controls thinking, speech and behavior. Exercise 1. A). The child lies on the floor on his back and, at a distance of 30-50 cm, traces with his gaze an object (a bright bird making sounds), which the psychologist moves in a horizontal, vertical, circular direction, as well as along a figure eight (develops interhemispheric connections). Requirements: - you need to lie still , only the eyes move; - do not lose sight of the object; - cover the entire space; - bring the pupil to the end B) The child himself, at arm's length, moves the toy and traces the movement of the object with his eyes. It is necessary to expand the field of vision, practice lateral vision (increasing the volume of visual attention and perception). First he holds the toy in his right hand, then in his left hand, and then with both hands together. Those areas in the child’s field of vision where the “slipping” of the gaze occurs should be given additional attention, “drawing” them several times until the retention becomes stable. Monitoring performance: we ask the child if there were any mistakes, where did he make a mistake? What was the mistake? Exercise 2. - i.p. as in the previous exercise, but it is performed using unidirectional movements of the tongue (eyes and tongue to the right, eyes and tongue to the left, up, down). Exercise 3. - i.p. as with the previous exercise, but it is performed with multidirectional movements of the tongue (eyes to the right, tongue to the left and vice versa). This exercise helps to overcome synkinesis. V. These and other exercises are used in working to overcome synkinesis1. Practicing autonomous and combined movements at the levels of the eyes and tongue. The head is fixed. Oculomotor exercises are performed (in four main, four diagonal directions, away from oneself and towards oneself), in combination with fixing the muscles of the tongue and jaw (they are motionless): a) strongly squeeze the jaws; if necessary, you can ask the child to hold a pencil between his teeth, etc.; b) open your mouth as much as possible, hide your tongue c) open your mouth as much as possible, stick out your tongue as much as possible.2. The eyes are fixed. Movements of the head and tongue are performed (unidirectional and multidirectional). 3. The head is fixed. Practicing unidirectional and multidirectional movements of the eyes and tongue. In other words, the movements of the tongue are directed in the same or opposite direction from the gaze.4. Practicing unidirectional and multidirectional movements of the head and eyes.5. Practicing unidirectional and multidirectional movements of the tongue (eyes) with the arms and legs. All of the above exercises are performed gradually; as they are mastered, they should be introduced into subsequent classes and performed in a lying, sitting, standing position. VI. Exercise “Language by ear” - activates and develops auditory attention and perception, promotes the formation of acoustic-kinesthetic connections. The child lies on the floor on his back. Instructions: “Where you heard the sound, point your tongue out there.” A) The psychologist makes sounds with a bell (sounding toy) in different directions, the child must localize the sound in space with his tongue. B) Determine the source of the sound against the background of noise (rustling cellophane, soundingtoy); C) Determine the source of the sound against the background of the simultaneous sound of two acoustically close sounds (the rustling of cellophane, the rustling of a sheet of paper) D) If you hear the sound (the cry of a bird) once, you need to show the direction; if 2 times, then the tongue lies motionless. Tasks C) and D) are offered to children with impulsiveness and control difficulties. D) Show with the tongue the direction of an invisible source of sound and describe it, guess the object that made the sound (for children with difficulties in the nominative function). VII. Relaxation (stress relief). Relaxation exercises are carried out both at the beginning of the lesson - for the purpose of adjustment, and at the end - in order to integrate the experience acquired during the lesson. They promote relaxation, relieving motor (muscular) and emotional tension, and self-observation. 1. "Rest pose." Goal: mastering and consolidating a pose of rest and relaxation of the arm muscles. You need to sit closer to the edge of the chair, lean on the back, place your hands loosely on your knees, legs slightly apart. The formula for general peace is pronounced by the instructor slowly, in a quiet voice, with long pauses. Everyone knows how to dance, Jump, run, draw, But not everyone knows how to relax, rest. We have a game like this - Very easy, simple, Movement slows down, Tension disappears.. .And it becomes clear - Relaxation is pleasant! 2. "Fists". Goal: mastering and consolidating the pose of rest and relaxation of the arm muscles.I.p. - sitting on the floor. Instructor: “Clench your fingers into a fist tighter. Place your hands on your knees. Squeeze them very, very hard so that the bones turn white. The hands are tired. The hands are relaxed. We rest. The hands are warmer. It feels easy, pleasant. We listen and do as I do. Calmly! Inhale - pause, exhale - pause! This and each subsequent exercise is repeated 3 times. Hands on the knees, Fists clenched, Fingers pressed tightly (clench fingers). Fingers squeeze more tightly - Release, unclench (Easy to raise and drop the relaxed hand.) Know. , girls and boys, our fingers are resting." 