N.V. Voronina

FORMATION OF COGNITIVE ACTIVITY IN CHILDREN WITH LIMITED HEALTH OPPORTUNITIES

Teachers, noting students’ indifference to knowledge, reluctance to learn, and low level of development of cognitive interests, try to design more effective forms, models, methods, and learning conditions. However, activation often comes down to either increased control over students’ work, or attempts to intensify the transfer and assimilation of the same information with the help of technical teaching aids, computer information technologies, and mental reserve capabilities.

The problem of the development of an individual’s cognitive activity in learning as a leading factor in achieving learning goals, the overall development of the child, his successful socialization and integration into society requires, in the modern development of civilization, a fundamental understanding of the most important elements of learning (content, forms, methods) and affirms in thought that the strategic direction activating the cognitive activity of students is not strengthening and increasing the number of control activities, but the creation of didactic and psychological conditions for the meaningfulness of learning, the inclusion of students in it at the level of not only intellectual, but personal and social activity.

Theoretical analysis of this problem, advanced pedagogical experience convinces that the most constructive solution is to create such psychological and pedagogical conditions in training in which the student can take an active personal position, to fully express himself as a subject of educational activity, an individual “I”.

At primary school age, educational activity is leading and fundamental among other activities performed by children.
A child who enters school with intact mental and physical functions, in the process of initial education, naturally acquires the traits of arbitrariness, meaningfulness, and the ability to follow certain rules and norms. In the course of mastering the full structure of educational activities, a child of primary school age develops the basic abilities of theoretical consciousness and thinking - analysis, planning, reflection. The action of analysis is aimed at highlighting essential relationships in the material being studied, separating them from unimportant and random ones. Planning ensures the construction of an interconnected system of mental and practical actions to solve educational problems. Reflection allows students to thoroughly justify the correctness of their statements and actions.

Formed in the process of educational activity as necessary means of its implementation, analysis, reflection and planning become special mental actions that provide the child with a new and more indirect reflection of the surrounding reality. As these mental actions develop in younger schoolchildren, basic cognitive processes develop in a fundamentally new way: perception, memory, attention, thinking.
Thinking becomes abstract and generalized. Thinking mediates the development of other mental functions, the intellectualization of all mental processes occurs, their awareness, arbitrariness, generalization. Perception takes on the character of organized observation, carried out according to a specific plan. Memory acquires an intellectual character.

The situation is completely different when teaching children with disabilities. At the Municipal Educational Institution Secondary School "Perspective" I teach children of the first stage. The contingent of children I teach constitutes a heterogeneous group in terms of health problems and manifestations of developmental defects. These are children with mental retardation of various origins, children with RDA, epilepsy, and decreased visual and hearing acuity.

The starting theoretical principles in our work with children are the generally accepted patterns of child development in normal conditions and in pathology. What L. S. Vygotsky saw and derived at the axiom level was the significance of the cultural and historical development of a child’s personality, which laid the foundation for understanding the driving causes and conditions for the formation of a human individual. In the works of L. S. Vygotsky it is said that the social situation of upbringing forms or delays the process of expanding the zone of proximal development, in which the child’s potential capabilities are laid and realized.<…>

A guideline for the corrective education of children with the listed disorders in my pedagogical activity was the work of A.V. Zaporozhets, who showed that the development of a child occurs according to dialectical laws, and each age period is significant for the formation of the child’s personality.

A.V. Zaporozhets substantiated the concept of amplification (expansion) of child development, during which the creation of certain conditions is envisaged for the enrichment of all the main types of child activity characteristic of each age period.

The fundamental core of correctional and developmental training and education with the children entrusted to me is the principle of unity of diagnosis and correction of deviations in the development of each student. In close cooperation with school specialists: a defectologist, a psychologist, a speech therapist, a direction of work with each child individually is built.

In addition, a thorough analysis of the child’s development situation in the family was carried out - this is an important factor for creating a learning environment.
I consider the inclusion of parents in the correctional pedagogical process to be an indispensable and significant condition for the education and upbringing of children with health problems.
The formation and correction of higher mental functions occurs in the process of both special correctional classes and in the process of all educational activities. By changing the content of training and improving methods and techniques of work, I implement a person-centered approach to building a learning space.

Using various means: visuals, organizing competitions, music, excursions, etc., I activate emotional responses and emotional manifestations and use them to develop practical activities, children’s communication and their adequate behavior.
I consider it fundamentally important in working with children to expand traditional types of children’s activities and enrich them with new content.

Methods for developing cognitive activity in students with health problems. When working with children when teaching them, I use a variety of methods for organizing educational and developmental activities. Methods, if necessary, are combined and condition each other. Active learning methods have proven to be particularly effective in practice.

Active methods are methods that encourage children to actively think and practice in the process of mastering educational material. Active learning involves the use of a system of methods that is aimed primarily not at the teacher presenting ready-made knowledge, memorizing and reproducing it, but at students’ independent acquisition of knowledge and skills in the process of active mental and practical activity. The peculiarities of active learning methods are that they are based on an incentive for practical and mental activity, without which there is no movement forward in mastering knowledge. The use of active methods in the activities of a teacher allows students to not only gain knowledge, but also ensure the formation of cognitive interests and abilities, creative thinking, skills and abilities of independent mental work.

A. Verbitsky interprets the essence of the concept of active teaching methods as follows: “Active learning marks a transition from predominantly regulating, algorithmized, programmed forms and methods of organizing the didactic process to developmental, problem-based, research, search, ensuring the birth of cognitive motives and interests, conditions for creativity in teaching."

Active methods have proven themselves when working with children in the Perspective school.
Based on the scientific classification (M. Novik), I use the following active learning methods.
Active methods
Non-imitation (lack of a model of the process or activity being studied, learning is activated through the establishment of direct and feedback connections between the teacher and students)
 Thematic discussions
 Problematic discussions
 Brainstorming

Simulation (presence of a model of the process being studied; imitation of individual or collective activity)

Non-game:
- didactic games;
 analysis of situations;
- theatricalization;
- research;
- blitz tournaments.

