Finger gymnastics for children with disabilities. Exercises for the correct formation of the foot. Improving vision using the W. Bates method

1) correction of deficiencies physical development aimed at their prevention and elimination;

2) promoting the comprehensive harmonious development of the individual. The implementation of these tasks is carried out on the basis of health and

correctional and educational orientation of each lesson. Hence, the correctional and pedagogical process of physical education for visually impaired children is carried out taking into account the specifics of their defect, age, gender, physical development and physical fitness. Regular, properly organized physical exercise has a beneficial effect on the central nervous system and improves activity of cardio-vascular system; normalize the functioning of the respiratory system, strengthen the “muscle corset”. They increase indicators of physical development, contribute to the correction of impaired functions, and increase performance. Physical exercises make children’s movements more confident, clear, and coordinated. Positive features applications physical exercise are:

b) universality (there is not a single organ that does not respond to movements);

c) absence of negative side effect(using optimal physical activity);

Physical education contributes to the development correct posture, which is one of important conditions normal functioning of internal organs. In order for the posture to be correct, it is necessary to evenly strengthen all the muscles of the body, especially the back muscles, shoulder girdle and belly.

The physical activity acceptable for each individual student is determined by an ophthalmologist and pediatrician at the beginning of the school year. Children with high myopia (with changes in the fundus), glaucoma, aphakia, lens subluxation, with dystrophic changes retina, choreoretinitis, retinitis and other diseases, exercises associated with prolonged and sharp tilting of the head down, lifting heavy objects, shaking the body are contraindicated, and severe physical stress and strength techniques are also contraindicated. Such children, as a rule, are exempt from performing many exercises (shot put, dismounts, etc.) during physical education classes. Sometimes the exercise is given in a relatively lightweight form, for example, when the pushed cannonball weighs no more than one kilogram, balance exercises are performed on a lowered support. All this is reflected in the physical education program for blind and visually impaired children.

promoting health, hardening and promoting normal physical development of the body;

increasing the body's resistance to adverse effects and expanding its functionality (improving the regulatory functions of the central nervous system, strengthening the musculoskeletal system, increasing the capacity of the cardiovascular, respiratory and other systems);

I.p. - standing: a) look straight ahead for 2-3 seconds; b) put your finger on midline faces at a distance of 25-30 cm from the eyes; c) move your gaze to the end of your finger and look at it for 3-5 seconds; d) lower your hand. Repeat 10-12 times. Exercise reduces fatigue, makes it easier visual work at close range.

I.p. - sitting: a) look straight ahead for 2-3 seconds; b) look at the tip of your nose for 3-5 seconds. Repeat 6-8 times. The exercise develops the ability to hold your gaze on close objects for a long time.

I.p. - standing: a) move your right hand to the side; b) slowly move the finger of your half-bent hand from right to left, without moving your head, and follow your finger with your eyes. Repeat 10-12 times. The exercise strengthens the horizontal eye muscles and improves their coordination.

I.p. - sitting. "Palming." Quickly rub your palms together for 5-10 seconds, place warm palms on your closed eyes. Duration - 20 seconds. Relaxation exercise.

Three such mental pictures are enough. The longer you manage to hold black spot, the more effective the exercises will be.

I.p. - standing. Hold the ball in your right hand. On the count of “one, two”, raise your arms up through your sides, stretch - inhale, transfer the ball to left hand; on the count of “three”, lower through the sides - exhale. Look at the ball without turning your head. Repeat 6-8 times.

I.p. - standing. Keep your hands with the ball in front. Circular movements of hands and arms. Look at the ball, breathing spontaneously. Repeat 6-8 times in each direction.

I.p. - standing. Hold the ball in front with bent arms. Bend your leg and hit the ball with your knee. Repeat 8-30 times with each leg.

I.p. - standing. Hold the ball in your right hand. On the count of “one”, swing your right foot forward upward, transfer the ball from your right hand to your left under your foot; on the count of two, lower your leg; on the count of “three, four” do the same, transferring the ball from the left hand to the right under the left foot. Repeat 8-10 times with each leg.

I.p. - lying on your stomach, hands on the floor near your shoulders, squeezing the ball with your feet. On the count of “one”, bend your legs knee joints, straighten your arms, bend over, try to touch the ball with your head; on the count of “two” return to IP. Repeat 8-10 times.

For the treatment of myopia, American ophthalmologist William Bates developed a set of exercises (after becoming familiar with the methods of improving the vigilance of the Indians). The main reason deterioration Bates's view considers psychogenic tension, accompanied by tension in the external muscles of the eye, as an effort to see and discern distant objects.

Look out the window at a very distant object and stare at it for 10 seconds. Turn your gaze to yours wrist watch.

Repeat 15 times.

Children with visual impairments need a careful approach to physical exercise. When regulating physical activity, it is advisable to adhere to the following recommendations:

vary the volume of load depending on the health status of the trainees and their level of physical fitness;

refrain from prolonged static load with lifting weights, high-intensity exercises that can cause increased intraocular pressure, deterioration in the performance of the ciliary muscle, especially in children with glaucoma, high myopia and other diseases;

Take into account sensitive periods of development of physical qualities; - for improvement psychosomatic condition use psycho-gymnastics;

monitor the well-being of those exercising; moderate fatigue is not a contraindication, however, as a result of irrational organization of labor (physical, mental, visual), overwork may occur;

in the presence of epilepsy syndrome, exclude stimulation exercises respiratory system, on increased support, high-intensity games, everything that can provoke an attack;

Take into account that disturbances in the emotional-volitional sphere, hyperactivity are compensated by exercises for relaxation, for regulating the respiratory system, for relieving visual and emotional fatigue, and for eye exercises - “palming”.

Kochkareva Inna Vladimirovna, 14.03.2017

1086 28

Development content

Sets of exercises for children with disabilities

Physical education of visually impaired children has its own characteristics, which are caused not only by visual impairment, but also by the presence of secondary deviations in physical and mental development. Therefore, one of the main tasks physical education at school for such children are:

1) correction of physical development deficiencies, aimed at their
prevention and elimination;

2) promoting the comprehensive harmonious development of the individual.
The implementation of these tasks is carried out on the basis of health and

correctional and educational orientation of each lesson. Hence, the correctional and pedagogical process of physical education for visually impaired children is carried out taking into account the specifics of their defect, age, gender, physical development and physical fitness. Regular, properly organized physical exercise has a beneficial effect on the central nervous system and improves the functioning of the cardiovascular system; normalize the functioning of the respiratory system, strengthen the “muscle corset”. They increase indicators of physical development, contribute to the correction of impaired functions, and increase performance. Physical exercises make children's movements more confident, clear, and coordinated. The positive features of using physical exercise are:

a) their deep “biologicality” and adequacy;

b) universality (there is not a single organ that does not respond to
movement);

c) absence of negative side effects (when using
optimal physical activity);

d) opportunity long-term use.

Physical education promotes the development of correct posture, which is one of the important conditions for the normal functioning of internal organs. In order for your posture to be correct, it is necessary to evenly strengthen all the muscles of the body, especially the muscles of the back, shoulder girdle and abdomen.

The physical activity acceptable for each individual student is determined by an ophthalmologist and pediatrician at the beginning of the school year. For children with high myopia (with changes in the fundus), glaucoma, aphakia, subluxation of the lens, with dystrophic changes in the retina, choreoretinitis, retinitis and other diseases, exercises associated with a prolonged and sharp tilt of the head down, lifting heavy objects, shaking the body, and are also contraindicated pronounced physical stress, power techniques. Such children, as a rule, are exempt from performing many exercises (shot put, dismounts, etc.) during physical education classes. Sometimes the exercise is given in a relatively lightweight form, for example, when the pushed cannonball weighs no more than one kilogram, balance exercises are performed on a lowered support. All this is reflected in the physical education program for blind and visually impaired children.

The physical education program for children with visual impairments solves the following problems:

promoting health, hardening and promoting normal physical development of the body;

developing vital natural motor skills and abilities in schoolchildren and improving them, teaching new types of movements and motor actions;

increasing the body's resistance to adverse effects and expanding its functionality (improving the regulatory functions of the central nervous system, strengthening the musculoskeletal system, increasing the functionality of the cardiovascular, respiratory and other systems);

COMPLEXES OF PHYSICAL EXERCISES

Exercises to build resistance to fatigue

I.p. - sitting. Close your eyes tightly for 3-5 seconds, and then open them for 3-5 seconds. Repeat 6-8 times. Exercise strengthens the eyelid muscles, improves blood circulation and relaxes the eye muscles.

I.p. - sitting. Rapid blinking for 1 minute. Helps improve blood circulation.

I.p. - standing: a) look straight ahead for 2-3 seconds; b) place your finger along the midline of the face at a distance of 25-30 cm from the eyes; c) move your gaze to the end of your finger and look at it for 3-5 seconds; d) lower your hand. Repeat 10-12 times. Exercise reduces fatigue and facilitates visual work at close range.

I.p. - sitting: a) close your eyelids; b) massage them with circular movements of your fingers. Repeat for 1 minute. Exercise relaxes muscles and improves blood circulation.

I.p. - standing: a) raise your right hand up; b) slowly move the finger of your half-bent hand from top to bottom and from bottom to top, without moving your head, watch the finger. Repeat 10-12 times. This exercise strengthens the vertical muscles and improves their coordination.

I.p. sitting: a) lightly press with three fingers of each hand upper eyelid; b) after 1-2 seconds. remove your fingers from your eyelids. Repeat 3 4 times. Exercise improves circulation intraocular fluid.

Private methods of adaptive physical culture

I.p. - sitting, head motionless: a) extend your half-bent arm forward and to the right; b) make slow clockwise circular movements with your hand at a distance of 40-50 cm from your eyes and watch your fingertip at the same time; c) do the same exercise, changing your right hand to your left and making circular movements with it counterclockwise. The exercise improves coordination of complex eye movements and helps strengthen vestibular apparatus. Repeat 3-6 times.

I.p. - sitting. "Palming." Quickly rub your palms together for 5-10 seconds, place warm palms on your closed eyes. Duration - 20 seconds. Relaxation exercise.

Three such mental pictures are enough. The longer you manage to hold the black spot, the more effective the exercises will be.

A set of exercises with a ball to treat myopia

I.p. - standing. Hold the ball in your right hand. On the count of “one, two”, raise your arms up through your sides, stretch - inhale, transfer the ball to your left hand; on the count of “three”, lower through the sides - exhale. Look at the ball without turning your head. Repeat 6-8 times.

I.p. - standing. Keep your hands with the ball in front. Circular movements with your hands. Look at the ball, breathing spontaneously. Repeat 6-8 times in each direction.

I.p. - standing. Hold the ball in front with bent arms. Bend your leg and hit the ball with your knee. Repeat 8-30 times with each leg.

I.p. - sitting on the floor, support your hands behind you, hold the ball between your feet, legs raised. Move your legs in a circular motion, looking at the ball. Repeat 8-10 times in each direction.

I.p. - lying on your stomach, the ball behind you. On the count of “one”, raise your hands with the ball, raise your head and shoulders; hold on the count of “two, three”; On the count of four, lower your hands. Repeat 8-10 times.

I.p. - lying on your stomach, hands on the floor near your shoulders, squeezing the ball with your feet. On the count of “one”, bend your legs at the knee joints, straighten your arms, bend over, and try to touch the ball with your head; on the count of “two” return to IP. Repeat 8-10 times.

Improving vision using the W. Bates method

To treat myopia, American ophthalmologist William Bates developed a set of exercises (after familiarizing himself with the Indians’ methods of improving vigilance). Bates believes that the main cause of visual impairment is psychogenic stress, accompanied by tension in the external muscles of the eye, an effort to see, to make out distant objects.

According to Bates, normal vision can be developed by relaxation and with the help of the following exercises.

The head is fixed so that only the eyes can move. In an outstretched hand is a pencil. Over a wide amplitude, it moves to the right, left, down, up. Keep your eyes on him.