3. "Let's sunbathe." Goal: relaxation of the leg muscles. Instructor: “Imagine that your legs are sunbathing in the sun (stretch your legs forward, sitting on the floor). Raise your legs, hold them in weight. The legs are tense (you can invite the child to touch how hard his muscles have become). The tense legs have become hard, like stones. Lower your legs. They are tired, and now they are resting, relaxing. Inhale - pause, exhale - pause. We are tanning beautifully! We raise our legs higher! We hold... We hold... We strain. ...Let's sunbathe! Lower your legs (sharply lower your legs to the floor). Legs are not tense, relaxed." 4. "Barbell." Goal: relaxation of the muscles of the arms, legs, body. I.p. - standing. Instructor: “Stand up. Imagine that you are lifting a heavy barbell. Bend over, grab it. Clench your fists. Slowly raise your arms. They are tense! It’s heavy! Our arms are tired, we throw the barbell (the arms drop sharply down and freely fall along the body). They are relaxed, not tense, resting. Breathe easily. Inhale - pause, exhale - pause. We are preparing for a record, We will play sports (lean forward). We lift the barbell from the floor (straighten up, arms up). Hold it tightly... And throw it! not tired And become even more obedient. While performing the exercise, you can touch the muscles of the child’s shoulder and forearm and check how they are tense. It becomes clear to us: Relaxation is pleasant. 5. Swinging on a physiological ball The child lies down on a physiological (large in size) ball. stomach, the psychologist, holding it with his hands, simultaneously performs rocking rhythmic movements down, forward, backward. 6. Relaxation The child lies on the floor on his back, the psychologist strokes his body parts clockwise: from the wrist to the elbow, from the feet to the knee, from neck to head. Held to relaxing music.7. Rocking chairA) The child is in a sitting position, legs and arms are brought together in a ring. Starts to swing back and forth 15 times without hitting the floor with his head. Back - inhale, forward - exhale. B) The child is lying on his stomach. Swings 10 times. VIII. Bodily exercises (body movement exercises) WhenBy performing bodily exercises, interhemispheric interaction develops, synkinesis (involuntary, unintentional movements) and muscle tension are relieved. There is a “feeling” of one’s body, which contributes to the enrichment and differentiation of sensory information. It is known that the center of motor coordination is the frontal lobe of the brain, which is also responsible for internal speech, volition and control. All neuropsychological correctional, developmental and formative programs are built on motor activity. It should be remembered that an immobile child does not learn! Children who miss the vital developmental stage of crawling are known to experience learning difficulties. The fact is that during crawling, cross movements of the arms, legs and eyes are used, activating the development of the corpus callosum. With regular performance of reciprocal movements, a large number of nerve pathways connecting the hemispheres of the brain are formed and myelinated, which contributes to the development of mental functions. Slowly performing cross movements helps to activate the vestibular apparatus and the frontal lobes of the brain. A series of sequential movements must be carried out from the head and neck to the lower extremities, from the neck and shoulders to the hands and individual fingers, and, accordingly, from the knees to the toes. Regulation of the strength of muscle tone can also take place in accordance with the laws of movement development: from the muscles of the head and neck to the muscles of the torso and further to the muscles of the lower extremities; from the muscles of the neck and shoulders to the forearms, hands, fingers and, accordingly, from the muscles of the thighs to the toes. The more the small muscles of the body are involved, the more nerve pathways are built between the frontal parts of the brain, the basal ganglion of the limbic system and the cerebellum. 1. "Bicycle". The child imitates riding a bicycle with his feet, touching the opposite knee with his elbow; then - the other knee; then again the opposite.2. Raising arms and legs on a count (development of internal and interhemispheric interactions) The child lies on the floor on his back. A) When counting to 10, the child should synchronously raise his left arm and leg, then the right limbs B) When counting to 10, the child should synchronously raise his left arm and right leg and vice versa. There should be no stops or return movements. There may be a change in the count, its tempo: fast, slow.3. “Partisan on the stomach” In a lying position on the stomach, crawl on your belly. All parts of the body should be pressed to the floor, including socks (crawl under the rope level). Support on your feet is important. Crawl, alternating your right and left leg and arm. Crawl for a while. (motivation – “to get a gem”)4. “Partisan on his back” A) In a supine position, head suspended, all emphasis on the back. Alternate movements left and right. Try to crawl in a straight line.5. “Caterpillar” (working on the sitting stage) A) The caterpillar is large. The child is in a sitting position, hands behind, support on the floor, legs simultaneously extended and folded. Thus, the child moves forward. B) The caterpillar is small. The position is the same, but move with straight, outstretched legs. Making the task more difficult is to come up with words with the sound “s”, the syllable “car”6. “Spider” The child stands on “all fours” and moves a) back and forth, b) sideways; - like limbs - unlike limbs - with switching. Switching from one method to another occurs according to a signal. You need to stop and switch