The research method encourages knowledge, independent search for an answer to a question, and creative self-expression of a child. Some teachers believe that the research method is inaccessible to most students with normal development, not to mention children with learning difficulties, and is the domain of only a few. Such a judgment is not entirely objective. Practice shows that this method is justified. Children are actively involved in research activities when they are faced with problems that interest them, mysteries of the world around them. We are talking about elementary methods of search work - no one requires students to make discoveries that enrich science. We are talking about creative work. This method teaches the child to think, to look for something independently, to find certain solutions himself.

Collaborative research is also effective. So, for example, when studying the section: “Oral folk art,” Russian folk tales included in the reading textbook were carefully analyzed. At the end of studying the topic, the children were given a problem: to distribute all the studied fairy tales into three groups according to certain characteristics. During a joint discussion, the children made a classification of Russian folk tales: magical, everyday, about animals. So the students independently made a small discovery in the field of Russian folklore.

In the process of working on fairy tales, folk wisdom is absorbed, the emotional sphere develops, a fairy tale introduces the child to the world of human destinies, to the world of history. Working with fairy tales is multifaceted. The lively and expressive language of folk tales is replete with apt, witty epithets and semantic poetics. The people are unsurpassed teachers of children's speech. In no other works, except folk ones, will we find such an ideal arrangement of difficult-to-pronounce sounds, which, thanks to figurative interpretation, are reproduced by children without difficulty.

In the process of working on fairy tales, children’s vocabulary is enriched, research work takes place, for example, on word formation - “What suffixes do people use in fairy tales?” “Why do people use diminutive suffixes to name some heroes, but do not use them for another hero in this fairy tale?” etc.

K.I. Chukovsky believed that the purpose of a fairy tale “is to cultivate humanity in a child - this marvelous ability to worry about other people’s misfortunes, to rejoice at the joys of another, to experience someone else’s fate as one’s own. After all, a fairy tale improves, enriches and humanizes the child’s psyche, since the child listening to it feels like an active participant and identifies himself with those of its characters who fight for justice, goodness and freedom.”

Independent activities of children

In practice, organizing independent activities turned out to be difficult, painstaking work when teaching children with health problems. At the initial stage of learning, children need constant support from the teacher; they complete all tasks only with the help of an adult. Gradually, using various methods of organizing students’ independent activities, independence skills are formed. Providing students with the opportunity to independently plan their own activities, identify errors made during their own cognitive actions, and make the necessary corrections in the process of carrying out their activities - all this is a strength of learning.

Independent work is not an unambiguous concept; it can take different forms, methods and techniques. When explaining new material, the teacher must involve students in independent work. I use a variety of techniques:
An explanation of new material, for example, on the topic: “The water cycle in nature”, at the right moment the question is raised: “Why is this happening?; “Where else have you encountered this phenomenon?; “What would happen if this phenomenon did not exist in nature?” etc. All children’s answers are accepted and encouraged, the answers are jointly analyzed, and a conclusion is drawn.
Second trick: “Read the rule in the textbook yourself and try to explain this phenomenon.”
Third reception. Explanation of the material. Asking questions (can be in writing). Homework: read a story, text, article, etc., answer these questions.
Fourth reception. Having interrupted the explanation, I show a visual aid, a layout, photographs, a drawing, etc. The question is asked: “What is shown?” Schoolchildren not only consolidate the knowledge they have just acquired, but also reason, look for an original answer, and practically participate in the cognitive process, acquiring knowledge and skills.
Fifth reception. Before explaining new material, a story, paragraph, etc. is given to read. It is necessary to prepare to answer the questions posed.

Children are actively involved in other types of independent work. So, for example, when studying the topic: “Wild and Domestic Animals,” children were asked to independently compose a story or fairy tale about an animal that they especially like, but the work was not limited to this; in the second part of the work, the children were given the task: find in the encyclopedia information about the same animal, write down the main thing. Such work pursues a variety of goals: improving the grammatical structure of speech, enriching vocabulary, instilling work with scientific literature, fostering a humane attitude towards the animal world, a culture of designing one’s work, relationship with the library, instilling a love of reading. In addition, the child, speaking with his work in front of the class, acquires public speaking skills as younger children, and his inner “I” improves. Such work certainly contributes to the development of the student’s cognitive activity.

Using TRIZ techniques

Effective and developing, stimulating active mental activity, promoting the development of all types of memory, attention, perception, speech are techniques based on contradictions - the well-known theory of solving inventive problems. These techniques are very simple but highly effective. Such techniques teach children to think beyond stereotypes; thinking becomes flexible, non-standard, and imagination develops.
Brainstorming (brain attack) is a widely used way of generating new ideas to solve various problems. Its goal is to organize collective mental activity to find ways to solve a particular problem.

Using brainstorming in the educational process allows you to solve the following problems:
 children’s creative learning of educational material;
 connection of theoretical knowledge with practice;
 activation of educational and cognitive activity of students;
 formation of the ability to concentrate attention and make mental efforts;
- formation of experience of collective mental activity.

With children we call this technique “Warm-up”. Before the warm-up begins, children are given an appropriate instruction, for example: “Guys, you will be asked a series of simple questions, but the work is complicated by the fact that it will have to be done at a high pace. Your task: listen very carefully to each question and give a clear answer to it as quickly as possible.” After this, the work should take the form of educational dialogue. Students can answer in unison without raising their hands (goal: who is faster).

Possible warm-up option:
- What is the date today?
 What day of the week was yesterday?
- The table has 4 corners. One corner was sawed off. How much is left?
 How to correctly say 5 + 7 equals eleven or eleven? (twelve).
 What is the third letter in the word station? What about the fourth in the word sun?
 What is 6 + 6: 6? (7, because the first action is division).
 Can a husband marry his widow’s sister?
 How many days are there in November?
- How many letters are there in the name Belobok?
 What is the name of the third letter of the alphabet from the end? And the fifth one first?
- What do we hear at the beginning of the lesson? (letter U).
 How many nines are there in the row from 1 to 100?
- Solve the problem: “Imagine that you are a driver. On your bus, 18 seats are occupied by men and 12 by women, in addition, 4 children are standing. How old is the driver?”