Stand against the wall of a large room and, without turning your head, quickly move your gaze from the upper right corner of the room to the left, from the upper left to the lower right. Repeat at least 50 times.

Feet shoulder-width apart, hands on the belt. Sharp turns of the head to the right, left. The gaze is directed in the direction of movement. Perform 40 turns.

Look at it for 3 seconds bright light, then close your eyes with your hand and give them rest. Repeat 15 times.

Open your eyes wide, squint hard, close your eyes. Repeat 40 times.

Look out the window at a very distant object and stare at it for 10 seconds. Look at your wristwatch.

Repeat 15 times.

It is recommended to perform this complex 2 times a day for a month, then take a break for 2-3 weeks, and then start all over again. This mode of eye work strengthens the muscles, trains and massages the lenses, improves blood circulation and nutrition of the eyes.

Children with visual impairments need a careful approach to physical exercise. When regulating physical activity, it is advisable to adhere to the following recommendations:

use both standard (equal in speed, pace and weight) and variable (changing during the lesson) types of load;

vary the forms and conditions for performing motor actions;

vary the volume of load depending on the health status of the trainees and their level of physical fitness;

vary physical activity, alternating it with pauses for rest, filled with exercises for visual training, relaxation, breathing regulation, finger exercises, etc.;

refrain from prolonged static load with lifting weights, high-intensity exercises, which can cause an increase in intraocular pressure, deterioration in the performance of the ciliary muscle, especially in children with glaucoma, high myopia and other diseases;

Take into account sensitive periods of development of physical qualities; - use psycho-gymnastics to improve the psychosomatic state;

monitor the well-being of those exercising; moderate fatigue is not a contraindication, however, as a result of irrational organization of labor (physical, mental, visual), overwork may occur;

in the presence of epilepsy syndrome, exclude exercises to stimulate the respiratory system, on increased support, high-intensity games, everything that can provoke an attack;

Keep in mind that disturbances in the emotional-volitional sphere and hyperactivity are compensated by exercises for relaxation, for regulating the respiratory system, for relieving visual and emotional fatigue, and for eye exercises - “palming”.

CORRECTION EXERCISES FOR CHILDREN WITH DISABILITIES

1. “Rocking chair”

Goals: improving the function of the vestibular apparatus, strengthening the ligamentous-muscular apparatus of the trunk and limbs.

Bear cubs were playing in a forest clearing, swinging funny on their backs. Let's try to swing like that too!

I.p.: lie on your back, legs together. Bend your legs, press your knees to your chest and clasp your knees with your hands. Rock on your back to the right, left. Pause. Repeat 3 times.

2. "Starfish"

Goals: formation of correct posture, improvement of coordination of movements.

IP: lying on your stomach, raise your arms and legs to the sides.

You are a starfish! Rock on the waves.

3. "Steady" tin soldier»

Goals: development of the ability to maintain balance, formation of correct posture, strengthening of the ligamentous-muscular apparatus of the torso and limbs.

A boat is floating on the river, and in it is a tin soldier. Suddenly a sharp wind blew and the rocking began. But nothing is scary for the tin soldier. Do you want to become as resilient and strong as the tin soldier?

I.p.: kneel down, press your hands tightly to your body. Bend back as low as possible, keep your back straight, and then straighten up. Repeat 3 times. Sit on your heels and relax.

4. "Airplane"

Goals:

IP: sitting, legs together, hands on the floor. Raise your legs up, spread your arms to the sides - “airplanes fly.” Hold the pose for 5-10 seconds, then rest. Repeat 3 times.

5. "Heron"

Goals: improving the function of the vestibular system, strengthening the musculoskeletal system.

IP: standing on your right leg, bend your left leg at the knee, arms slightly to the sides, and stand like that for a little while. Then on the left leg. Repeat 3-4 times.

When the heron sleeps at night,

Stands on one leg.

Would you like to know:

Is it difficult for a heron to stand like that?

And for this we are together

You need to do this pose.

(2nd option: lift the leg, bent at the knee, forward, up, at an angle.)

It's very difficult to stand like that

Don't put your feet on the floor,

And don't fall, don't sway,

Don't hold on to your neighbor

6. "Stretching"

Goals: strengthening the muscular corset of the spine, ligamentous-muscular apparatus of the legs and arms.

I.p.: lying on your back, pull your left leg with your heel forward, and stretch your left arm back behind your head along your torso. Do the same with the other leg and arm. Then with both legs and arms together.

7. “Oh, palms, you palms!”

Goals: formation of correct posture, coordination of movements upper limbs.

I.p.: stand up straight and, placing your hands behind your back, join your palms. Then, turning your folded hands with your fingers up, position your hands so that the little fingers touch the spine along the entire length. Elbows need to be raised, back straight, shoulders back.

Hold the pose and say:

“Oh, palms, you palms!

We'll hide you behind our backs!

It's important for your posture, that's for sure!

Without embellishment!

Slowly lower your arms down, shake your hands and exhale calmly.

8. "Carousel"

Goals: improving vestibular function, strengthening the musculoskeletal system.

I.p.: sit on the floor, raise your straight legs up. Leaning your hands on the floor, turn around yourself with your hands. The carousel spun.

9. "Rock the Baby"

Goals: strengthening the muscular corset of the spine and the muscles of the pelvic girdle.

IP: sitting, raise your foot to your chest, hug it with your arms. Rock the “baby” by touching your forehead to your knee and foot.

10. “Bear Dance”

Goals: muscle strengthening lower limbs and the muscular corset of the spine.

Imagine that you are little bear cubs and decide to dance.

I.p. - o.s: put your hands on your belt, perform half squats. The pace is average.

11. "Bird"

Goals: development of coordination and speed of movements in large and small muscle groups, strengthening the muscular corset of the spine.

IP: lying on your stomach, raise your arms up, to the sides, bend over. Flapping your arms like a bird's wings. We took off. Lie on your stomach, lower your arms. Pause, rest. Then continue the “flight”. Repeat 2-3 times.

12. "Locomotive"

Goals: formation of correct posture, strengthening the ligamentous-muscular system of the torso and lower extremities.

IP: sitting, legs slightly bent at the knees, and arms at the elbows pressed slightly to the body. Go! We move forward along the floor, helping only with our feet. The hands perform circular movements, imitating the rotational movements of wheels. Stop after 2-3 minutes, pause, then continue moving. (2nd option: move backwards.)

13. “Frogs” (“Little Frogs”)

Goals: formation of correct posture, strengthening the muscles of the lower extremities and muscles involved in the formation of the arch of the foot.

Here are the frogs along the path

They jump with their legs stretched out.

Kwa-kwa-kwa!

They jump with their legs stretched out!

I.p.: get on all fours, sit down, touch the floor with your fingers. Knees apart, hands between knees. Jump up and return to SP. (Second option: moving forward).

Among the trees, in the swamp,

The little frogs have their own home.

Here are the frogs along the path

They jump with their legs stretched out.

Kva-kva-kva, kva-kva-kva,

They jump without sparing their legs.

Municipal government special (correctional)

educational institution for students, pupils

With disabilities health

"Special (correctional)

secondary school of VIII type No. 107"

WORKING PROGRAMM

elective course

By physical therapy

Class 0-5

G. Nizhny Novgorod, year 2013

Explanatory note

The majority of special school students have physical development disorders, which requires corrective work with them.

The program is designed taking into account the fact that the majority of schoolchildren have disorders of the cardiovascular, respiratory, autonomic and endocrine system. Many people lack coordination between breathing and physical activity, have stunted growth, disproportionate physique, various deviations in posture, flat feet and various movement disorders.

It must be taken into account that the spine is the physical center of the body. The framework of its soft tissues and organs. Incorrect posture and tightness of the spine leads to uneven distribution of the load on joints, ligaments, and muscles, causing the entire musculoskeletal system to suffer. propulsion system. With a certain curvature of the spine internal organs deviate from normal position and are pinched by other organs and tissues. The spine not only supports the body - 33 pairs of nerves emerge from it, 2 main threads of the sympathetic nervous system, therefore any displacement of the vertebrae, their deformation of mobility leads to disruption of the functioning of the entire body. Pathological posture occurs due to poor development of the muscular system, especially the muscles of the back and abdomen, and improper gait associated with underdeveloped feet and flat feet.

Correction motor disorders means of therapeutic physical culture is a mandatory and important area of health-improving and correctional work in special (correctional) institutions, since the process of physical education has a significant impact on the development personal qualities abnormal child and to a certain extent- on the formation of his cognitive activity.

Therapeutic physical education, as a type of adaptive physical education, is intended to meet the complex needs of a person with health problems. The main ones are self-actualization, the maximum possible self-realization of one’s abilities and comparison (comparison) of them with the abilities of other people who have similar problems with health. In addition, the leading needs of this complex include the needs of communication (communicative activity), overcoming alienation, going beyond the confined space of one’s apartment, in a more generalized expression of socialization and social integration.

Systematic deficiency of movements leads to a decrease in all vital important functions body, worsens general and local blood circulation; are violated secretory function digestive tract and gas exchange in tissues

and lungs, which leads to deterioration general condition health" downgrade visual functions and children's performance.

Systematic, varied physical exercises in the process of all correctional and educational work, a systematic increase in loads with ongoing medical and pedagogical control, continuity of the means used provide a sustainable increase motor activity schoolchildren with mental retardation, improved health.

Curriculum on therapeutic physical culture generalizes and systematizes theoretical and practical information, allowing you to rationally build a correction process (within the framework of adaptive physical culture), obtain positive changes in the development of the body and form and adjust in accordance with age characteristics correct execution motor abilities and skills (motor qualities).

The program is designed for systematic lessons in a school setting for 1 hour per week, 34 hours in each class during the school year. The lesson is divided into 4 parts: introductory, preparatory, main and final.

The first is the introductory part, its duration is 3-4 minutes. It includes the organization of those involved in physical therapy (for correctional school- this is a very important part), heart rate monitoring, breathing exercises.

The preparatory part takes 10-14 minutes, carried out with various items(rubber and medicine balls, sandbags, hoops and gymnastic sticks). It includes general developmental exercises, walking, running, and games.

The main part is 14-17 minutes. It includes acceptable types physical exercises using various methods and forms of organization of those involved. The main part of the program is built in game form, promoting the development of imagination and fantasy, imaginative thinking, as well as students’ speech skills primary school who willingly perform exercises, transforming along the way into various animals (cat, snake, horse, etc.), insects (ant, butterfly) and other nature characters.

The duration of the final part is 3-5 minutes. It includes breathing exercises, relaxation exercises and heart rate monitoring.

The exercises that support the main part are divided into sections and studied from the preparatory class and repeated at the beginning of the new school year.

The program includes the following sections with corresponding applications - recommendations:

Section No. 1. Strengthening the back muscles, abdominals, by bending backwards: “Snake”, “Cobra”, “Lizard”, “Boat”, “Boat”, “Swing”, “Fish”, “Ring”, “Bridge”, “Kitty”.

Section No. 2. Strengthening the back and abdominal muscles by bending forward: “Book”, “Bird”, “Ostrich”, “ Bat", "Rhinoceros", "Twig", "Snail", "Slide".

Section No. 3. Exercises to strengthen the spine by turning the torso and tilting it to the side: “Pendulum”, “Starfish”, “Fox”, “Month”, “Nut”, “Ant”, “Dragonfly”.

Section No. 4. Exercises to strengthen the muscles of the pelvic girdle, hips, legs: “Butterfly”, “Cancer”, “Spider”, “Peacock”, “Bunny”, “Frog”, “Running”, “Herringbone”, “Bicycle” .

Section No. 5. Exercises for the development of feet: “Walking”, “Horse”, “Caterpillar”, “Bear”, “Frog”.

Section No. 6. Exercises to strengthen the shoulder girdle: “Lock”, “Plate”, “Bee”, “Mill”, “Swimmer”.

Section No. 7. Balance exercises: “Stork”, “Cockerel”, “Swallow”.

Section No. 8. Exercises for the development of nasal breathing.

Section No. 9. Exercises for the development of active breathing.