to another method (in case of violations of the control function). Also, to form voluntary control, it is recommended to perform and switch: counting (on 4, switch to another method of execution) or to overcome impulsiveness, 1 clap - change the method, 2 clap - no need ( trap).7. “Soldier” Walk like a soldier: - with the span of the limbs of the same name; - with the span of unlike limbs - if you hear 1 clap - with the span of the limbs of the same name, 2 clap - with the span of unlike limbs - if you hear the sound Z - with the span of the limbs of the same name, if the sound is C - with a span of opposite limbs8. "Mill". Encourage children to make simultaneous circular movementshand and foot. First with the left hand and left foot, then with the right hand and right foot, then with the left hand and right foot, then with the right hand and left foot. First, the rotation is performed forward, then backward, then with the arm forward, and with the leg backward. The exercise must be performed so that the arm and the opposite leg move simultaneously, with the eyes rotating to the right, left, up, down. Breathing is voluntary.9. “Socks-palms” (for the development of interhemispheric interaction and selective, voluntary behavior. The child sits on the floor, leaning his back against the wall, arms bent at the elbows. A) movements of the hands and feet are performed simultaneously: one hand up - the toe of the foot - pulled out, the other down-toe towards you, then the positions of the feet and hands quickly change. B) the right and left limbs perform multidirectional movements C) the exercise is performed with the involvement of the eyes and tongue 11. Rhythms A) Energy exercises: bouncing on the ball to the music, getting into the rhythm, to clapping , check; jumping on a prickly (tactile) mat. 12. “Lezginka”. The child folds his left hand into a fist, puts his thumb to the side, and turns the fist with his fingers towards himself. With his right hand, with a straight palm in a horizontal position, he touches the little finger of his left. After this, simultaneously changes the position of the right and left hands (6-8 changes of positions). It is necessary to achieve a high speed of changing positions. 9. “Climber” (formation of planning and control functions) The child stands against the wall, pressing his arms and legs to it. Then he must move along the wall so that only one limb comes off the wall, the rest are pressed. The movement occurs sequentially: first the left hand, then the left leg, the right hand, the right leg. The exercise is performed counting, for a while. A movement program is pre-built. Insurance is used if the child makes a mistake. If you used all the belays, you fell off the cliff. Movement programs: - with the same limbs - opposite limbs - arms crossed, legs are evenly rearranged - legs crossed, arms are evenly rearranged - alternately, then arms, then legs. 10. "Log." (to develop the skill of even writing, reading line by line. The child lies on his back, head, arms, legs lie on the floor. The position of the head and legs is fixed with supports (pins). Begins to roll like a log on a horizontal surface at a distance of 2 m, trying to keep the head and legs as a result, they rolled smoothly to the upper and lower supports. If you performed the exercise incorrectly, return to the starting position and repeat the exercise. A) along a horizontal straight line B) along a diagonal Techniques for neuropsychological correction of the formation of auditory, visual, tactile, motor (arising from movements), visual -spatial processes (block 2). I. Formation of somatognostic, tactile and kinesthetic processes1. “Repeat the pose.” The child repeats a pose (then several poses) after the psychologist, in the creation of which the whole body participates.2. "Hasty." The child reproduces a series of manual postures one after another, each of which is fixed for 20-30 s (two to three breathing cycles); A prerequisite is complete concentration on each pose. This exercise is good to perform several times a day (5-7 minutes). Husts are executed in the same sequence as in Fig. 3. “Guess the body part and remember its name.” Touch (stroke, massage, rub, etc.) any part of the child’s body (for example, the elbow joint) and invite him to blindly show it to himself, then, opening his eyes, to you; name her. This must be done with all parts of the body, and then do the same with 2-3 points. After the child remembers all the names, play the same game, changing roles. Or in other words: touch your body and ask it to point to you and name this area. A more complex option: an adult touches one (several) parts of the body on one side, and the child must show and name it on the other side of the body. It is advisable that in the process of performing this exerciseAll parts of the body were included in the work, including the face, fingers and toes, back, etc.4. "Body figures, letters and numbers." Together with your child, figure out how you can draw shapes, letters and numbers with your fingers, as well as with your whole body. Be sure to play out all the options in front of the mirror. Several people can participate in this game, then “physical” letters and numbers will be composed by all children at the same time.5. “Drawings and letters on the back and palms.” Draw one of the familiar shapes (triangle, circle, square, etc.) on the child’s back with your finger. Ask him to say what figure is drawn. If he finds it difficult, draw a straight line (horizontal, vertical, oblique) and ask him to draw it on the wall or on a piece of paper. Do the same first on his right and then left