Such warm-ups impart a spirit of competition, concentrate attention, develop in children the ability to switch from one type of activity to another, and establish interdisciplinary connections. In addition, after such a warm-up at the beginning of the lesson, the child’s interest in learning increases significantly, and he works more actively throughout the lesson.
Tasks for such warm-ups are selected in accordance with the level of knowledge and general development of students. Warm-ups become more difficult gradually. Here is an example of a complicated warm-up, the answers to which are written down in a notebook:
 To the number of letters in the name of the capital of our Motherland, add the number of sounds in the word HORSE. Write down your answer.
 From a tenth of the boiling point of water, subtract the number of centimeters contained in one decimeter. Write down your answer.

Another type of warm-up includes a technique borrowed from programmed training - digital dictation. This type of work is simpler than the previous ones, since students are not required to formulate an answer to this or that question, but the ability to correctly respond to the teacher’s statement.

If the child considers the teacher’s statement to be correct, he must silently put the number 1 in the notebook; if not, 0. The answers are grouped into three-digit numbers that can be quickly checked.

Here's an example of a digital dictation:
I claim that:
1. 48 is divisible by 6 without a remainder.
2. The capital of Belarus is Kyiv.
3. The author of the fairy tale “About the Fisherman and the Fish” is Mikhalkov.
4. Corals are plants.
5. The following combination sounds correct when spelled: “no socks or stockings.”
6. The noun TULLE is masculine. And so on.

In remedial classes, as well as lessons on speech development, and extracurricular activities, linguistic games turned out to be effective. M. Gorky wrote that “it is by playing with words that a child learns the intricacies of his native language, absorbs its music and what philologists call the spirit of language.” The variety of games makes it possible in many areas to successfully solve not only the speech tasks set by the training program, but also activate children, develop creative abilities, the ability to communicate, and understand the intricacies of their native language. These are all kinds of games with words, composing endless sentences, by distributing them, composing fables, which children really like composing riddles based on the supports of A. Nesterenko, when children learn to compare objects, find similarities and differences in them, draw up their own collections of self-composed riddles.

An effective technique that allows you to achieve a variety of goals in working with children with developmental disabilities is dramatization.
L. S. Vygotsky explained the benefits of dramatization for two reasons. Firstly, drama, based on an action performed by the child himself, according to L. S. Vygotsky, “most closely, effectively and directly connects artistic creativity with personal experience,” and secondly, it is “closer than any other type of creativity, is directly related to play, this root of all children's creativity. And therefore it is the most syncretic, that is, it contains elements of the most diverse types of creativity. This, by the way, is the greatest value of a children’s theatrical production.” (Vygotsky L.S. Imagination and creativity at school age. M., 2001).

Thus, dramatization has a powerful impact on the overall development of the child and promotes the development of creative abilities. Researchers P. O. Afanasyev, M. A. Rybnikova, E. E. Solovyova, N. N. Shchepetova, N. A. Shcherbakova note the positive impact of dramatization on the development of students’ speech - enrichment of children’s vocabulary, correct construction of sentences, intonation coloring speech. This is confirmed in our practical work with children.

The basis for dramatization was samples of children's literature placed in textbooks on literary reading, as well as for extracurricular reading. Acting out individual plots of a particular work, acting out entire small fairy tales, stories, poems help to better assimilate the work, feel its meaning, children want to be like good heroes and do their good deeds. Dramatization helps to create a natural speech environment in the lesson, which makes children want to communicate, thus increasing the communicativeness of speech. Dramatization contributes to the formation of emotions. By reinforcing the spoken words with real actions, movements, or by peering and listening, as others do, students, to one degree or another, transform into a certain character, are imbued with one or another “author’s” feeling, learn to experience these feelings, and literary reading lessons in what way -degrees become lessons of feelings. In addition, participation in dramatization encourages the child to study the work more carefully and analyze it.

Within the framework of the Municipal Educational Institution Secondary School “Perspective”, in order to create unity between school and family in the problem of teaching and raising children, we are creating joint projects on dramatization. For example, long before the New Year holiday, together with children, parents, and teachers, a director’s project for the play “Twelve Months” was created - the play’s script was collectively written, the play’s script was discussed, roles were distributed, costumes and attributes were prepared, and as a completion of the project, a play in which the roles were played and children, parents, and teachers. Of course, such joint activities bring undeniable significance to the development of the child, encourage him to learn, and develop a positive attitude towards school and learning.

In conclusion, it is worth noting that knowledge given to children by force stifles the mind; the task of each teacher is to improve, vary methods and ways of working so that children are interested in learning. And, probably, the great philosopher D. Polya rightly noted that “there are exactly as many good methods as there are good teachers.”

N.V. Voronina,
primary school teacher of the first qualification category, Municipal Educational Institution Secondary School "Perspective"



Development of cognitive abilities of children with disabilities using non-traditional drawing techniques.

Perception is a cognitive process that forms a subjective picture of the world and consists of reflecting an object or phenomenon with its direct impact on the receptor surfaces of the sense organs. The construction of an image of a perceived object is closely related to the method of examining it. During the learning process, with repeated perception of an object, the structure of actions with the object changes (due to immersion).

The German physician, physiologist and psychologist Wilhelm Maximilian Wundt, from the point of view of empirical psychology, stated that the mechanism of perception is as follows: irritation of the senses by a perceived object causes in the individual’s consciousness a corresponding mosaic of sensations, which is then associated with kinesthetic sensations and past experiences.

Thus, a person perceives information through the main five channels: visual, auditory, tactile, gustatory, olfactory. And after perception, the information is processed in our head, and the interesting thing is that it is processed on the basis one dominant system.

The first three channels of information perception are the main ones for humans. Depending on which of the three will be the leader, each person is classified as an auditory, visual or kinesthetic learner. The peculiarities of one or another type of perception appear quite early in the child’s behavior.

Audial. - This is a child who best perceives information by ear. For him, what is important is intonation, the timbre of the voice, that is, not what they say, but how they say it.

Visual perceptual perception - visual. Such children focus primarily on images and pictures.