Section No. 10. Exercises for flat feet.

Section No. 11. Exercises for metabolic disorders (obesity).

Section No. 12. Outdoor games for certain diseases: diseases of the nose, throat, obesity, poor posture, flat feet.

Regulatory framework

Working programm developed in accordance with the Law Russian Federation"About Education" Standard provision on a special (correctional) educational institution for students with disabilities, instructions from the Ministry of Education and Science.

The program is based on the “Program of a special (correctional) school for therapeutic physical education for children with intellectual disabilities in grades I - IV”, edited by Associate Professor A.A. Khilko.

Goal and tasks

Target: socialization and integration of children with health and development problems by means of therapeutic physical education, development of their basic motor qualities, using both play techniques and other means and techniques of adaptive physical education.

Tasks:

1.Activate protective forces the child's body.

2. Develop stability of correct posture, strengthen and maintain the flexibility of the spine, and prevent its deformation.

3.Strengthen and develop muscular system, normalize the functioning of the musculoskeletal system.

4. To instill in children a sense of inner freedom, self-confidence, their strengths and the capabilities of their body.

5.Develop general organization, attention, and goodwill.

Program effectiveness.

To determine the effectiveness of classes, comparative testing is carried out at the beginning and end of the school year. Test results can be expressed in three or four indicators and four levels, for example:

1.Speed-strength indicator (standing long jump).

2. Strength of the hand (number of squeezing and unclenching of the rubber expander).

3.Spatial orientation (number of correctly executed turns out of 10 given).

4. Flexibility (see the amount when bending over on a gymnastic bench from a standing position).

The test results are recorded in a journal and correction dynamics are carried out every academic year.

Thematic planning in physical therapy

preparatory class.

2014-2015 academic year

No.

Qty

hours

the date of the

1 hour

09/05/2014

1 hour

September 12, 2014

What is correct posture? Posture check. Exercises that form the reflex of correct posture.

1 hour

September 19, 2014

Walking on toes and heels.

1 hour

September 26, 2014

Stand and walk on the inside and outside of the foot. Walking with a bag on your head.

1 hour

03.10.2014

Game-type exercises with balls.

1 hour

October 10, 2014

1 hour

October 17, 2014

Exercises to strengthen the muscles of the arch of the foot.

1 hour

October 24, 2014

Exercises to strengthen the abdominal muscles.

1 hour

October 31, 2014

Exercises to develop fine motor skills.

1 hour

November 14, 2014

Breathing exercises.

1 hour

November 21, 2014

Learning a set of exercises with gymnastic sticks.

1 hour

November 28, 2014

Formation in a column, opening - hands forward. Learning a set of exercises with gymnastic sticks.

1 hour

05.12.2014

Exercises to prevent flat feet: “Walking” and others from section 4

1 hour

12/12/2014

Stretching exercises.

1 hour

12/19/2014

Walking with a bag on your head with the help of a teacher.

1 hour

December 26, 2014

Starting positions lying down. Exercises for leg muscles.

1 hour

01/16/2015

ORU with balls.

1 hour

01/23/2015

Breathing exercises.

1 hour

01/30/2015

1 hour

02/06/2015

Exercises for all muscle groups.

1 hour

02/13/2015

Exercises to prevent flat feet. Exercises from section 3.4.

1 hour

02/20/2015

1 hour

02/27/2015

Balance exercises “Swallow” and others. Breathing exercises.

1 hour

03/06/2015

1 hour

03/13/2015

1 hour

March 20, 2015

Outdoor games for orientation in space.

1 hour

04/03/2015

Exercises with gymnastic sticks.

1 hour

April 10, 2015

1 hour

04/17/2015

1 hour

April 24, 2015

1 hour

05/08/2015

1 hour

May 15, 2015

1 hour

05/22/2015

Control measurements.

1 hour

May 29, 2015

Thematic planning for physical therapy, grade 1a.

2014-2015 academic year

No.

Qty

hours

the date of the

Introduction. Rules of behavior in classes, dress code. Control measurements.

09/04/2014

Safety precautions in the hall. Basic stance, walking in a column one at a time.

September 11, 2014

Raising on toes, heels. Walking on toes and heels.

September 18, 2014

Posture check. Exercises that form the reflex of correct posture.

September 25, 2014

Rules of personal hygiene. Stand and walk on the inside and outside of the foot. Walking with a bag on your head.

10/02/2014

Self-massage techniques. Exercises of a gaming nature.

10/09/2014

Form a column one at a time. Learning a set of exercises on fitballs.

October 16, 2014

Removal exercises muscle tension, self-massage.

October 23, 2014

Opening in a column or line. Walking along landmarks in compliance with the rhythm.

November 30, 2014

Learning a set of exercises on a gymnastic bench.

November 13, 2014

Turns according to landmarks. Walking following a guide along landmarks with a task.

November 20, 2014

Form one at a time in a line. Breathing exercises.

November 27, 2014

Formation in a column, opening - hands forward. Learning a set of exercises with gymnastic sticks.

04.12.2014

Crawling on a gymnastic bench.

12/11/2014

Turns according to landmarks. Exercise “Walking” (with the help and example of the teacher).

12/18/2014

Turns according to landmarks while jumping. A set of exercises for all muscle groups.

December 25, 2014

Starting positions standing. Breathing exercises. Exercises in section 1.

01/15/2015

Starting positions lying down. Breathing exercises. Exercises for developing correct posture from section 2.

01/22/2015

Exercises to prevent flat feet: “Walking”, etc. from section 4

01/29/2015

A combination of corrective movements. Breathing exercises. Exercises section 1.2.

02/05/2015

Walking with a bag on your head without the help of a teacher. Posture exercises from section 3.

02/12/2015

Exercises for all muscle groups. Posture exercises from section 4.

02/19/2015

Exercises to prevent flat feet. Exercises from section 3.4

02/26/2015

Balance exercises “Cockerel” and others. Breathing exercises.

03/05/2015

Exercises to strengthen the foot muscles from section 5.

03/12/2015

Stretching exercises on fitballs. Balance exercises.

03/19/2015

Exercises for posture from section 1. Exercises for orientation in space.

04/02/2015

Exercises for posture from section 2. Exercises for orientation in space.

04/09/2015

Posture exercises from section 3. Breathing exercises.

04/16/2015

Exercises to strengthen the muscles of the pelvic girdle and hips from section 4.

04/23/2015

Exercises without objects for all muscle groups. Morning exercise complex.

04/30/2015

Posture exercises “Fish”, “Bunny”.

04/07/2015

Posture exercises “Starfish”, “Hedgehog”.

05/14/2015

Control measurements.

05/21/2015

Thematic planning for physical therapy, grade 2a.

2014-2015 academic year

No.

Qty

hours

the date of the

09/05/2014

The concept of guiding, alternating inhalation and exhalation when walking in a column.

September 12, 2014

Line up one at a time. Walking with a bag on your head without the help of a teacher.

September 19, 2014

Formation in a line of two. Walking with turns along landmarks.

September 26, 2014

Formation in a line one at a time, opening. Walking on your heels, toes, inside and outside of your feet.

03.10.2014

Formation in two ranks, opening. Exercises with a gymnastic stick following the example of the teacher.

October 10, 2014

Basic stance with different hand positions. Balance exercises.

October 17, 2014

Exercises to strengthen the arch of the foot.

October 24, 2014

Muscle relaxation exercises.

October 31, 2014

Stance “Ballerina” and “Teddy Bear”. Walking with rhythm and posture.

November 14, 2014

Climbing on a gymnastic bench. Exercises from section 1.

November 21, 2014

Exercises with a gymnastic stick without showing a teacher. Exercises from section 1

November 28, 2014

Corrective exercise “Month”. Breathing exercises (story). Exercises from section 2.

05.12.2014

Games for developing spatial orientation. Exercises from section 2

12/12/2014

Corrective exercises. Exercises from section 2.

12/19/2014

Breathing exercises. Exercises from section 3.

December 26, 2014

Learning a set of exercises on fitballs. Exercises from section 3

01/16/2015

Turns. Exercises from section 3

01/23/2015

Exercises with a gymnastic stick. Exercises from section 4.

01/30/2015

Exercises to strengthen your back muscles.

02/06/2015

Swing exercises with leg push. Exercises from section 4.

02/13/2015

Stretching exercise on fitballs. Exercises from section 4.

02/20/2015

Walking with a bag on your head. Exercises from section 5.

02/27/2015

Walking on toes, heels, sides of the foot. Exercises from section 5.

03/06/2015

Breathing exercises. Exercises from section 5.

03/13/2015

Exercises without objects for all muscle groups. Exercises from section 7.

March 20, 2015

Exercises from sections 6 and 7.

04/03/2015

Exercises from sections 6 and 7.

April 10, 2015

Formation, changes, turns without the help of a teacher. Hanging swings with the help of a teacher.

04/17/2015

Exercises to strengthen your back muscles. Hanging swing without the help of a teacher.

April 24, 2015

05/08/2015

Exercises to strengthen the foot. Exercise: hanging on a Swedish wall.

May 15, 2015

Performing exercises in the form of a fairy tale plot (to music).

05/22/2015

Control measurements.

May 29, 2015

Thematic planning for physical therapy, grade 3a.

2014-2015 academic year

No.

Qty

hours

the date of the

Safety precautions in the hall. Rules of behavior in classes, dress code. Control measurements.

09/05/2014

September 12, 2014

Walking on toes, heels, inner and outside feet. Breathing exercises.

September 19, 2014

Rotation of the feet in a sitting position. Exercises from sections 1,2.

September 26, 2014

Self-massage. Exercises on a gymnastic bench.

03.10.2014

Injuries and their prevention. Walking on toes, heels, on the inside and outside of the foot without objects.

October 10, 2014

Exercises for developing correct posture from memory from sections 3 and 4.

October 17, 2014

Learning a set of exercises on fitballs.

October 24, 2014

Warm up with rubber balls. Correct breathing in combination with movements.

October 31, 2014

Exercises to prevent flat feet. Breathing exercises.

November 14, 2014

Balance exercises with the help of a teacher.

November 21, 2014

Balance exercises without the help of a teacher.

November 28, 2014

05.12.2014

Warm-up with medicine balls following the example of the leader. Exercises from section 1.

12/12/2014

Corrective exercises for posture from

section 2.

12/19/2014

Breathing exercises for posture from section 2.

December 26, 2014

Formations, changes, turns. Posture exercises from section 2.

01/16/2015

01/23/2015

Exercises with a gymnastic stick for all muscle groups. Posture exercises from section 3

01/30/2015

02/06/2015

Breathing exercises with storyline. Posture exercises from section 4.

02/13/2015

Corrective exercise “Month”. Posture exercises from section 4.

02/20/2015

02/27/2015

Exercises for all muscle groups on fitballs. Posture exercises from section 5.

03/06/2015

Exercises to strengthen the arch of the foot. Posture exercises from section 5.

03/13/2015

March 20, 2015

Pulsemetry. Posture exercises from

section 6.

04/03/2015

April 10, 2015

04/17/2015

Special exercises on breathing and formation of correct posture.

April 24, 2015

Exercises in various starting positions. Game "Find your house"

05/08/2015

Medium-intensity games for spatial orientation.

May 15, 2015

Control measurements. Outdoor games.

05/22/2015

Outdoor games.

May 29, 2015

Thematic planning for physical therapy, grade 3b.

2014-2015 academic year

No.

Qty

hours

the date of the

Safety precautions in the hall. Rules of behavior in classes, dress code. Control measurements.

09/04/2014

The importance of FC for human health.Rules of personal hygiene. Maintaining posture while doing exercises.

September 11, 2014

September 18, 2014

September 25, 2014

10/02/2014

10/09/2014

Learning a set of exercises on fitballs.

October 16, 2014

Learning a set of exercises on fitballs.

October 23, 2014

November 30, 2014

November 13, 2014

November 20, 2014

November 27, 2014

Warm-up with rubber balls following the example of the presenter. Exercises for developing correct posture from section 1.