hand, drawing on both sides of the hand. When learning the number series and the alphabet, it is especially useful to write letters and numbers sequentially on the back and arms (on both sides), followed by naming and writing them.6. "Objects with different surface textures." Show, name and let your child touch materials and objects with different surface textures (smooth, rough, ribbed, prickly, soft, etc.). Then invite him to blindly feel the material with both hands, then with one hand and find the same material or objects made of it, acting first with the same hand and then with the other.7. "Tactile Dominoes" The rules of the game are the same as in regular dominoes, but: the playing “dice” are special, for example: on the right - sandpaper, on the left - a glossy surface; on the right - velvet paper, on the left - fur; on the right is a ribbed “checkered” surface, on the left is smooth, etc. First, the rules of the game are learned with open eyes, and then the search for the “dice” occurs with closed eyes; arbitrarily, only with the right or left hand.9. “Touching and recognizing objects.” Place various small objects in an opaque bag: a key, a ring, a coin, a nut, a pebble, small toys, etc. The child must guess by touch what objects are in the bag. At the same time, he must feel the object with both hands at the same time, and with each hand in turn. Complicating the game: after the object is recognized, the child finds the same one among other objects in the second bag, first with the same and then with the other hand. 10. “Touching figures, letters and numbers, different in shape and size.” Take three-dimensional or cut out shapes (letters, numbers) from sandpaper or velvet paper of various shapes (star, circle, triangle, square, etc.) and sizes (large and small). Draw the same figures on a piece of paper. Ask the child: • identify the figure by touch and, without looking, find the same one among other figures with the same hand, then with the other hand. Then change hands; • with your eyes closed, feel the figure, and then, opening your eyes, point to it in a row of drawn ones; • feel the figure with one hand, and then draw it in the air or on a piece of paper, first with the same and then with the other hand.11 . “Recognize the letters and you will get the word.” Make up a word (of 3-4 letters) from the three-dimensional alphabet and invite the child to read it by touching all the letters in sequence. A more difficult option is when the letters are given in a random order: they need to be identified, named and remembered, and then formed into a word. II. Kinetic (dynamic) processes Dynamic organization of a motor act. The dynamic organization of movement is associated with the transition from single motor acts to a system or series of similar or different movements that make up a single “kinetic melody.”1. I. p. - feet shoulder-width apart, arms lowered, palms forward. Shift your body weight to your right leg. While inhaling, raise your left leg and turn your body 90° to the left; Exhaling, lower your left leg and turn your right foot to the left. Thus, the whole body is turned to the left. Then shift your body weight to your left leg. Inhaling, raise your right leg and turn your body 90° to the right; Exhaling, lower your right leg and turn the foot of your left leg to the right.Return to i. clause 2. The child is offered a number of any movements described above, for example, “hastas,” which he must repeat in a given sequence. In the group version, children are asked to complete the same task together, for example, one after another - either squat or jump (at a fast pace). 3. "Classics". The exercise is a variation of the well-known game, consisting of target jumps performed in a certain sequence and under time pressure. Performing this exercise requires enhanced visual control, comprehension of the situation and anticipation of your actions, at least one move ahead.4. First one, then the other hand, then both hands together (converging and diverging) imitate playing the piano: spontaneously, scales, arpeggios, etc.5. One hand remains open, and the other clenches into a fist. Commands are given in random order.6. One hand makes patting movements (on the shoulder, stomach, etc.), and the other makes circular movements (above the head, in front of the stomach). The hands imitate playing the guitar, balalaika, i.e. those musical instruments where they perform different movements. 7. “Fist-rib-palm.” The child is shown three hand positions, successively replacing each other. Palm on a plane, palm clenched into a fist, palm with an edge, straightened palm on the plane of the floor. The child performs the exercise together with the instructor, then from memory for 8-10 repetitions of the motor program. The exercise is performed first with the right hand, then with the left, then with both hands together. If there are difficulties in performing the task, the instructor invites the child to help himself with commands (“fist-rib-palm”), pronounced out loud or silently. 