Kinesthetics – these are children who perceive everything through sensations, feelings and movement, and strive to explore everything by touch.

It is rare to meet a person with one distinct type of perception; for most people it is mixed. But the dominant way of perception remains for life. But one should not think that the dominance of one means the weakness of the other. Just one of the systems most often is the starting, leading. It is the leading system that launches the thinking process and becomes the impetus for other mental processes: memory, representation, imagination.

Can we use all channels of information perception in the development of cognitive processes in the lessons of the Russian language, reading, music so that all children can sufficiently learn the material? Probably not. And the lessons of fine arts and labor education give us such an opportunity. Of course, there is a school curriculum that regulates the topics and focus of our lessons. But not a single author forbids us to add zest, creativity and originality to our lessons.

The attention of children with disabilities is characterized by instability and increased distractibility. These attention deficits are especially noticeable when performing monotonous tasks for a long time, which, unfortunately, we have to use in basic school subjects, such as Russian, mathematics, and reading. As you know, a huge role in perception is played by our desire to perceive this or that object, the consciousness of the need to perceive it, volitional efforts aimed at achieving better perception, and the persistence that we show in these cases. Creative activity is perhaps the most interesting activity for preschoolers. It allows the child to reflect his impressions of the environment in visual images and to express his attitude towards them. At the same time, creative activity is of invaluable importance for the comprehensive aesthetic, moral, labor and mental development of children. At the same time, visual, motor, and muscular-tactile analyzers are included in the work. In addition, visual activities develop children’s intellectual abilities, memory, attention, fine motor skills, teach the child to think and analyze, measure and compare, compose and imagine. For the mental development of children, the gradual expansion of the stock of knowledge is of great importance. Thus, in the perception of an object in the real world, attention and direction (in this case, desire) are involved.

When a child is about to carry out creative activities, he has various ideas, which often turn out to be unrealized due to a lack of visual skills. This problem can be solved by unconventional drawing techniques that demonstrate an unusual combination of materials and tools. Drawing in unconventional ways removes the contradiction between children's plans, desires and capabilities. Artistic activity becomes attractive for children of all abilities: children become more confident, relaxed, emotional, confident, and actively fantasize. They enjoy the fact that they can solve a visual problem in different ways. Thus, interest in artistic activity in general increases.

In the process of such drawing, the child learns to see the unusual in the ordinary, learns to act outside the template, and boldly moves away from cliches. Children become more observant and perceive the world in a more complex and diverse way, and are more attentive to the world around them and to themselves. Drawing classes using non-traditional image techniques do not tire schoolchildren; they remain highly active and efficient throughout the entire time allotted for completing the task.

Everything unusual attracts the attention of children and makes them wonder. They develop cognitive interest, they begin to ask questions to the teacher, to each other, their vocabulary is enriched and activated. As is known, children with disabilities often copy the model presented to them. Non-traditional imaging techniques do not allow this to be done, since the teacher, instead of a sample, only shows how to operate with non-traditional materials and tools. This gives impetus to the development of imagination, creativity, independence, initiative, and the manifestation of individuality. By using and combining different image techniques in one drawing, preschoolers learn to think and decide for themselves. Then they analyze and compare their drawings, learn to express their own opinions, they have a desire to make their drawing more interesting next time, and their imagination manifests itself. Non-traditional image techniques require precise adherence to the sequence of actions performed. Consequently, children learn to plan the drawing process. In the process of drawing, children learn to reason and draw conclusions. Their vocabulary is enriched. When drawing from life, children develop attention, and when drawing from imagination, they develop memory. Drawing is closely connected with the development of visual-effective and visual-figurative thinking, as well as with the development of skills in analysis, synthesis, comparison, comparison, generalization, etc. Creating an image is impossible without generalization, without a holistic perception of objects. Based on mental operations, the child imagines the result of his work and learns to operate with concepts. By working with visual material, finding successful color combinations, recognizing objects in a drawing, children receive satisfaction, they have positive emotions, and the work of their imagination is enhanced. Thanks to drawing activities, visual-motor coordination develops, hand functions develop, and fine motor skills of the hands and fingers improve. In classes using non-traditional imaging techniques, indicative research activities are developed, and schoolchildren are given the opportunity to experiment. By direct contact of fingers with paint, children learn its properties: thickness, hardness, viscosity. Playing with color helps to get acquainted with new colors and their shades. Children see that adding different amounts of water to watercolor can produce different shades of color. Thus, tactile sensitivity and color perception develop. All of the above is mentioned in the requirements of the Federal State Educational Standard for children of non-traditional educational institutions, therefore, non-traditional techniques help us in the best possible way to implement the state standard in educational activities.

When starting to use non-traditional drawing techniques, you should adhere to the principle of gradually expanding the content of the work:

From simple to complex (drawing individual objects, drawing plot episodes, plot drawing);

From ready-made material to self-made;

From imitation to independent implementation;

From single use to mixed media.

I would like to give a few of the most common non-traditional drawing techniques that the guys and I use and plan to further master in art classes.

Fingergraphy(drawing with palm, edge, fist, fingers) is the most effective technique for developing fine motor skills. It is known: the hand teaches the brain - the more freely a child uses his fingers, the better his thinking is developed.

“Impression” technique(drawing with various stamps: from purchased ones to those made independently from potatoes, crumpled paper, cork, etc.) helps to introduce the child to stain, texture, color. Using this technique, the child learns to regulate the force of pressure, which is the development of visual-motor coordination.

Technique "Drawing with soap bubbles" promotes the development of creative imagination, thinking, artistic and aesthetic skills, fine motor skills, eye, attention. The student begins to operate with the concepts of “volume” and “plane”.

“Monotype” technique develops imagination and color perception, makes it possible to analyze a color spot and then transform it into a figure.

“Blotography” technique, or in other words, inflating a pattern “from a spot” develops imagination, and therefore visual-figurative and visual-logical thinking, which is most difficult to develop in children with disabilities, as well as orientation on a sheet of paper, coordination and eye.