04.12.2014

12/11/2014

12/18/2014

December 25, 2014

01/15/2015

Exercises for foot massage. Exercises for developing correct posture from section 3.

01/22/2015

01/29/2015

Climbing the wall bars in different ways. Posture exercises from section 3.

02/05/2015

02/12/2015

02/19/2015

Warm-up with medicine balls for all muscle groups. Posture exercises from section 4.

02/26/2015

03/05/2015

03/12/2015

Walking on toes, heels, on the inside and outside of the foot with rubber balls. Posture exercises from section 5.

03/19/2015

04/02/2015

Exercises for foot massage. Posture exercises from section 6.

04/09/2015

Exercises for all muscle groups on fitballs.

04/16/2015

04/23/2015

04/30/2015

04/07/2015

05/14/2015

Control measurements.

05/21/2015

Thematic planning for physical therapy, grade 4a.

2014-2015 academic year

No.

Qty

hours

the date of the

Safety precautions in the hall. Rules of behavior in classes, dress code. Control measurements.

09/04/2014

The importance of FC for human health.Rules of personal hygiene. Maintaining posture while doing exercises.

September 11, 2014

Walking with a bag on your head with different hand positions.

September 18, 2014

Exercises to develop correct posture.

September 25, 2014

Injuries and their prevention. Walking on toes, heels, on the inside and outside of the foot without objects..

10/02/2014

Walking on your toes, heels, on the inside and outside of your feet with rubber balls to the rhythm of music.

10/09/2014

Learning a set of exercises on fitballs.

October 16, 2014

Learning a set of exercises on fitballs.

October 23, 2014

Exercises for foot massage. Corrective exercises with eyes closed.

November 30, 2014

Exercises on the Swedish wall. Breathing exercises.

November 13, 2014

Climbing up and down the wall bars in different ways. Breathing exercises with forward bending.

November 20, 2014

Warm up with gymnastic sticks following the example of the leader. Exercises for developing correct posture from section 1.

November 27, 2014

Warm-up with rubber balls following the example of the presenter. Exercises for developing correct posture from section 1.

04.12.2014

Warm-up with medicine balls following the example of the leader. Posture exercises from section 1.

12/11/2014

Walking with a bag on your head while maintaining correct posture. Posture exercises from section 2.

12/18/2014

Gallop while maintaining correct posture. Posture exercises from section 2.

December 25, 2014

Walking on toes, heels, outside and inside feet with medicine balls. Posture exercises from section 2.

01/15/2015

Exercises for foot massage. Exercises for developing correct posture from section 3.

01/22/2015

Exercises on the Swedish wall. Posture exercises from section 3.

01/29/2015

Climbing the wall bars in different ways. Posture exercises from section 3.

02/05/2015

Warm-up with gymnastic sticks for all muscle groups. Posture exercises from section 4.

02/12/2015

Warm-up with rubber balls for all muscle groups. Posture exercises from section 4.

02/19/2015

Warm-up with medicine balls for all muscle groups. Posture exercises from section 4.

02/26/2015

Moving in a gadop while maintaining posture. Posture exercises from section 5.

03/05/2015

Walking on toes, heels, on the inside and outside of the foot with gymnastic sticks. Posture exercises from section 5.

03/12/2015

Walking on toes, heels, on the inside and outside of the foot with rubber balls. Posture exercises from section 5.

03/19/2015

Walking on your toes, heels, and on the inside and outside of your feet with medicine balls. Posture exercises from section 6.

04/02/2015

Exercises for foot massage. Posture exercises from section 6.

04/09/2015

Exercises for all muscle groups on fitballs.

04/16/2015

Exercises on the Swedish wall. Posture exercises from section 6.

04/23/2015

Climbing up and down in different ways. Wall bars hang (repetition). Posture exercises from section 7.

04/30/2015

Corrective exercises with and without vision control. Posture exercises from section 7.

04/07/2015

Hanging on the wall bars at an angle. Posture exercises from section 7.

05/14/2015

Control measurements.

05/21/2015

Thematic planning for physical therapy, grade 4b.

2014-2015 academic year

No.

Qty

hours

the date of the

Safety precautions in the hall. Rules of behavior in classes, dress code. Control measurements.

09/04/2014

The importance of FC for human health.Rules of personal hygiene. Maintaining posture while doing exercises.

September 11, 2014

Walking with a bag on your head with different hand positions.

September 18, 2014

Exercises to develop correct posture.

September 25, 2014

Injuries and their prevention. Walking on toes, heels, on the inside and outside of the foot without objects..

10/02/2014

Walking on your toes, heels, on the inside and outside of your feet with rubber balls to the rhythm of music.

10/09/2014

Learning a set of exercises on fitballs.

October 16, 2014

Learning a set of exercises on fitballs.

October 23, 2014

Exercises for foot massage. Corrective exercises with closed eyes.

November 30, 2014

Exercises on the Swedish wall. Breathing exercises.

November 13, 2014

Climbing up and down the wall bars in different ways. Breathing exercises with forward bending.

November 20, 2014

Warm up with gymnastic sticks following the example of the leader. Exercises for developing correct posture from section 1.

November 27, 2014

Warm-up with rubber balls following the example of the presenter. Exercises for developing correct posture from section 1.

04.12.2014

14.

Warm-up with medicine balls following the example of the leader. Posture exercises from section 1.

12/11/2014

15.

Walking with a bag on your head while maintaining correct posture. Posture exercises from section 2.

12/18/2014

16.

Gallop while maintaining correct posture. Posture exercises from section 2.

December 25, 2014

17.

Walking on your toes, heels, outside and inside your feet with medicine balls. Posture exercises from section 2.

01/15/2015

18.

Exercises for foot massage. Exercises for developing correct posture from section 3.

01/22/2015

19.

Exercises on the Swedish wall. Posture exercises from section 3.

01/29/2015

20.

Climbing the wall bars in different ways. Posture exercises from section 3.

02/05/2015

21.

Warm-up with gymnastic sticks for all muscle groups. Posture exercises from section 4.

02/12/2015

22.

Warm-up with rubber balls for all muscle groups. Posture exercises from section 4.

02/19/2015

23.

Warm-up with medicine balls for all muscle groups. Posture exercises from section 4.

02/26/2015

24.

Moving in a gadop while maintaining posture. Posture exercises from section 5.

03/05/2015

25.

Walking on toes, heels, on the inside and outside of the foot with gymnastic sticks. Posture exercises from section 5.

03/12/2015

26.

Walking on toes, heels, on the inside and outside of the foot with rubber balls. Posture exercises from section 5.

03/19/2015

27.

Walking on your toes, heels, and on the inside and outside of your feet with medicine balls. Posture exercises from section 6.

04/02/2015

28.

Exercises for foot massage. Posture exercises from section 6.

04/09/2015

29.

Exercises for all muscle groups on fitballs.

04/16/2015

30.

Exercises on the Swedish wall. Posture exercises from section 6.

04/23/2015

31.

Climbing up and down in different ways. Wall bars hang (repetition). Posture exercises from section 7.

04/30/2015

32.

Corrective exercises with and without vision control. Posture exercises from section 7.

04/07/2015

33.

Hanging on the wall bars at an angle. Posture exercises from section 7.

05/14/2015

34.

Control measurements.

05/21/2015

Thematic planning for physical therapy 5th grade.

2014-2015 academic year

№ p/p

Contents of the lesson

Qty

hours

the date of the

Safety precautions in the hall. Rules of behavior in classes, dress code. Control measurements.

09/05/2014

The importance of FC for human health. Rules of personal hygiene. Maintaining posture while doing exercises.

September 12, 2014

Walking with a bag on your head with different hand positions.

September 19, 2014

Exercises to develop correct posture.

September 26, 2014

Injuries and their prevention. Walking on toes, heels, on the inside and outside of the foot without objects..

03.10.2014

Walking on your toes, heels, on the inside and outside of your feet with rubber balls to the rhythm of music.

October 10, 2014

Learning a set of exercises on fitballs.

October 17, 2014

Learning a set of exercises on fitballs.

October 24, 2014

Exercises for foot massage. Corrective exercises with closed eyes.

October 31, 2014

10.

Exercises on the Swedish wall. Breathing exercises.

November 14, 2014

11.

Climbing up and down the wall bars in different ways. Breathing exercises with forward bending.

November 21, 2014

12.

Warm up with gymnastic sticks following the example of the leader. Exercises for developing correct posture from section 1.

November 28, 2014

13.

Warm-up with rubber balls following the example of the presenter. Exercises for developing correct posture from section 1.

05.12.2014

14.

Warm-up with medicine balls following the example of the leader. Posture exercises from section 1.

12/12/2014

15.

Walking with a bag on your head while maintaining correct posture. Posture exercises from section 2.

12/19/2014

16.

Gallop while maintaining correct posture. Posture exercises from section 2.

December 26, 2014

17.

Walking on your toes, heels, outside and inside your feet with medicine balls. Posture exercises from section 2.

01/16/2015

18.

Exercises for foot massage. Exercises for developing correct posture from section 3.

01/23/2015

19.

Exercises on the Swedish wall. Posture exercises from section 3.

01/30/2015

20.

Climbing the wall bars in different ways. Posture exercises from section 3.

02/06/2015

21.

Warm-up with gymnastic sticks for all muscle groups. Posture exercises from section 4.

02/13/2015

22.

Warm-up with rubber balls for all muscle groups. Posture exercises from section 4.

02/20/2015

23.

Warm-up with medicine balls for all muscle groups. Posture exercises from section 4.

02/27/2015

24.

Moving in a gadop while maintaining posture. Posture exercises from section 5.

03/06/2015

25.

Walking on toes, heels, on the inside and outside of the foot with gymnastic sticks. Posture exercises from section 5.

03/13/2015

26.

Walking on toes, heels, on the inside and outside of the foot with rubber balls. Posture exercises from section 5.

March 20, 2015

27.

Walking on your toes, heels, and on the inside and outside of your feet with medicine balls. Posture exercises from section 6.

04/03/2015

28.

Exercises for foot massage. Posture exercises from section 6.

April 10, 2015

29.

Exercises for all muscle groups on fitballs.

04/17/2015

30.

Exercises on the Swedish wall. Posture exercises from section 6.

April 24, 2015

31.

Climbing up and down in different ways. Wall bars hang (repetition). Posture exercises from section 7.

05/08/2015

32.

Corrective exercises with and without vision control. Posture exercises from section 7.

May 15, 2015

33.

Hanging on the wall bars at an angle. Posture exercises from section 7.

05/22/2015

34.

Control measurements.

May 29, 2015

in the course of therapeutic physical education in the preparatory class.

Basic knowledge:

Introductory part of the lesson.

Corrective exercises.

Exercises to prevent flat feet:

a) walking on toes, on heels (hands behind the head), on the outside and inside of the foot (hands on the belt) behind the teacher while counting or music.

Warm-up without objects for all muscle groups (neck, shoulders, arms, waist, legs) with counting or music following the example of the teacher

Main part of the lesson.

1.Corrective exercises.

The final part of the lesson.

Know :

Basic requirements for students' knowledge and skills

in the course of therapeutic physical education in 1st grade.

Basic knowledge:

Dress code, rules of behavior and movement in the hall. Knowledge of safety precautions when exercising in the gym. Rules of personal hygiene.

Form a column one at a time, aligned to the back of the head. Opening with arms outstretched forward. Turns according to landmarks.

Introductory part of the lesson.

1.Corrective exercises.

Main stand. Hand position: on the belt, behind the head. Raising on toes, on heels, stand on the outside of the foot, toes together, heels apart (bear cub), stand on the inside of the foot, toes apart, heels together (ballerina). The simplest combinations of the studied movements.

2. Exercises to form correct posture.

Walking to the accompaniment of a tambourine or music in a column, one at a time, behind the teacher with a bag on the head (hands on the belt).

Walking following a guide along landmarks, observing rhythm or counting.

3.Exercises to prevent flat feet:

a) walking on toes, on heels (hands behind the head), on the outside and inside of the foot (hands on the belt) behind the teacher while counting or music).