8. “Rhythms” (sitting on the floor). The instructor sets the rhythm by tapping it with one hand, for example, “2-2-3” (at the beginning of mastering, visual reinforcement is given - children see the instructor’s hands, and in the process of mastering they gradually move on to auditory perception only, i.e. with their eyes closed). Then the children are asked to repeat the rhythmic pattern with their right, left hand, two hands simultaneously (claps or blows in front of them), in combination (for example, “2” with the right hand, “2” with the left hand, “3” with both hands at the same time). After mastering the first part of the exercise, children are asked to reproduce the same rhythmic pattern with their feet.9. Graphic abilities1. "Drawing fingers." The child is offered blank sheets of paper of different shapes and sizes, gouache paints and complete freedom of creativity. - First, the child chooses any finger and any color (on one sheet of paper the child draws with only one finger, using one color) and fills in the proposed format with straight vertical lines, horizontal and oblique lines (first with one hand, then with the other). Then he draws open wavy lines, and after that straight and wavy “paths” of dots.2. “Erase the letter.” Ask the child to write a letter on the board with chalk (this applies primarily to the most difficult letters) and then erase the outline with a finger several times in a row.3. "The letter is in the air." A child's writing in the air of individual letters, numbers when studying them, as well as vocabulary words or elements of merging letters when mastering continuous writing is not only entertaining for children, but also a very useful activity. It is carried out first sequentially with each hand, then with both hands simultaneously and again with each hand. At the same time, the child’s eyes continuously follow the trajectory of the palm(s). The size of the letter changes from small (only the wrist moves) to medium (the whole hand moves) to large (the whole body is involved in the movement) and back: from large to small. III. Memory development The key to the successful development and correction of a child’s mnestic abilities is the formation of intermodal perceptual interactions, i.e., the translation of information from the language of one modality to the language of another, intermodal synthesis.1. “Intermodal transfer.”A. "Translation from tactile to visual modality". Take volumetric ones; shapes of various shapes or cut fromsandpaper or velvet paper for an asterisk, circle, square, triangle, letters and numbers. Draw the same figures and letters on a sheet of paper in any order. The child is asked to touch (with both his right and left hand) a figure or letter with his eyes closed, and then, opening his eyes, select it from those drawn on the sheet. Another option is the same, but the child needs to draw a standard.|B. "Translation from tactile to auditory-verbal modality." The child is asked, with his eyes closed, to touch (with both his right and left hand) a letter, object or figure, and then name it or select the corresponding sound of a series of sounds being listened to (audio recordings are possible). 1B. "Translation from visual to tactile modality." The child finds the figures, objects or letters shown to him by touch.G. "Translation from visual to auditory-speech modality." The child names the figures, objects or letters shown to him by the psychologist.D. "Translation from auditory to visual modality". A certain sound of speech, a sound made by an animal, or the sound of some device, mechanism, or type of transport is reproduced (an audio recording can be used). The child is asked to find the corresponding image on the cards or draw an independently identified sound source. E. "Translation from auditory to tactile modality". The psychologist pronounces a separate speech sound and names an object or texture of the material. The child must find by touch the corresponding letter, object or material.2. “Invisible hat” (formation of visual memory). Starting position: sitting on the floor. Within 20 seconds, children are asked to memorize objects lying on the table, which the instructor covers with a hat. Then the children are asked to remember and list all the objects. To complicate the exercise, remember the order of the objects, which the instructor can change. 3. “Pose” (formation of tactile memory). Children sitting with their eyes closed are given a pose in turn (a more complicated version is 2-3 poses in succession). The child must feel and remember them, and then reproduce them in the required sequence.4. “Movement” (formation of motor memory). The instructor offers children several sequential movements (dance, gymnastics, etc.). Children must repeat them as accurately as possible and in the same sequence.5. “Shop” (development of auditory-verbal memory). Starting position: sitting on the floor. The instructor invites the children to “go to the store” and lists the items that need to be purchased. The number of items must be gradually increased from one to seven. You can change roles (salesperson, mother, child) and stores (Milk, Toys, Bakery, etc.). The “seller” first listens to the “buyer’s” order, then selects the “product”. The “buyer” checks and takes the “product” home, where the “mother” checks that the purchase is correct.6. “Fish, bird, beast” (formation of auditory-verbal memory). Starting position: sitting on the floor. The instructor points to each child and says: “Fish, bird, beast, fish, bird, beast.” The player on whom the counting stops must quickly name any animal. If the answer is correct, the instructor continues the game; if the answer is incorrect, the child drops out of the game. The game can be played in different ways. Cognitive correction program (development of mental functions) I. Development of attention Visual attention.1. Corrective test. Form with large letters in random order. Text in large letters. For a time - 2 -3 minutes A). To develop concentration (we use an hourglass) you need to catch forty as many as possible - cross out the letter “C”. B). To distribute attention. You need to cross out the letter “C”, circle the letter “T”. B) To switch attention. - we catch forty “C”, after the sound of the bell - we catch “D” - woodpeckers; - in each line we move from one letter to different or each time to a new one; - change the switching method - “C” was crossed out, “D” was circled, on the next line it’s the other way around2. Multi-colored Schulte tables. Numbers of 4 colors A) For concentration. A game-overtaking. - we call who is ahead only the yellow numbers in order. B) To switch attention: - change colors. First we look for only yellow numbers, after the bell - only red ones. B) For the distribution of attention: - we look for two colors simultaneously: from 1 to 10 - yellow numbers, from 10 to 20 - red. - we look in parallel: 1 - yellow number and then we are looking for 1 - red Exercises aimed at developing spatial functions, the formation of spatial representations: Orientation in space time includes 3 components of spatial organization: - real space - ideas about space in one’s own body - quasi-spatial ideas - orderliness in the system of signs and symbols used in experience child-communication, clocks, logical-grammatical constructions. In ontogenesis, space is first mastered in one’s body, then in real space, then in schematic space (plans, diagrams, drawings) and then in quasi-space. Correction of spatial violations1. Marking of the right and left limbs2. Mirror - copy the poses in front of the mirror. “My hand, your hand” (formation of spatial representations). Children are divided into pairs and, sitting facing each other, determine first their own, then their partner’s left arm, left shoulder, right knee, etc. 3. The instructor teaches children concepts along the vertical axis: “right”, “left”, “more to the right than”, “to the left than”, “to the right of”, “to the left of”, “in front”, “behind”. Participants sit in a circle. The instructor invites them to determine their place: “I sit to the left of Petya, to the right of Masha, to the left of Seryozha, opposite, etc.” Then the children change places and the game continues.4. “Robot”: the child plays the role of a robot, trying to follow instructions correctly. For example, “Broken Robot”: the child follows the instructions exactly the opposite; 5. We need to find the treasure. Search by design: one step to the right, turn left, three steps back, etc.; 2 steps forward with your right foot, turn left 2 steps back, onto the table, under the table.6. “Fly” or “Football”: visual (hands-free) tracking of a given instruction (2 cells to the right, one down, etc.) moving a fly or ball across a field of 3 by 3 cells or 5 by 5 cells with instructions to clap your hands, when the fly (ball) flies out of bounds of the field. limits of the field; 7. “Graphic dictation”: obedient and disobedient student, i.e. following the instructions of drawing a line 2 cells to the right, three up, etc., or doing it the other way around;8. “Koos cubes”: three-dimensional cubes or planar drawings with a gradual transition from overlaying the elements of the drawing backwards to completing the task in a mental sense; 9.. “Rally commentator”: the child comments on the movement of cars along the drawn route, for example: car No. 5 drove straight, then turned left, etc.;10. Symbolic space “Fun exercise” with images of people. You need to perform a pose based on the picture. 11. Orientation in schematic space. Floor plan of the room. Find the treasure marked on the map. Or the instruction “You hide the toy and mark it on the plan, and I will find it according to the plan.”12. "Log." (to develop the skill of even writing, reading line by line) The child lies on his back, head, arms, legs lie on the floor. The position of the head and legs is fixed with supports (pins). Starts to roll like a log on a horizontal surface for a distance of 2 m, trying to ensure that the head and legs eventually roll evenly to the upper and lower supports. If you perform the exercise incorrectly, return to the starting position and repeat the exercise. A) along a horizontal line B) along a diagonal13. Graphic dictations 2 cells to the right 1 cell. to the left The result is a drawing. Techniques of neuropsychological correction for the formation of voluntary attention, voluntary regulation, programming and control. Exercises for the formation of attention. The exercises are based on the following principle: a conditioned signal is set (clap, whistle, bell, etc.) and the corresponding reaction. During the game, the child must respond to a certain signal with the necessary reaction as quickly as possible. In all theseIn exercise games, it is important to maintain an emotional mood, create conditions for competition, maintaining the child’s motivation to complete the task. For example: “Who is the most attentive, diligent, self-possessed (etc.)?”1. "Stop exercises." The child moves freely to the music, does some exercises, etc. At a conditioned signal, he must freeze and hold the pose until the psychologist invites him to continue. The well-known exercises “The sea is agitated”, “Freeze - die”, etc. are based on the same principle.2. "Onlookers." Children walk in a circle. At a signal (bell, clap, whistle, bell, etc.) everyone stops, claps three times and turns around, then continues moving. Switching exercises, to overcome the stereotype, are extremely important. Children are given two or three conditioned signals, to which they, quickly switching, must respond with the appropriate action. They are given one conditioned signal and two positions (standing and sitting), two actions (crossing and unilateral movements) or two exercises ("cat" and "cobra" "; naming even and odd numbers; nouns and verbs, etc.). Each time, upon hearing a signal, the child must, without