Spray technique contributes to the child’s development of self-control skills, as well as coordination of his movements, forms adequate self-esteem in the child, since the quality of work performed in this technique will depend only on the child himself. Using this technique, it will be easier for the child to understand the theory of natural phenomena and their properties.

“Poking” technique stimulates the development of small muscles of the hand, so it is subsequently easier for children to master other methods of drawing. This method develops patience and perseverance, concentration and self-control in the child. Most often, this method is performed with cotton swabs and helps the child create volume in the drawing. Many people combine this method with cotton wool application. Initially, cotton wool was created from cotton, so it feels and looks very similar to animal fur, as well as soft fluffy snow. Such comparisons will help kinesthetic children acquire knowledge about the world around them.

Scratch technique the most effective technique in stimulating cognitive interest; independent mental activity is activated. A child, scratching paper or cardboard covered in ink with a sharp tool, as if peeking, discovers the process of “developing” an engraving. This technique, like nothing else, shows the child what pressure and evenness of lines are.

Salt Painting Technique allows children to get acquainted with salt not only as a food product, but also as a means for creativity. This means conducting research and analyzing this product. While working with small crystals, fine motor skills and hand-eye coordination develop.

When performing work using these techniques, the child involves all types of perception in the work, which is most effective for the development of mental processes.

Summarizing the above, we can conclude that non-traditional drawing techniques help children develop not only the above mental processes, such as memory, thinking, imagination, through the leading perception system, but also such a complex sensation as kinesthesia. According to research by physiologists, the right hemisphere of the brain - humanitarian, imaginative, creative - is responsible for the body, coordination of movements, spatial visual and kinesthetic perception. The left hemisphere of the brain - mathematical, symbolic, speech, logical, analytical - is responsible for the perception of auditory information, setting goals and constructing programs. The unity of the brain consists of the activity of two hemispheres, closely interconnected by a system of nerve fibers (corpus callosum). The corpus callosum is necessary for coordinating the brain and transmitting information from one hemisphere to the other. With the help of these techniques, the corpus callosum develops, stress resistance increases, the work of the hemispheres is synchronized, mental activity, as well as memory and attention are improved, and the process of reading and writing is facilitated. Violation of the corpus callosum distorts the cognitive activity of children. If conduction through the corpus callosum is disrupted, the leading hemisphere takes on a greater load, and the other is blocked. Both hemispheres begin to work without communication. Spatial orientation, adequate emotional response, coordination of visual and auditory perception with the work of the writing hand are impaired. A child in this state cannot read and write, perceiving information by ear or eyes.

Thus, the use of non-traditional image techniques contributes to cognitive activity, correction of mental processes and the personal sphere of students as a whole.

CORRECTION AND DEVELOPMENT PROGRAM

“Development of cognitive processes in children with disabilities”

Explanatory note

general characteristics

Good attention, memory, and developed thinking are the most important conditions for successful schooling. Insufficient development of cognitive processes creates problems in a student’s learning. In life, a child needs not only basic skills: the ability to read, write, solve, listen and speak, but also the ability to analyze, compare, highlight the main thing, solve a problem, the ability to give adequate self-esteem, the ability to create and collaborate. It often happens that a child who reads, counts and writes has difficulty completing logical thinking tasks. Everything suggests that the student has insufficiently developed mental processes such as voluntary attention, logical thinking, visual and auditory perception, and memory.

This program was developed in accordance with the requirements of the federal state educational standard of basic general education and is aimed at social, personal and intellectual development, at creating the basis for independent implementation of educational activities that ensure social success, self-development and self-improvement, preservation and strengthening of mental healthstudent with disabilities. The program consists of a series of specially organized correctional and developmental classes, designed taking into account the level of development of the child, his age and individual characteristics. In a specially organized subject-development environment, the child’s cognitive interests are stimulated and the skills acquired in correctional and developmental classes are consolidated.

The program of correctional work contains: the content and plan for the implementation of correctional classes that ensure the satisfaction of the special educational needs of a student with disabilities; monitoring student development dynamics; planned results of correctional work.

The volume of the program is 68 hours (2 hours per week: Monday, Thursday). The duration of one lesson is 40 minutes. Program implementation period: September – May.

Main goals and objectives

Program goals: development and correction of cognitive processes of students with disabilities in order to improve perception, processing and assimilation of program material, increasing the level of learning ability.

Program objectives:

Educational:

formation of general intellectual skills (operations of analysis, comparison, generalization, identification of essential features and patterns, flexibility of thought processes);

deepening and expanding the student’s knowledge.

Educational:

development of logical thinking;

development of attention (stability, concentration, expansion of volume, switching, etc.);

memory development (formation of memorization skills, stability, development of semantic memory);

development of spatial perception and sensorimotor coordination;

development of speech and vocabulary;

development of reaction speed.

Educational:

formation of positive motivation for learning.

formation of adequate self-esteem, an objective attitude of the child towards himself and his qualities.

The program is focused on social, personal and intellectual development, on creating the basis for independent implementation of educational activities that ensure social success, self-development and self-improvement, preservation and strengthening of the mental health of a child with disabilities. The program is a set of specially designed tests, games and exercises aimed at developing memory, attention, observation, logical thinking, spatial perception and sensorimotor coordination. Working according to the educational and methodological set, the child develops personal, meta-subject, and subject results.

Features of the teaching methodology

A distinctive feature of the program is the development of cognitive abilities through tasks of a non-educational nature, using a form of gaming activity. After all, it is the game that helps younger schoolchildren easily and quickly learn educational material, having a beneficial effect on development and the personal-motivational sphere.

The structure of classes is based on the principle of diversity of creative and search tasks. In this case, two main aspects of diversity are: in content and in complexity of tasks. At each lesson, the child learns to evaluate his work to develop control and self-control skills. Classes are held in the afternoon and have a specific structure, which includes an introductory part, a main part and a final part. The purpose of the introductory part is aimed at training elementary mental operations, at activating mental activity, at creating in students a certain positive emotional background, without which effective learning is impossible. The “warm-up” of the introductory part takes 5 minutes, during which, at a fast pace, the child answers fairly easy questions that can arouse interest and are designed for intelligence (charades, riddles, puzzles, logical problems, “tricky” questions). The duration of the main part is 30 minutes. The task of the final part of the lesson is to summarize and self-assess. The duration of the final part is 5 minutes.