Walking following a guide along landmarks, completing tasks and maintaining rhythm.

b) exercises on the wall bars to prevent flat feet and improve coordination of movements. Climbing and descending at will.

4. Warm-up without objects for all muscle groups (neck, shoulders, arms, waist, legs) to the count or music following the example of the teacher

Main part of the lesson.

1.Corrective exercises.

Mastering the main starting positions, lying on your stomach, arms resting at your shoulders, lying on your back, arms along the body with palms facing the floor.

The simplest breathing exercises (inhale: smell the flowers, exhale: warm your hands with your breath).

2. Exercises for the formation of correct posture: “Snake”, “Lizard”, “Boat”, “Kitty”, “Book”, “Bird”, “Twig”, “Fox”, “Nut”, “Ant”, “Dragonfly” ", "Starfish", "Butterfly", "Herringbone", "Bicycle", "Castle", "Bee", "Mill", "Swimmer", performed according to the example and with the help of the teacher.

3. Exercises to prevent flat feet. Walking exercise by example.

4. Balance exercises “Cockerel” following the example and with the help of the teacher. The total number of exercises does not exceed 8.

The final part of the lesson.

1. Exercise “Hanging on a gymnastic wall” from a standing position on the lower bar facing the apparatus.

2. Exercises for orientation in space: a game with hoops Exercises for orientation in space: a game with hoops, find your house,” “Who’s the odd one out?”

Know : uniform for classes, rules of conduct in the gym, safety precautions when using sports equipment, what they are used for.

Basic requirements for students' knowledge and skills

in the course of therapeutic physical education in 2nd grade.

Basic knowledge.

The concept of guiding, alternating inhalation and exhalation when performing Building and Rebuilding exercises.

Formation in a line, alignment on toes in a line. Greetings, calculation for the first, second. Changing from one line to two, followed by breaking into outstretched arms forward and to the sides.

Introductory part of the lesson.

Corrective exercises.

Main stand. Hand position: forward, up, on the waist, fingers intertwined, palms turned outward. Stand in bear position, ballerina.

Exercises to develop correct posture.

Walking with a bag on your head following a guide, turns along landmarks, various hand positions. Movements in compliance with rhythm.

3. Exercises to prevent flat feet.

a) walking on toes, heels (hands behind the head), the outer and inner side of the foot (hands on the belt) in compliance with the rhythm following the guide according to the landmarks;

b) exercises on the Swedish wall. Climbing up and down with side steps.

4. Exercises with a gymnastic stick for all muscle groups (neck, shoulders, arms, legs, waist) in compliance with the rhythm following the example of the teacher appointed by the teacher as the leader.

The main part of the lesson.

It is carried out in the form of a fairy tale, which is told by the teacher, and the roles are played by the students. The number of exercises included in this part does not exceed 8.9.

1. Corrective exercises. Performing the “Month” exercise.

2. Breathing exercises: the simplest techniques of breathing exercises: for each step, in place, with a turn of the head, show how a fox sniffs, following the trail following the example of the teacher.

3. Exercises to develop correct posture. Any exercises from sections 1-6 as directed by the teacher, performed by example and with the help of the teacher (1.2 quarters), without the help of the teacher (4 quarter).

4. Exercises to prevent flat feet. Any 1 or 2 exercises from section 5, performed by example and with the help of a teacher (1 quarter), without the help of a teacher (2-4 quarters).

5. Balance exercises: any of the exercises in section 7, performed by example and with the help of a teacher (1 quarter), without the help of a teacher (2-4 quarters).

Games.

Hanging swing with kicks with the help of a teacher (1 quarter), without the help of a teacher (2-4 quarters).

Hanging on a wall bar from a standing position facing the apparatus at half height.

Well-being survey. Pulsemetry.

Know: formation and alignment in a line, restructuring from one line into two. Be able to: It is technically correct to repeat any of the exercises (all 7 sections) after the teacher 4-5 times with the least degree of difficulty, do the warm-up yourself with a gymnastic stick following the example of the leader, and hang at the middle height of the wall bars facing the apparatus.

Basic requirements for students' knowledge and skills

in the course of therapeutic physical education in 3rd grade.

Basic knowledge.

The importance of physical culture for human health. Rules of personal hygiene.

Introductory part of the lesson.

Exercises to develop correct posture.

Walking with a bag on the head with different positions of the hands behind the guide, observing rhythm, formation, and interval. Maintaining posture while performing the exercise: for each step, touch the elbow of the opposite arm with your raised knee high (1-4 quarters).

a) walking on toes, on heels (hands behind head), on the outside of the foot (hands on the belt) 1 quarter.

b) rotation of the feet towards oneself and away from oneself from a sitting position on a chair (1-4 quarters).

c) exercises on the Swedish wall. Climbing up and down in the same way (1-4 quarters).

3. Warm-up with rubber balls for all muscle groups (neck, shoulders, arms, waist, legs) following the teacher’s rhythm (1-4 quarters).

The main part of the lesson.

Corrective exercises.

At the teacher’s command, from a standing position on all fours, simultaneously raise your right arm and left leg (left arm and right leg). Maintain position for 4 counts.

2. Breathing exercises: simple breathing techniques (nasal, chest, belly). Inhale one-fifth as usual in the “Coachman” pose, hold your breath in the main stance and in a bent position, exhale from the pause while inhaling through your nose (1-4 quarters).

Any 8-9 exercises from sections 1-6 for memory with small reminders and clarifications from the teacher, performed by the leader. Proper breathing combined with movement. The difficulty of execution is average (1-4 quarters).

4. Exercises for the prevention of flat feet: any 1-2 exercises from the section, performed behind the leader with clarification from the teacher (1-4 quarters).

5. Balance exercises: any of the exercises in section 7, performed behind the leader (1-4 quarters).

The final part of the lesson.

1. Hanging on a wall bar from a standing position with your back to the apparatus at any height of the student’s choice without the help of a teacher, hanging at an angle with the help of a teacher. Number of repetitions 2-3 (1-4 quarters).

Basic requirements for knowledge, skills and abilities of students.

Know: what's happened breathing pause how to combine breathing and movement.

Be able to : perform an angle hang, perform the exercises of sections l to 7 technically correct with minor clarifications from the teacher (the difficulty of execution is average, the number of repetitions is 5-6).

Basic requirements for students' knowledge and skills

in the course of therapeutic physical education in 4th grade.

Basic knowledge.

Introductory part of the lesson.

2. Exercises to prevent flat feet:

The main part of the lesson.

1.Corrective exercises.

2. Breathing exercises.

3.Exercises to form correct posture.

Any 8-9 exercises from sections 1,2, 3, 4, 6 on various groups muscles according to the teacher’s verbal designation. The right combination breathing with movements. Follow the example of the leader chosen by the teacher. The number of repetitions of each exercise is from 5 to 10, depending on individual capabilities, the difficulty of execution is the highest (1-4 quarters).

The final part of the lesson.

2. Well-being survey, pulsometry.

Basic requirements for knowledge, skills and abilities of students.

Know:

Be able to:

Basic requirements for students' knowledge and skills

in the course of therapeutic physical education in 5th grade.

Basic knowledge.

Injuries during exercise and their prevention.

Introductory part of the lesson.

1. Exercises to form correct posture.

Walking with a bag on the head with various arm movements, maintaining posture while performing a straight and lateral gallop behind the guide (1-4 quarters).

2. Exercises to prevent flat feet:

a) walking on the toes, heels, outer and inner sides of the foot with rubber balls, following the rhythm behind the guide (1-4 quarters).

b) exercises for foot massage;

c) exercises on the Swedish wall. Climbing up and down in different ways (1-4 quarters).

3. Warm-up with medicine balls for all muscle groups (neck, shoulders, waist, legs, arms) following the example of a leader chosen by the teacher (1-4 quarters).

The main part of the lesson.

1.Corrective exercises.

Be able to perform the exercise: from the starting position, standing on your toes, arms to the sides, eyes closed, connect the index fingers of your hands clenched into fists (1 4 quarters) in front of your chest.

2. Breathing exercises.

Repeat the maximum pause with a forward bend 2-3 times, exiting the pause for an additional exhalation through the nose (depending on individual ability) following the example of the teacher (1-4 quarters).

3.Exercises to form correct posture.

Any 8-9 exercises from sections 1, 2, 3, 4, 6 for various muscle groups according to the teacher’s verbal designation. Correct combination of breathing and movements. Follow the example of the leader chosen by the teacher. The number of repetitions of each exercise is from 5 to 10, depending on individual capabilities, the difficulty of execution is the highest (1-4 quarters).

4. Exercises to prevent flat feet: any of the exercises in the section performed following the example of the leader chosen by the teacher. The number of repetitions of the exercise is 5-6 times (1-4 quarters).

5. Balance exercise: any of the exercises in section 7, performed following the example of a leader chosen by the teacher. The number of repetitions is 3-4 times on each leg (1-4 quarters).

The final part of the lesson.

1.Hang at an angle on a wall bar without the help of a teacher. Stretching on an incline bench. The number of repetitions is individual (1-4 quarters).

2. Well-being survey, pulsometry.

Basic requirements for knowledge, skills and abilities of students.

Know: What is a maximum pause and how to get out of it.

Be able to: perform any of the exercises in sections l to 7 independently at maximum difficulty.

List of educational and methodological support.

1. Content and organization of physical education for students of the SMG, N. Novgorod, NIRO, edited by V.T. Chichikina.

2. The program of a special (correctional) school for therapeutic physical education for children with intellectual disabilities, grades 1-4, scientific editor Assoc. Khilko A.A., St. Petersburg, “Education”, 1994.

Annex 1

Exercises in therapeutic physical culture

Strengthening the back and abdominal muscles by bending backwards (Fig.. 1).

SNAKE . Starting position (IP): lie on your stomach, legs together, palms on the floor
shoulder level, fingers forward. Slowly straightening your arms, first raise your head,
then the chest, bend as far as possible without throwing your head back too much.
Inhale. Return to IP. (Load depending on age) Exhale.

COBRA . IP: lie on your stomach, legs together, hands behind your back so that your hands
The backs of the hands touched the buttocks. Smoothly raise your head, chest, upper
part of the abdomen, as high as possible, linger and return to the IP.

LIZARD . IP: lie on your stomach, arms along your body or even under you. Lift up
straight legs with pointed toes. Hips as high as possible. Lean on the floor with your hands,
chest, chin or cheek. Stay and return to the IP.

SHIP . IP: lie on your stomach, arms along your body. Grab your legs with your hands
above the ankle on the outside. Bend over, raising your head and chest without jerking,
hips, rock on your stomach, return to IP.

BOAT . IP: lie on your stomach, fold your hands behind your back on your sacrum. Raise
head, chest, legs. Swing on your stomach, return to VIP.

SWING . IP: like a BOAT, only the hands are joined with palms and extended
forward.

FISH . IP: lying on your stomach, legs together. Arms bent at the elbows, palms on the floor
at shoulder level, fingers forward. Smoothly extending your arms, raise your head, chest, knees,
touch your feet to your head, return to IP.

RING . IP: kneel down, hands on your belt. Slowly lean back until
head will not touch the floor ( better legs), return to IP.

Strengthening the back muscles by folding (bending forward) (Fig. 2)

KITTY. IP: get on your knees. Straight arms at shoulder level on the floor. Lowering
head, arch your back as much as possible, inhale. Sit on your heels. Straight arms in front
knees, fingers forward. Head raised. Straight arms stretch forward, chest
lowers to the floor, the pelvis rises, the head is raised. Return to IP.

BOOK . IP: sit in a right angle pose (feet forward). Hands up, palms forward (
inhale). Without bending your legs, bend forward to reach your toes with your hands. Head
lowered forehead to knees (exhale). Stay late, return to IP.

BIRD (seagull) . IP: sit at right angles to the floor, spread your legs wider, toes
pull back Arms to the sides parallel to the floor, head straight. Lean forward, touching your toes with your hands. Don't bend your knees. Try to touch your head to the floor, and then lie down on the floor with your whole body. Stay late, return to IP.