stopping, switch from the first exercise (position, action) to the second, then at the next signal - from the second to the first, etc. “Clapping.” Children move freely around the room. For one clap from the psychologist they need to squat down (or say star), for two - to make a “swallow” (or say a bunch), for three - to stand with straight arms raised up (or say pretzel).5. "Conventional signals". Before the lesson, the psychologist gives conditioned signals: - if one clap is made, you need to look up, down (right, left, perform a “rocking chair”); two claps - listen to sounds outside the room (outside the window, on the floor above, perform a cross step); three claps - close your eyes and feel your state (say a tongue twister: “Karl stole corals from Clara,” etc.). Having heard the conditioned signal, the child performs the corresponding task for 10-15 seconds. 6. “Forbidden movement.” The psychologist shows various movements, the children must repeat them if the word “please” is added to the demonstration or if the movement shown is not forbidden. Instead of a forbidden movement, it is suggested, for example, not to move, or to make a movement in the opposite direction - a step back if it was taken forward, or to lower your hands if the psychologist raised them up. 7. “Do as I say, not as I show.” The psychologist stands in front of the children and performs various exercises, while giving commands: “Hands up!”; "Hands down!"; “Hands to the sides”, etc. Children must repeat the actions after him, but be guided only by verbal commands, and not by the actions of the psychologist (the psychologist can say “Hands up!”, and then lower them down. The child must “slow down” the impulsive repetition of the movement of an adult and act only on a verbal command). 8. “Yes” and “No” The psychologist pronounces various phrases, and the children express agreement or no with the corresponding words “Yes” and “No”. For example: “the dog barks” - yes, “the cow moos” - yes, “the duck quacks” - yes, “snake hisses” - yes, “pig meows” - “no”. You should create a certain stereotype, and then change it, and also speak with a gradual acceleration of the tempo.9. “My cap is triangular” (an ancient game). Children sit in a circle. Everyone takes turns, starting with the leader, and says one word from the phrase: “My cap is triangular, my cap is triangular. And if it’s not triangular, then it’s not my cap.” Then the phrase is repeated, but the children who get to say the word “cap” replace it with a gesture (a light clap of the palm of the hand on the head). Then the phrase is repeated again, but at the same time two words are replaced with gestures: “cap” (light clap on the head with your palm) and “mine” (point with your hand at yourself). When repeating the phrase for the third time, three words are replaced with gestures: “cap”, “my” and “triangular” (the triangle is depicted with the hands). 10. “Climber”. The child must walk along a free wall (rock), fixing himself with at least three “support points” and moving onlyone limb. Having torn off or moved two limbs at the same time, it is considered “broken.”11. "A resounding word." Children stand in a circle, taking turns naming numbers (vegetables, plants, cities, dishes). Forbidden are numbers containing, for example, the number “5” (or from vegetables - cucumber, from flowers - lilac, from cities - Moscow, from dishes - a cup). Without naming the forbidden number (word), the child must clap his hands.12. “Read the hidden sentence.” The sample below shows a task in which the words that make up the desired sentence are hidden among other letters. Formation of a program, setting goals and objectives, methods of their implementation, regulation and self-control are essential conditions for the adequacy of any activity. The driving force of a voluntary action is the decision made; it is aimed at achieving a goal (anticipating the future), for this purpose a program of sequential actions and methods of their implementation are determined, and in the process of execution it is important to monitor the correctness of your actions, assessment, control). In the process of classes, these skills are gradually formed: from mechanical acceptance and execution by the child strictly specified, detailed instructions from the psychologist for a gradual transition to joint and then independent creation of an activity program, its implementation and monitoring of results. To develop the ability to plan one’s actions, it is necessary to use techniques that encourage the child to change his position, i.e. to consider the situation as if from the point of view of another. In this way, he learns to see those connections and relationships between elements of the situation that are usually not spontaneously highlighted to him. Thanks to the correlation of different points of view, the “centering” on individual aspects of the problem being solved is gradually removed. At the first stage, the child solves the problem together with a partner (a psychologist or another child), and then he is asked to continue solving the problem alone. Now he is required to perform both those operations that were assigned to him and those that were handled by his partner. In such a “game for two,” a new algorithm of child behavior is formed, which helps optimize the planning of his own, voluntary and conscious actions. This can be played out in the form of a lesson: the child leader plays the role of a psychologist (teacher), and the rest are students. Invite this “teacher” to come up with or give any task from those already completed that all children do; he also points out errors and explains how to