Number of hours of the curriculum by quarter and per year:

Quarter

Total hours

Practical part

Testing

1 quarter

2nd quarter

3rd quarter

4th quarter

Total:

Program content

The correctional and developmental program “Development of cognitive processes in children with disabilities” includes three main blocks: diagnostic; correctional, block for assessing the effectiveness of corrective actions.

Diagnostic block:

Purpose of this block – diagnostics of the development of cognitive processes in a child (logical memory, mechanical memory, RAM, stability, volume and concentration of attention, thinking).

Form of diagnostic studies: individual.

Diagnostics of attention development: “Corrective test” technique.

Diagnostics of memory development: methods “Random Memory”, “Remember a Pair”.

Diagnostics of thinking development.

Correction block:

Purpose of this block – harmonization and optimization of the child’s development, transition from a negative phase of development to a positive one, mastery of ways of interacting with the world and with oneself, mastery of certain methods of activity that

are the basis for the assimilation of knowledge, analytical processing of information, rational methods of activity.

Thematic planning of correctional and developmental classes

Plan.

Actual

Goals and objectives

Introductory conversation. Psychotechnical games and exercises to relieve psycho-emotional stress.

Diagnostic block

Diagnosis of attention development

“Correct mistakes” technique.

Finding numbers using Schulte tables.

Corrective test.

Diagnosis of memory development

Semantic memory.

Auditory memory.

Visual memory.

Diagnostics of the degree of mastery of logical operations, the ability to highlight the essential, the ability to compare

Generalization.

Classification.

Analogy.

Correction block

Development of attention

Exercises to develop attention

Development of attention

Development of attention

Development of attention

Diagnostics of the dynamics of attention development

Diagnostic test

Memory development

Exercises for memory development

Memory development

Memory development

Memory development

Diagnostics of the dynamics of development of memory processes

Diagnostic test

Memory and attention training

Exercises to develop memory and attention

Memory and attention training

Memory and attention training

Memory and attention training

Exercises aimed at developing auditory perception, attention, thinking

Development of auditory perception, attention, thinking

Development of auditory perception, attention, thinking

Development of auditory perception, attention, thinking

Logic problems

Development of logical thinking

Development of logical thinking

Development of logical thinking

Diagnostic test

Exercises aimed at developing visual and imaginative thinking

Development of visual and imaginative thinking

Development of visual and imaginative thinking

Development of visual and imaginative thinking

Exercises aimed at developing verbal thinking

Development of verbal thinking

Development of verbal thinking

Development of verbal thinking

Diagnostics of the degree of proficiency in mental operations

Diagnostic test

Exercises aimed at developing analytical and reasoning abilities

Developing analytical and reasoning abilities

Exercises to develop the ability to solve non-standard problems

Developing the ability to solve non-standard problems

Diagnostics of the degree of proficiency in logical operations

Diagnostic test

Development

Exercises, psychotechnical games aimed at developing intellectual abilities

Developmentintellectual abilities

Developmentintellectual abilities

Developmentintellectual abilities

Developmentintellectual abilities

Developmentintellectual abilities

Developmentintellectual abilities

Developmentintellectual abilities

Developmentintellectual abilities

Developmentintellectual abilities

Exercises, psychotechnical games aimed at developing self-control, voluntary

attention

Development of thinking, self-control and voluntary attention

Development of thinking, self-control and voluntary attention

Development of spatial concepts, sensorimotor coordination

Exercises, psychotechnical games aimed at developing modeling, flexibility of thinking, imagination

Development of flexibility of thinking and imagination

Exercises, psychotechnical games aimed atimprovement of mental operations

Improving mental operations

Exercises aimed at developing the ability to work according to an algorithm

Developing the ability to work using an algorithm

Development of reaction speed

Exercises, psychotechnical games aimed at developing reaction speed

Development of reaction speed

Exercises aimed atimprovement of imagination, memory, thinking

Improving imagination, memory, thinking

Improving imagination, memory, thinking

Final lesson

Diagnostic

Predicted result

Upon completion of the implementation of the correctional training program, there should be characteristicthe following indicators:

the ability to independently perform exercises (the less help from the teacher, the higher the student’s independence, the higher the corrective effect of the classes);

change in behavior in the classroom: liveliness, activity, interest of the student;

increased academic performance in various school disciplines (increased activity, performance, attentiveness, improved mental activity, etc.) as a positive result of the effectiveness of correctional classes.

Material and technical support of the educational process

10

METHODOLOGICAL MATERIALS:

Abramova G.S. Introduction to practical psychology. - M., 1995.

Afonkina Yu.A., Uruntaeva T.A. Workshop on child psychology. - M., 1995.

Druzhinin V.N. Psychodiagnostics of general abilities. - M., 1996.

Zach A. Methods for developing intellectual abilities in children. - M., 1996.

Istratova O.N., Exacousto T.V. Intellectual training classes aimed at developing thinking, memory, and attention. - Rostov-on-Don;

"Phoenix", 2003

Measuring children's intelligence. A manual for practicing psychologists, ed. Gilbukha Yu.Z. - Kyiv, 1992.

Lapp D. Improving memory at any age. - M., 1993.

Ovcharova R.V. School psychologist's reference book. - M., 1993. Workshop on experimental and applied psychology. - L.: Leningrad State University, 1990.

Workbook of a school psychologist. Ed. Dubrovina I.V. - M., 1991.

Development of intelligence in children. Gilbukh Yu.Z. - Kyiv, 1994.

Tikhomirova L.F. Development of logical thinking in children. - Yaroslavl, 1995.

2. Technical training aids

Personal Computer

3. Cabinet equipment

Student table with a set of chairs

Cabinet for storing teaching aids

Suvorova Olga Ivanovna
Job title: physical education teacher
Educational institution: MBOU boarding school No. 1
Locality: Tomsk
Name of material: article
Subject:"Development of cognitive abilities of children with disabilities through play activities"
Publication date: 07.12.2018
Chapter: secondary education

Development of cognitive abilities of children with disabilities through play activities.