OSTRICH. IP: stand straight, feet shoulder-width apart, arms hanging freely. Not

bending your legs, bend down until your head is between your legs (exhale). Connect your hands

behind your head, stay in this position, return to IP, inhale.

BAT . IP: sit in a right angle pose, spread your legs, put your hands behind

back. Without bending your legs, bend forward until your head touches the floor (exhale).

Try to put your entire body on the floor. Hold, return to IP, inhale.

RHINOCEROS. IP: lie on your back, hands behind your head. Straighten your legs, pulling your toes.

Raise your head and torso, simultaneously lift one leg and, bending it, touch

knee of the nose (pull the toe, the second leg on the floor). Stay late, return to IP. All

repeat with the other leg. Breathing is free.

TRANCH. IP: lie on the floor on your back, legs together, toes pointed out. Hands along the body

palms down. Without bending your legs, keeping your toes pointed, raise your legs up (straight

corner), stay, return to IP.

SNAIL (PLOW). IP: lie on your back, arms along your body, palms down. Slowly

raise straight legs, then the pelvis, back, remaining supported by the shoulders. Put your feet behind

head until your fingers touch further behind your head. Stay, return to

IP.

SLIDE. IP: right angle pose, toes pointed, hands supported at the back (then on the belt).

Without bending your legs, raise them to a vertical position, toes pointed out.

Stay late, return to IP.

Exercises to strengthen the spine by turning the torso and tilting it to the side (Fig. 3).

PENDULUM. IP: lie on your back, straighten your legs, pull up your toes. Hands to the side

palms down. Without spreading your legs or bending them, lift them to a vertical position and tilt them to the right until they touch the floor. Pause, lift and place to the left. Do not turn your shoulders and arms. Breathing is arbitrary.

STARFISH. IP: stand straight, feet apart, shoulder-width apart, arms to the sides

shoulder level. Slowly bend down, without bending your legs and arms, to touch right hand

left leg. Stay late, return to IP. Repeat the same on the other side.

FOX. IP: sit on your heel, hands behind your back holding your elbows. Sit to the right of

heels, return to IP. Sit to the left of your heels, return to IP.

MONTH. IP: stand straight, arms up, legs together, palms of the hands inward. Slowly

tilt your torso to the side until your arms and chest are parallel to the floor. Legs are not

bend, do not turn the body, return to IP. Repeat the same on the other side.

HEDGEHOG (NUT). IP: sit down, bend your knees, press your heels to your buttocks.

Cover your knees with your hands, head to your knees. Roll onto your back.

DRAGONFLY. IP: kneel down, legs slightly apart for stability. Hands in

sides, palms down. Straight right hand goes up, and the left one to the right heel.

Look at the heel, return to IP.

ANT. IP: sit cross-legged, interlace your fingers at the back of your head.

Turn your body to the left and slowly tilt your right elbow towards your left knee. The same in the other direction.

Exercises to strengthen the muscles of the pelvic girdle, hips, and legs (Fig. 4).

BUTTERFLY. IP: sit in a right angle pose, bend your knees, bring your feet together,

spread your knees. Hands on knees, palms down. Lower your knees apart until

the floor, pressing on them with your hands. Raise your knees. Flapping of wings. Complicated

option: take your feet together with your hands, lean forward until your head touches

floor. Feet on the floor. Return to IP.

CANCER. IP: lie on your side: head, chest, legs - in a straight line. Top hand along

body, lower on the waist. Raise your head and chest, at the same time raise your leg in

vertical position and grab your toes with your hand. Don't bend your legs. Stay late, return to IP. Turn over to the other side and repeat everything.

SPIDER. IP: stand with your feet as wide apart as possible, hands in front of your chest

palms forward. Bend your right leg at the knee, transferring the weight of your body to it.

Straighten your left leg. The same in the other direction, bypassing the individual entrepreneur.

PEACOCK. IP: stand on your left knee. Right leg forward to vertical

shin position. Hands to the side. Shift your body weight from your left knee to your right leg, slowly lowering your torso until your fingertips touch the floor on both sides right leg. Left leg back. The body is straight. Swing, return IP. Do the same with the other leg.

Bunny. IP: stand with your feet together, bend over, place your hands on the floor, palms down,

fingers forward. Without moving or bending your legs, move your arms forward and back.

FROG. IP: stand with your feet wide apart. The arms are bent at the elbows. Palms

in front at shoulder level, fingers lengthwise. Bend your legs and lower yourself to the point where

so that your thighs are parallel to the floor. Don't move your hands. Linger,

Lesson 1. “Clothes, shoes, hats”

1.Purpose: Development cognitive processes in children with mental retardation.

Tasks:

Improve children's understanding of clothing, shoes, hats,

their connections with the season;

Develop attention, memory, thinking, imagination, perception;

Cultivate a careful, careful attitude towards your clothes and the clothes of others;

2.Process of work:

1) Organizational moment.

Equipment: doll, clothes.

A doll dressed in outerwear comes to the group. The teacher-psychologist draws the children’s attention to the doll and asks them to help her undress, so that the doll can see how they are doing, and asks them questions:

What clothes do you wear outside?

What kind of clothes are these? (Top)

What is it called? (linen)

(festive, elegant)

In winter? (winter)

What kind of shoes are there?

Hats?

(At individual lesson the above questions, the educational psychologist asks questions to an individual child in private)

2) Questions.

b) Riddles.

a) Not shoes, not boots,

But they are also worn by legs.

We run in them in winter,

To kindergarten in the morning, home in the evening? (Felt boots)

b) They gave the brothers a warm home,

So that five of us could live.

Big brother didn't agree

And he settled separately. (Mittens)

c) What is missing?

The teacher-psychologist first prepares 5 subject pictures depicting clothes. On the table in front of the children there are object pictures depicting clothes. At the teacher’s signal, the children turn away, and at this time one of the pictures is removed. Turning around, the children must find out which picture is missing.

d) Physical education minute.

The teacher throws a ball to the children and calls out the words; when the child hears the name of clothing, shoes or hat, he must catch the ball.

d) Collect the picture.

During the lesson you will need an object picture cut into six parts. Children are given a picture of a cloak, cut into six parts. They must collect it.

*Note:

3. Analysis of the lesson.

What new things did you learn?

What I liked.

Lesson 2. “Who hid?”
1.Purpose: familiarization with games and exercises that help prevent visual impairment and correct vision in children with mild degree backward development.
Tasks:
- develop visual memory;
- develop visual orientation when perceiving the shape, color and size of an object.
2.Process of work:
1. Games with children aimed at visual perception.
a) “Compare the pictures”
The essence of the game is that children need to find several differences among seemingly absolutely identical pictures. The teacher shows the children several pieces of paper with drawings that are almost identical to each other, and they must find several differences. The game develops visual attention and observation.
b) "Buttons"
The teacher-psychologist mixes several sets of buttons and asks the child to sort them. You can ask your child to choose all the red ones; all small; all buttons with two holes, etc. The game develops visual attention.
(Suitable for group execution)
c) “Counting book”
On large sheet The teacher writes numbers from 1 to 10 on paper in a chaotic order. You need to ask the child to arrange all the numbers in order. To complicate the task, numbers can be drawn in different colors and different sizes. The game develops visual attention.
d) “Exercise” for the eyes.
The teacher asks the children:
1) Move your gaze horizontally to the left all the way, hold for 2 seconds, move your gaze to the right all the way, hold for 2 seconds, return your eyes to their original position, repeat the cycle the required number of times.
2) Move your gaze vertically up all the way, hold for 2 seconds, move your gaze down all the way, hold for 2 seconds, return your eyes to their original position, repeat the cycle the required number of times.
3) Move your gaze diagonally to the left – all the way up, hold for 2 seconds, move your gaze diagonally to the right – all the way down, hold for 2 seconds, return your eyes to their original position, repeat the cycle the required number of times.

4) Move your gaze diagonally to the right - all the way up, hold for 2 seconds, move your gaze diagonally to the left - all the way down, hold for 2 seconds, return your eyes to their original position, repeat the cycle the required number of times.

5) Move your eyes up and towards your nose, so as to see the bridge of your nose, hold for 2 seconds, move your eyes down, bringing them towards your nose, so as to see its tip, hold for 2 seconds, return your eyes to their original position. Repeat the cycle the required number of times.

6) Place forefinger before your eyes at a distance arm's length. Slowly bring it closer to the bridge of your nose, constantly fixing your gaze on its tip, then, without taking your eyes off the tip of your finger, slowly move your finger to its original position. Repeat the cycle the required number of times.

7) Shift your gaze from a near object to a distant one and back. For this we have “bees”, “circles”, “balls”, “butterflies”, they should be at eye level at a distance of 25 cm.
8) Close your eyes tightly. Maintain this position for 3 - 5 seconds, then open your eyes for 3 - 5 seconds. Repeat the cycle the required number of times.

*Note: assignments can be completed individually.
3.Analysis of the lesson.

What new things did you learn?
- what you liked.

Lesson 3. “We dress for a walk”
1.Purpose: consolidation of cognitive processes in children with mental retardation.
Tasks:
- distinguish between the same and different types clothes;
- teach methods of rational perceptual activity.
2.Process of work:
1) Organizational moment.
Equipment: doll, clothes.
A doll dressed in outerwear comes to the group. The teacher draws the children’s attention to the doll and asks them to help her undress, so that the doll can watch how they are doing, and asks them questions:
What clothes do you wear outside?
What kind of clothes are these? (Top)
What kind of clothes do we put on our bodies? (bottom)
What is it called? (linen)
What is the name of the clothes we wear on holiday?
(festive, elegant)
What do we call the clothes we wear every day? (casual)
What clothes do we wear in summer? (summer)
In winter? (winter)
What kind of shoes are there?
Hats?
2) Questions.

a) What should you wear in different weather?

Previously, the teacher-psychologist prepares 2 seasonal pictures with images of summer and winter, subject pictures with images of clothes, shoes, and hats.

Children are offered 2 seasonal pictures depicting summer and winter, as well as subject pictures depicting clothes, shoes, and hats. Children must choose clothes according to the weather and explain their choice.

*Note: assignments can be completed individually.
3.Analysis of the lesson.

- what we did in class today;
- What new things did you learn and what did you like?

Lesson 4. “My mood”
1.Goals: activation visual perception; formation of gaze fixation; development of tactile sensations, fine motor skills, self-awareness, and emotional world of children.
Tasks:
- enrich the emotional background of children;

Form a fixation of gaze.

2.Process of work:
1. Games to develop tactile sensations.

1) “Find a pair”

Target: find objects that have the same tactile sensations.

Progress of the game: The teacher-psychologist should invite the children (child) to look at the lids, touch them and determine what they are

to the touch (smooth, fluffy, prickly, slippery, etc.) and suggest finding the same sensations.

2) “Draw your mood!”
Children are invited to tell others about their mood: you can draw it, you can compare it with some flower, animal, you can show it in motion - it all depends on the child’s imagination and desire.
3) “Drawing emotions”
The teacher draws the children's attention to the mirror and asks them to look at themselves in the mirror and touch their reflection. Then the teacher shows a cheerful smile in the mirror and asks the children what emotion it is. Having named the emotion, children must depict it on the mirror with paints. During the exercise, children depict one emotion. When repeating the exercise, you should complicate the task - depict several emotions, your emotional condition, as well as the condition of the teacher and the other child.

*Note:

3.Analysis of the lesson.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new things did you learn?

What I liked.