correct them. Naturally, all group members should play the role of a teacher. Consecutive interconnected role actions of a “performer” and a “controller” can be introduced into the game. The special role of the controller is introduced in order to give the control function an independent meaning in the eyes of the child. The controller’s responsibilities include monitoring how other employees work, whether they make mistakes, and assessing the final result. Each play group consists of 2-4 children. The “controller” receives assignments from the teacher in envelopes and distributes them to the children. Each envelope asks you to put together geometric shapes into patterns or compositions according to a given pattern. The child, playing the role of a controller, monitors the correct execution of the pattern by each child and conducts a final check upon completion of the task. Then the functions of the controller are distributed among other children in turn. The reciprocity of control and the constant change of positions during the game contribute to the child’s assimilation of a two-way form of control relationships. Later, tasks with educational content can be offered. Productive in terms of developing the skill of self-control will be those where the child has the opportunity to compare his actions and the final result with a given model. The optimal technique for the development of voluntary regulation is: the detailed ones offered at all stagesinstructions implying the gradual formation in the child of the ability to create his own, holistic and consistent program of behavior. Regulatory functions and the ability to make a joint decision are realized in the process of group work, when children need to create a general plan and strategy for a creative approach to solving a problem.1. "Train". As a result of a discussion (with the participation of a psychologist), children come to the decision to build, for example, a train from the various materials available in the room. They discuss the shape of the locomotive, the number of cars, the route, etc. In the process of executing the plan itself, there is a need to take into account the actions of others and reconcile any disagreements that arise with them. Then, together with the psychologist, the process of interaction between children is discussed and the result obtained is analyzed - the overall result is summed up. 2. “Car”. The exercise is performed similarly to the previous one, but the children act as parts (“wheels”, “doors”, “trunk”, “hood”, etc.), from which the child leader “assembles” the car. 3. “Wax sculpture” . Participants sitting (standing) in a circle with their eyes closed, sculpt the same sculpture from each other “in a chain”. After which everyone returns to the pose given to him and maintains it until the last copy is completed. Then the children open their eyes and compare the resulting sculptures. Discussion takes place.4. “Pick up the following.” Ask the child to choose a word that should denote the phenomenon that follows the one named: first - ..., breakfast - ..., July - ..., summer - .... January - ..., winter - ..., seventh - ..., 25 - ... etc.5. “Put the events in order.” I go to bed; I have dinner; I watch TV; I brush my teeth; I play football, etc. Leaves fall; flowers are blooming; snowing; strawberries are ripening; migratory birds fly away, etc. After a year; day before yesterday; Today; Tomorrow; a month ago, etc.6. "Time and antitime." Each of the participants is asked to describe an event: an excursion, yesterday’s incident, a movie, etc. First - correctly, and then - backwards, from end to beginning. It is extremely important to include relay races in correctional classes, which are carried out according to the usual, traditional rules . The content of each stage of the relay race should be exercises from those described above (at levels 1 and 2) Development of the emotional-communicative sphere Communicative exercises are aimed at the non-verbal expression of emotional states and relationships. They promote “openness” towards the partner, i.e. the ability to feel, understand and accept it. Group exercises give the child the skills to interact in a team through the organization of joint activities.1. “Mask” (emotional development). Children sit in a circle. The first participant fixes some expression (mask) on his face, demonstrates it to all the children and “passes it on” to the neighbor on the right (left). The neighbor must repeat this expression exactly, change it to a new one and “pass it on” to the next participant. Everyone else does the same. Facial expression can be scary, funny, comic, threatening, etc.2. “Cup of Kindness” (emotional development). The instructor explains: “Sit comfortably, close your eyes. Imagine your favorite cup in front of you. Mentally fill it to the brim with your kindness. Imagine another, someone else’s cup nearby, it’s empty. Pour into it from your cup of kindness. Next to it is another empty cup, another and another. Pour empty dobrotov from your cup. Don't be sorry! Now look into your cup. Is it empty or full? Add your kindness to it. You can share your kindness with others, but your cup will always remain full. Open your eyes. Calmly and confidently say: “It’s me! I have such a cup of kindness!” "Rock". Children build a “rock” on the floor (sitting, lying down), taking various poses, holding onto each other. The conditional line on the half indicates a break. At the instructor’s command, “Is the rock ready? Freeze!” the climber must walk along the cliff in front of the rock and not “fall off.” He can hold onto a rock while walking along a ledge. All».