Without play there is not and cannot be full-fledged mental development. The game is

a huge bright window through which the child flows into the spiritual world

a life-giving flow of ideas and concepts. The game is the spark that lights the fire

inquisitiveness and curiosity. V. A. Sukhomlinsky

The topic was not chosen by chance. In our school there is a boarding school for 50% of children with disabilities

(delay

mental

development).

immaturity

emotional-volitional sphere.

urban

They are characterized

specific features, which include:

lag in the development of thinking (both visual and figurative,

as well as verbally -

logical), difficulties in the process of perception, insufficient formation

submissions

about objects and phenomena of the surrounding reality, poverty

vocabulary. Often when performing tasks

absent in children

readiness for the intellectual and volitional effort necessary for successful

to solve the task assigned to them, having experienced the slightest difficulty, they try

refuse to complete the assigned task.

Slowness and unevenness of mental processes,

concreteness of thinking, specific features of memory and attention functions in

determine

expressed

slowness

formation

motor skills. When learning exercises, outdoor and sports games

required

multiple

repetition

combination

correct

training

periodic

repetitions

further.

formed

skills, due to developmental characteristics, may be partially or completely lost.

For children with disabilities, the development of cognitive interests has its own characteristics.

Cognitive interest, how the motive of learning encourages the student to become independent

activities.

interest

mastery

motor

skills and abilities becomes more active, creative, which in turn

strengthening

interest.

Development

educational

interests

occurs in a form accessible to them, that is, through the use of games, the use

gaming technologies

The development of cognitive abilities through gaming activities is the most

the best way to solve this problem. Game exercises with and without balls,

all kinds

movable

sports

are used

physical culture and extracurricular activities have a positive effect on psycho-

emotional state of students.

I also provide for the possibility of complicating tasks as they are mastered.

A large role is given to exercises and games for coordination, attention,

speed. Let's take a closer look at the types of activities:

Movable

games. According to the definition of P.F. Lesgafta, an outdoor game is

an exercise through which a child prepares for life. Outdoor game with

rules - this is the conscious, active activity of the child, characterized

timely

execution

compliance

Fascinating content and emotional richness of the game encourage the child to

certain

mental

physical

consequence

development

cognitive abilities

Ball games have a special role. Famous German teacher F. Froebel,

versatile

impact

psychophysical

development

emphasizes its role in the development of coordination of movements, the hand, and therefore

improvement

head

the child needs for his diversified development, he is given a ball.

In the system of physical education developed by P.F. Lesgaft, games with

the ball also occupy a significant space. The child, while playing, performs a variety of

manipulation

beats,

throws up

throws,

connects

movements with claps, various turns, etc. These games develop the eye,

motor

coordination

improve

activity

brain. All actions with the ball

improve mood, relieve aggression,

help

get rid of

muscular

stress,

cause

pleasure.

Pleasure

body movements

muscular

muscular

voltage.

as a result, all types of activities used in the system

to development

cognitive abilities of our students.

Venus Safina
Features of the development of cognitive activity of children with disabilities

Scenario for an event within the “TRUST” parent club.

"Pedagogical kaleidoscope" with watching video stories

“Features of the development of cognitive activity of children with disabilities”

Target: Increasing the pedagogical competence of parents on the issue of the peculiarities of the development of cognitive activity of children with disabilities.

Tasks:

1. Familiarize parents with the peculiarities of cognitive activity of children with mental retardation and developmental disabilities.

2. To familiarize parents with the skills necessary for children with mental retardation and special needs to stimulate and develop cognitive activity.

3. To acquaint parents with effective methods of parent-child interaction necessary for the development of cognitive activity in children with mental retardation and developmental disabilities.

4. Introduce parents to didactic games aimed at developing cognitive activity.

5. Promote the expansion of contacts with society, provide opportunities for communication between parents of children with disabilities.

Progress of the event:

Good evening guests, members of our club!

Preschool age is an extremely important and responsible period of a child’s mental development. This is the age when everything is for the first time, everything is just beginning: speech, play, communication with peers, first ideas about yourself, about others, about the world.

Cognitive interest and curiosity are the engines for the successful development of a child. It is possible and necessary to develop the cognitive sphere in children through familiarization with the world around them. Children come into contact with objects and natural phenomena everywhere: living and inanimate. Everything should attract the child’s attention, surprise, and provide rich food for his development.

You can awaken interest in learning only through activities, first together with an adult, and then independently. With the help of our “pedagogical kaleidoscope” we will take a look into our kindergarten. And we will see what ways and techniques can be used to captivate children and activate their cognitive processes.

Observation

Child development occurs constantly. One of the important principles of organizing life is the child’s activity. Active work several times a week is not enough to get results. Every day, whenever possible, draw the child’s attention to phenomena, events, and objects in the surrounding world.

Let's watch the first video about watching wintering birds by older children. (View).

As you can see, by regularly watching the birds on the site and feeding them, the children learned to distinguish and name the birds, and at the same time strengthened their ability to count and compare. The guys became interested in what other birds winter in our region, and they wanted to learn more about this topic.

You can organize the examination of any object or phenomenon so that this activity arouses interest in the child and stimulates his cognitive activity. In the formation of the ability to see and identify parts, signs of an object of observation, to notice changes occurring in nature, the speech of an adult - parents, teachers - plays a huge role. It is the adult who, with the help of sequential questions and instructions, guides the examination and examination of the object, since the child himself will not be able to see the signs characteristic of this object. It is imperative to stimulate the child with positive assessment and praise.

Speech is inextricably linked with thinking. It is very important to encourage the child to be verbally active, to develop the ability to express his impressions, feelings about what he saw, and ask questions. An adult should give the child a speech model: pronounce and summarize all actions. In the future, the child himself will feel the need to accompany his actions with speech. By including speech in the process of solving mental problems, the child helps to analyze his actions and comprehend the situation.