Lesson 5. “Flying planes”
1.Purpose: consolidation of knowledge of the form and structure of objects.
Tasks:
- consolidate knowledge of the shape of objects;
- find the place of this or that detail in the work;
- teach accuracy in work.
2.Process of work:
1) « Connect finger to finger"
Goals of the game: development of fine motor skills, finger massage.
whistle, soft music, stopwatch.
Recommendations: At first the pace is slow, then it accelerates. The fingers count from thumb(He's No. 1). It is necessary to praise the child for improving results.
Progress of the game: Using a counting rhyme, select the leader of the game, break up in pairs. Each player sits or stands (optional), with his right arm slightly extended in front of him. Quiet rhythmic music is turned on, when the leader whistles, the players begin to connect their fingers in the order set by the leader: 1-5,1-4,1-3,1-2, or: 1-2,1-3,1-4, 1-5. The winner is the one who completes the tasks quickly and without errors. In the future, you can speed up the pace a little.
2) “Naughty figures”
Purpose of the game: development of fine motor skills, attention, movement coordination, control over one’s movements.
Necessary materials and visual aids: checkered notebook or sketchbook, colored pencils.
First you need to draw a few curved lines in a notebook/album, but do this without the child noticing. And then, the teacher asks the child to do everything neatly and cleanly. Children, as a rule, should get down to business with enthusiasm.
*Note: assignments can be completed individually.
3.Analysis of the lesson.
The teacher-psychologist asks the children questions:
- what we did in class today;
- what new things did you learn;
- what you liked.

Lesson 6. “Fairytale waterfall”
1.Purpose: reduction, and gradually elimination of the level constant worry, anxiety, irritability, sleep disturbances.
Tasks:
- reduce anxiety levels;
- stabilize the emotional state.
2.Process of work:
1) Exercise "Orange (or lemon)" Progress of the game: the child lies on his back, head slightly to one side, arms and legs slightly apart. The teacher-psychologist asks the child to imagine that an orange has rolled up to his right hand, let him take the orange in his hand and begin to squeeze the juice out of it (the hand should be clenched into a fist and very tense for 8-10 seconds).
“Open your fist, roll away the orange (some children imagine that they have squeezed out the juice), the hand is warm..., soft..., resting..."
Then the orange rolled towards his left hand. And the same procedure is performed with the left hand. It is advisable to do the exercises 2 times (while changing the fruits), if it is performed only once; if in combination with other exercises, once is enough (with the left and right hands).
(The activity can be done collectively)
2) Exercise “Trash can”

The question is asked:
- what did you depict and why does it scare you?
Then, the teacher-psychologist asks the children to squeeze the leaves with everything written/drawn, tear them up and throw them in the trash. This exercise helps children feel calm.
*Note : Tasks can be completed individually.
3. Job analysis.
The teacher-psychologist asks the children questions:
- what we did in class today;
- what feelings visited the guys (child);
- what you liked.

Lesson 7. “Bright colors”

1.Purpose: continued development of fine motor skills of the hands, expansion and consolidation of previously acquired knowledge about colors (basic).

Tasks:

Develop visual gnosis of primary colors;

Develop fine motor skills of the hands.

2.Process of work:

1) Game “Arrange objects by color”

The teacher-psychologist invites children to sort objects by color. For example, place yellow items separately from red items. The game “Arrange objects by color” is aimed at developing children’s ability to organize objects by color.

2) The game “Which cube is missing?”

It is best to use cubes of the same size as equipment for this game, but different color. It is best to start the game by examining the cubes. The teacher-psychologist should feel the cubes with the children and then place them in front of them. After this, the teacher hides the cubes from the children, removes one of the objects and moves the remaining ones. Then comes the question to the guys: “Which cube is missing, and where was it?” This game helps not only to consolidate the names of colors, but also to remember the spatial arrangement of objects.

3) Exercises for tracing and coloring pictures.

It is very useful to trace the outline of pictures consisting of dotted lines, as well as to color objects various shapes.
*Note: assignments can be completed individually.
3. Job analysis.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

Lesson 8. “Greeting a friend”
1.Purpose: developing children's skills to interact with people around them, as well as communication and communication skills.
Tasks:
- develop non-verbal and verbal greeting skills;
- develop interaction skills;
2.Process of work: 1) Training exercise “Scared kitten”
The teacher-psychologist asks one of the children to portray a frightened kitten (the kitten is small, he was frightened by the barking of a dog, he curled up into a ball). The other child’s task is to establish contact with the kitten so that he trusts him, induces a desire to communicate (pet the kitten, talk to him, calm him down).
This exercise develops in children the ability to establish contact, instilling trust and a desire to communicate.
2) Exercise training “Ladushki”
Children are divided into pairs. When playing Ladushki with a partner, you need to achieve a high tempo without losing track. Then the partners change with each other.
3) Exercise – training “Mirror”
Everyone stands in a circle. The teacher-psychologist (or one of the children) begins to perform movements: first large, noticeable, and then smaller ones. Children repeat. If they do not notice small movements, then you need to suggest which part of the body they should pay attention to. Then give each child a mirror, the children look at themselves.
*Note: assignments can be completed individually.
3. Job analysis.
The teacher-psychologist asks the children (child):
- what we did in class today;
- what new did you learn;
- what you liked.

Lesson 9. “What’s in the bag?” 1.Purpose: continued development of fine motor skills of the hands and tactile gnosis in children with mental retardation.
Tasks:
- develop tactile gnosis;
- develop tactile memory;
- develop fine motor skills of the hands.
2. Work progress.
1. “Guess what (who) it looks like” Progress of the game: The teacher-psychologist places several objects, different in structure, into an opaque bag. The child, placing his hand in the bag, must feel the object, find an association and show the object to the teacher.
For example: Prickly, like a hedgehog; fluffy like a fox; smooth - frog.
(When performing a task collectively, children place their hands in the bag one at a time.)
2. “By touch” Progress of the game: Children, together with the teacher, repeat what objects can feel like. They then group “tactile objects” according to individual characteristics using visual and tactile sensations.
*Note: assignments can be completed individually.
3. Job analysis.
The teacher-psychologist asks the children (child):
- what we did in class today;
- what new did you learn;
- what you liked.

Lesson 10. “Ask me”
1. Purpose: advancement in the development of communication skills, the ability to find contact with other people and create a positive atmosphere for conversation.
Tasks:
- teach skills and abilities to ask questions;
- develop communication and interaction skills.
2. Work progress: 1) "Crocodile"
A fairly well-known game among children, it develops skills and abilities in asking questions very well.
The teacher-psychologist invites one of the children to take out a piece of paper with a word written on it from an opaque bag. The child does not say this word to the group. The rest of the guys should ask leading questions, the answer to which can only be the words “yes” or “no”.
2) “Guess what the object is”
The teacher-psychologist, without the presence of children, puts some small object in the box. The group, asking leading questions, must guess what kind of object is placed in the box.
*Note: assignments can be completed individually.
3. Job analysis.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

Lesson 11. “Pilots” 1. Purpose: development of spatial functions and concepts.
Tasks:
- develop spatial functions;
- develop gnostic and thought processes;
- development of fine motor skills of the hands.
2. Work progress:
1) “Where is which hand?”
The teacher-psychologist must show with which hand one should eat, write, draw, and say hello. Tell me what this hand is called. Show your left hand. If the children have difficulty identifying their left or right hand, the speech therapist names it himself, and the children repeat.
2) “Determining where is left and where is right”
The teacher-psychologist asks the children to raise their left and right hands alternately. Show the pencil with your left, right hand. Take the book with your left, right hand, etc.
*Note: Classes can be done on an individual basis.
3. Job analysis.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

Lesson 12. “See you soon”
1.Purpose: consolidation of acquired skills and knowledge about verbal and nonverbal communication and interaction skills.
Tasks:
- develop skills of non-verbal and verbal farewell;
- develop interaction skills.
2. Work progress. 1) "Transfer of Feelings"

The child is given the task of conveying a certain feeling “down the chain” using facial expressions, gestures, and touches. Then, together with a teacher-psychologist, the children discuss how they felt about it.
2) Game "Monkey and Mirror"
The teacher-psychologist (or an individual child from the group) portrays a monkey monkey, and the child is a mirror that repeats all the grimaces of an adult: puffs out his cheeks, rounds his mouth, widens his eyes, narrows his eyes, wrinkles his forehead, raises his eyebrows, stretches his lips into a thin strip ( mouth to ears).
*Note: assignments can be completed individually.
3. Analysis of the lesson.
The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

Lesson 13. “Spring is beautiful” 1.Purpose: continued expansion of knowledge about the world around us and the development of thought processes.
Tasks:
- expand knowledge about the world around us, the seasons (spring);
- acquaintance with characteristic features spring;
- development of thought processes.
2. Work progress:
1) Work from pictures (pictures are attached).
2) "Find a Match"
The teacher-psychologist asks the children to put the corresponding letter next to the sentence: O - autumn, Z - winter, V - spring, L - summer:

1. Birds fly away to warmer regions.

2. Trees shed their leaves.

3. The first flowers appear.

4. It's hot. You can swim and sunbathe.

5. It's snowing. Children ride down the slide.
3) Questions: A) Why is the icicle crying?
b) The snow is melting, the meadow has come to life.

The day is coming. When does this happen? (Spring / In the spring)
V) There is a rainbow-arc in the sky.

There are nougat berries in the garden,

The lake is warmed by the sun:

He invites everyone to swim... (Summer)
G) Came without paints and without a brush

And repainted all the leaves. (Autumn)
d) Who isn't afraid in the cold?

Left without a feather bed

And shakes it to the ground

Flying fluff. (Winter)
*Note: assignments can be completed individually.
3. Analysis of the lesson.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

Lesson 14. “Sounds of spring” 1. Purpose: creating a positive emotional background in children.
Tasks:

- develop auditory gnosis of non-speech noises;
- develop a positive emotional background.
2. Work progress:
1) Find out who makes what sounds.

Target: development of auditory perception.

Equipment: a set of subject pictures: beetle, icicle, rook, dog and cat.

Progress of the game: The teacher-psychologist shows the picture, the children name the object depicted on it. When asked by a speech therapist how a cat meows, a beetle buzzes, etc., an individual child answers, and then all the children reproduce this sound.
2) "The Flutter of a Butterfly"
A psychologist turns on calm, relaxing music and says: “Close your eyes and listen to my voice. Breathe easily and calmly. Imagine that you are in a meadow on a beautiful summer day. Directly in front of you you see a magnificent butterfly fluttering from flower to flower. Follow the movements of her wings. The movements of her wings are light and graceful. Now let everyone imagine that he is a butterfly, that he has beautiful and large wings. Feel your wings moving slowly and smoothly up and down. Enjoy the feeling of slowly and smoothly floating in the air. Now look at the colorful meadow over which you are flying. Look how much is on it bright colors. Find with your eyes the most beautiful flower and gradually begin to approach him. Now you can smell the scent of your flower. Slowly and smoothly you sit down on the soft, fragrant center of the flower. Inhale its aroma again... and open your eyes. Tell me about your feelings.”
*Note: assignments can be completed individually.
3. Analysis of the lesson.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

Lesson 15. “Spring flowers”
1. Purpose: continued development of fine motor skills and visual gnosis in children.
Tasks:
- develop fine motor skills of the hands;
- develop spatial orientation;
- develop visual color gnosis.
2. Work progress:
1) “Repeat after me”
The teacher-psychologist shows the children cards on which an object of a certain color is drawn. For example: a picture of the sun, demonstrating yellow. The teacher says what is shown in the picture and names the color, and the children must repeat.
2) "Cleaning".
Equipment: basket or bucket, objects of different colors.
The teacher-psychologist explains to the group of children that together they will walk around the room and collect all the objects of yellow (blue, green, red, etc.) colors (you must first place toys, pencils and other things around the room). Having found the object, the children and the teacher consult: “Is this a yellow ball? Will we take it? . Also, a teacher-psychologist can deliberately take an object of a different color, and the children, in turn, must blame the teacher for the mistake and justify their answer.

*Note: assignments can be completed individually.
3. Analysis of the lesson.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

Lesson 16. “Pass the ball”

1. Purpose: continued development of visual and tactile gnosis, as well as interaction skills.

Tasks:

Develop fine motor skills of the hands;

Develop tactile and visual gnosis;

Development of interaction skills.

2. Work progress:

1) “Glomerulus”

Equipment: a ball of thread.