Familiarization with the environment teaches children to be attentive to what surrounds them: look and see, listen and hear, feel and touch. In the older group, the children, together with the teacher, conducted an experiment with snow. All children love snow very much, many want to bring home and keep their snowball. We’ll see what came out of it in the second video, “The Adventures of a Snowball.” (View).

You see how interesting it is! As if from a snowball brought from the street, the children made unusual decorations for the Christmas tree on the site. At the same time, children learned and consolidated the properties of water, snow, and ice.

Children love to experiment. The main advantage of the experimentation method is that it gives children real ideas about the various aspects of the object being studied. During the experiment, the child’s memory is enriched, his thought processes are activated, as the need constantly arises to analyze, compare, classify, and generalize. The need to give an account of what was seen, to formulate discovered patterns and conclusions stimulates the development of speech.

Experiments that can easily be organized in everyday life are experiments with plants, with objects of inanimate nature (for example, water, sun, air, sand).

In the pre-school group of children, we introduce the symbols of our country: the anthem, flag, coat of arms. During the project activity “Family Coat of Arms”, the children began to learn the history of their families, their parents, their professions, hobbies, and consolidated knowledge of the names and patronymics of their parents and grandparents. This project contributed to family unity and increased mutual understanding among family members. The teachers invited the children and their parents to come up with a family coat of arms. Let's watch their presentation. (View).

The children felt like part of a big united family and got acquainted with national traditions and culture. This happened as part of project activities.

The project method allows you to develop cognitive interest in various areas of knowledge and introduce children in more detail to a specific topic. During project activities, each child is given the opportunity to independently search for a solution to the problem. The child tries to learn something new for himself through various methods of activity. When solving problematic and practical problems, speech is significantly activated.

In this way, children's independence, activity, and curiosity increase, skills of cooperation with peers and parents are formed, and creative abilities are developed.

The next video is about collecting.

Children with mental retardation find it difficult to generalize, group objects by gender, and identify essential features.

Collecting helps to develop in children the ability to systematize, classify, group, distinguish objects by ownership, use, material of manufacture, etc. Contributes to the accumulation of in-depth knowledge and the development of interest in a particular topic. Some people collect dinosaur figurines, surprising others with their unpronounceable names. Someone enthusiastically collects a collection of cars, understanding well-known and little-known car brands, as well as their technical structure.

In the older group, children collected a collection of dolls in national costumes. Attention to the screen! (View).

So, the children learned about the peoples of the Middle Volga region, became acquainted with folk costumes, and learned the names of clothes and details of clothing. Children's knowledge about fabrics, types of clothing, methods of making and decorating clothes has been enriched.

If you interest and support a child in his hobby, and unobtrusively help him collect a collection, then children, engaging with their favorite toys and objects with interest, will later become actively involved in cognitive activity, in an independent search for new information.

During a vacation or holiday, setting a gaming goal for children can activate their cognitive interest. Helping Pinocchio find the golden key, the children had to guess riddles, solve puzzles, and put together geometric shapes from parts. Let's watch a video about the quest game, the travel game “In the footsteps of your favorite fairy tales” for children of senior preschool age. (View).

Play is the most natural activity for a preschool child. In the game, the child gets acquainted with the world around him faster, more easily, and masters new skills. To develop cognitive activity, adults can organize complex quest games during the holidays, and come up with accessible educational games every day, playing them with the child in any free moment, for example, on the way home from kindergarten.

We want to invite you to play with us, and then with your children.

Stories - riddles

"Walk". The guys came back from their walk with beautiful bouquets of yellow and bright red leaves. The cold rain nearly drenched them. “So autumn has come,” said Sveta. How did Sveta guess that autumn had come?

“We didn’t go for a ride.” Two friends - Oleg and Nikita - took their skis and went into the forest. The sun was shining brightly, the streams were murmuring, and here and there the first grass was visible. When the boys came to the forest, they could not ski. Why couldn't the kids go skiing?

"The Fourth Wheel"

I will tell you four words, one word does not fit the rest in meaning and meaning. You must listen carefully and name the “extra” word, explain why this word does not fit into this group of words, i.e. explain the principle of grouping.

Chamomile, dandelion, hare, cornflower. Table, sofa, chair, flower.

“It happens - it doesn’t happen”

I say a sentence, and you answer whether it happens or not.

The dog under the door meows. A tractor flies across the sky. The cat catches mice. The cube is round and the ball is square.

“What happens below, and what happens above?”

Walking with your child, invite him to think and name what only happens upstairs. If the child finds it difficult, help: “Let's look up, above us... What? (Addressing parents) Sky, sun. What else only happens at the top? Moon, stars...

Now think about what happens only below? Earth, road, grass, sand...

Overcoming mental retardation largely depends on the nature of stimulation of children's cognitive activity by an adult. Cognitive activity, curiosity, focus and perseverance, self-confidence and trust in other people, imagination - all these fundamental abilities do not develop on their own due to the child’s young age; they require the indispensable participation of an adult and age-appropriate forms of activity. Game motivation, accessibility of tasks, repetition, gradual complication of practical tasks are necessary conditions for the development of cognitive interest. Children may show lack of confidence in their abilities, inability to think and plan upcoming activities. But at the same time, having received help from an adult, sometimes only in the form of approving or encouraging comments, children completely cope with the task. Therefore, we believe that all parents can increase their children’s cognitive activity!

Thank you for your attention!

Literature:

Ivanova A.I. Methodology for organizing environmental observations and experiments in kindergarten: A manual for workers of preschool institutions. – M.: TC Sfera, 2007. – 56 p.

Development of basic cognitive functions with the help of adaptive play activities / A. A. Tsyganok, A. L. Vinogradova, I. S. Konstantinova. – M.: Terevinf, 2006. – 72 p. – (Treatment and pedagogical programs).

Strebeleva E. A. Formation of thinking in children with developmental disabilities: Book. for a teacher-defectologist. – M.: Humanit. ed. VLADOS center, 2004. – 184 p. : ill. – (Correctional pedagogy).

Shevchenko S.G. Familiarization with the outside world and speech development of preschoolers with mental retardation. A manual for defectologists and preschool teachers. – M.: School press, 2005. – 80 p.