The guys sit in a semicircle. The teacher-psychologist stands in the center and, winding a thread around his finger, throws a ball to the child, while asking about something (what is your name, what do you love, what are you afraid of). The child catches the ball, winds the thread around his finger, answers the question and asks a question, passing the ball to the next player. If the child finds it difficult to answer, he returns the ball to the person from whom he received it.

2) “Finish the sentence”

Children stand in a circle. The presenter is a teacher-psychologist. He has a ball in his hands. He begins a sentence and throws the ball - the child finishes the sentence and returns the ball to the adult:

My favorite toy…

My best friend….

My favourite hobby….

My favorite holiday….

My favorite cartoon...

My favorite fairy tale...

My favorite song….
*Note: assignments can be completed individually.

3. Analysis of the lesson.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

Lesson 17. “We are glad to see the sun” 1. Purpose: expanding knowledge about the world around us, developing fine motor skills and teaching children how to paint, as well as consolidating knowledge of the color palette.
Tasks:
- expand knowledge about the world around us;
- teach how to paint with paints;
- fix the colors.
2. Work progress: 1) "Talking Pencils"

There are colored pencils in front of the children. The teacher-psychologist says that they can talk. For example, orange said: I am an orange, I am a carrot, I am fire. Invites children to listen to what pencils can tell them. (Answers may be something like this: yellow - lemon, banana, sun, green - leaf, grass, crocodile).

2) Game "Miracle - Rainbow"

The teacher-psychologist, together with the children, draw colored arcs several centimeters wide on a large sheet of paper. The colors need to be arranged according to the spectrum of the rainbow. Then, the teacher asks the children to glue objects of the corresponding color to each arc: lumps of colored paper, small toys, beads, colored feathers, corks from plastic bottles, pieces of fabric, beautiful stones. It is not necessary to do the whole rainbow at once; you can lay out the colors gradually.
3) Game “Butterflies on a Flower”

The teacher-psychologist first cuts out 4 large flowers from cardboard: red, yellow, blue, green. And four butterflies of the same color. Then, during the lesson, the teacher shows the preparations to the children and says: “The blue butterfly flew and landed on a blue flower, and the yellow one flew and flew and landed on yellow flower etc.". Then let the child plant butterflies on flowers of the appropriate color. You can complicate the task: “Place a blue butterfly on a red flower, etc.”
*Note: assignments can be completed individually.

3. Analysis of the lesson.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

Lesson 18. “Sunshine”
1. Purpose: withdrawal emotional stress, establishing a positive emotional background.
Tasks:
- relieve emotional stress;
- develop a positive emotional reaction.
2. Work progress:
1) Exercise “Trash can”

The teacher-psychologist gives the children a piece of paper and asks the children to draw/write on paper their experiences, what causes anxiety and stress. You will be given 5-7 minutes to complete this lesson. Upon completion of the work, the teacher-psychologist asks the children to talk about what they depicted.

The question is asked:

What did you depict and why does it scare you?

Then, the teacher-psychologist asks the children to squeeze the leaves with everything written/drawn, tear them up and throw them in the trash.
2) Exercise “Smile”
The teacher-psychologist shows the children a picture with a smiling sun and says: “Look, guys, what a beautiful sun, it smiles widely for you. Let's smile back at the sun. Feel how the smile goes into your hands, reaching your palms. Smile again and try to smile wider. Your lips stretch, your cheeks tense. Breathe and smile. Your arms and hands are filled with the smiling power of the sun.”
*Note: assignments can be completed individually.

3. Analysis of the lesson.

The teacher-psychologist asks the children (child):

What did we do in class today?

What new did you learn?

What I liked.

A necessary condition for any human activity that requires organization, precision and tension is high activity and focused attention. That is why attention is considered one of the important indicators overall assessment level of personality development.

The level of development of attention and memory of students in a correctional (educational) institution of the VIII type is very low. Students with intellectual disabilities look at objects or images without noticing the essential elements inherent in them. Due to low level development of attention, they do not catch much of what the teacher tells them. For the same reason, students mistakenly complete some part of the same type of work proposed to them. The assimilation of school knowledge by students presupposes some formation of voluntary attention. It's at junior schoolchildren with intellectual impairment is characterized by a number of impairments: small volume, weak stability and switchability, low volitionality, etc. Thus, when examining and analyzing under the guidance of a teacher the object that is to be sketched, oligophrenic students weakly focus their attention on this object, they experience distraction attention to other objects in their environment. They can easily be distracted from the perception and analysis of a subject by anyone extraneous sound, action.

Students with intellectual disabilities, especially younger ones school age, experience great difficulty when switching attention from one object to another due to the pathological inertia of the processes of excitation and inhibition. Excessive quantity various types activities used by the teacher during the lesson leads to fatigue students, the consequence of which is an unconscious switching of attention from the task being performed to something else that is in their field of vision, i.e. attention is diverted from the task at hand.

To achieve better learning, in every lesson with mentally retarded children, it is necessary to organize the material presented so that it is possible to mobilize big number child's receptors. It is necessary to give the child the opportunity to see the object being studied, touch it, and reproduce it by modeling, drawing or writing.

One of the ways to increase cognitive interests is to introduce game elements into the lesson.

1. Game tasks for the correction and development of visual perception:

aimed at developing the active and differentiated nature of perception, its integrity and constancy; these tasks are given to the class or group during the lesson; the subject or topic of the lesson is taken into account.

Overlay images: 3-5 contour images are presented, superimposed on each other: numbers, geometric shapes, letters, objects. All images must be named.

Hidden images: figures are offered that consist of elements of letters, numbers, and geometric shapes. You need to find all the hidden images.

Noisy images: contour images of objects, letters, numbers, geometric figures are presented, which are noisy, i.e. crossed out by lines of various configurations. They need to be identified.

Paired images: present two images that are similar in appearance to each other, but have up to 5-10 minor differences. You need to find them.

unfinished images: images with unfinished elements are presented (a bird without a beak, a letter or number, a geometric figure without details). You need to either name or fill in the missing details.

Spot Image: images of objects, geometric shapes, letters, numbers, made in the form of dots are offered. You must name the image data.

Inverted images: Schematic images of objects, letters, numbers, geometric figures, rotated 180°, are offered. You need to name them.

Cut images: parts of 2-3 images are offered (vegetables, geometric shapes, etc. of different colors). Collect entire images.

Overlaid images: cards with words, numbers, schematic images of objects, where the top, bottom or middle part cards are hidden behind a strip of paper. You have to guess what is hidden.

Generalized schematic images: Figures are proposed that are schematic images of objects. Guess what it might be.

2. Game tasks for the correction and development of auditory perception:

are carried out during the lesson in the form of minutes of rest.

Who hears what? Children close their eyes and listen to sounds and noises coming from the corridor, street, etc. Name the source of the sound.

What am I doing? Children with their eyes closed, by characteristic sounds, noises, knocks, determine the actions performed by the teacher or peers: leafing through a book, dropping an object, pouring water, writing with chalk on a blackboard, crumpling paper, etc.

Who called you? A child with his eyes closed recognizes the person who called his name by his voice.

3. Game tasks for the correction and development of orientation in space:

Merry men: offer cards with schematic images of little men performing various gymnastic exercises. It is necessary to repeat these exercises (forms knowledge of the scheme own body– mirror transfer of position to oneself).

Where will you go and what will you find?(ability to follow verbal instructions) – in the classroom different places they hide objects or their images, and the child is asked to perform a series of actions to search for them (for example: if you go forward, you will find a plane, if you go to the right, you will find a car, etc. Where do you want to go and what to find?). The child must verbalize his actions.

Find hidden object: They hide any object in different places in the class, and then take turns looking for it, following the teacher’s instructions - take 1 step forward, two steps to the right, 1 step forward, etc. until they find the item.

4. Game tasks for the correction and development of orientation in space:

Wonderful bag: objects of different size, shape, texture (based on the topic of the lesson) are placed in an opaque bag. The student is asked to find by touch an object in which ... 2 vowel sounds, etc.

Walking along the contour of the figure: on the floor (fabric, paper) with chalk (pencil, pen) depict letters, numbers, geometric shapes and ask first to walk along the contour of the figure with with open eyes, and then with closed ones (focus on kinesthetic sensations). The student can make a figure himself and walk through it, and the rest must guess it.

I don't see anything: the child is asked to perform any well-known action with his eyes closed - write a word on the board with chalk, collect supplies in a briefcase, go to the window, etc.

5. Game tasks for the correction and development of inter-analyzer interactions:

Auditory-motor analyzer: clap your hands if you hear the right sound or words (number).

Visual-motor analyzer: jump in place as many times as objects are shown (number on the card, etc.).

Auditory-tactile-motor analyzer: count by touch as many objects (with your eyes closed) as you hear the beats of the tambourine.

Tactile-motor analyzer: count by touch as many objects (with your eyes closed) as many times your hand is touched.

6. Game tasks for the correction and development of various types of memory:

1) Development of mechanical and voluntary memory:

№1 Children are shown a card showing 8-10 objects. Display time is 10-20 seconds. you need to remember as many items as possible. The card is removed. children reproduce objects from memory.

№2 It is proposed to describe from memory what was depicted in the illustration of the textbook with which the work was just carried out (unintentional memorization without installation in advance).

№3 6-8 cards (geometric shapes, objects, words, etc.) are hung in a row on the board. They suggest looking carefully at the cards for 10-20 seconds and remembering their location. Then the children close their eyes for 1 second, and the teacher swaps 2 cards or removes 1 at all and moves the rest. Offers to determine what has changed? (first remove or change the outer images, and only then in the middle).

№4 An image of 6-8 objects, numbers, letters (homogeneous and heterogeneous) is attached to the board in various places. It is suggested to carefully consider what is where for 25-30 seconds. Then the board is closed. Do you need to remember which objects were in which places on the board? The exercise is repeated 2-3 times (the objects themselves change, as well as their position). Instead of a board, you can take a sheet of paper and small objects.

№5 The child is shown 6-8 objects for 10-20 seconds and asked to remember them well. Children close their eyes, and the teacher places objects in different corners of the classroom that are visible to the eye. You need to find them among a mass of other objects (the game “Seeker”).

№6 Offer the child 8-10 objects and ask them to carefully examine them for 30 seconds (“take a photo”). They warn in advance that any questions may be asked regarding the items (what color are the pencils? What is made of glass and wood? etc.). Children must answer various questions, relating to the items viewed. The more unexpected the questions, the better prepared children are to pay close attention.

№7 A student with his eyes closed names certain objects that are in the class (name all the green objects; name all the objects round shape; made of wood; The biggest; smooth and rough...), memory here is selective.

2) Development of auditory memory:

№1 The teacher reads 5-7 words that are not related in meaning, then repeats them, skipping 1 word, 2 words. Children must reconstruct the chain of words from memory.

№2 The teacher names 1-2 words that are not related in meaning and gives the relay (ball) to any student who must name not only the words, but also add 1 more word to them, the relay goes further (“snowball”). The dictionary is activated.

№3 Children, at the teacher’s command, reproduce from memory a number of motor actions: “digging the ground,” “chopping wood,” “sewing,” “threatens,” “says goodbye,” etc.

7. Game tasks for the correction and development of logical memorization techniques:

the development of logical memory presupposes the preliminary development mental actions, aimed at processing the memorized material, i.e. its classification, establishing the meaning of all connections and relationships, highlighting the main ideas in the story, schematization, drawing up a plan. These actions are used later as methods of memorization or mnemonic techniques (“mnemos” - memory). This can be used in class.

Add a new word to the word: The 1st student names any word (object, number, letter, geometric body), the 2nd student repeats this word and adds his own from the same group, they name it until all the words of this group are named. It turns out to be a “snowball” with a logical connection.

Picture-scheme: On the board, 10-12 pictures with images of well-known objects are attached in a column, and on the teacher’s table there are cards with the corresponding schematic images these items. The game can be played in rows.

Picture-picture: 8 pictures with objects are attached to the board, and on the table there are other pictures that have semantic connections with the first (1: tractor, sun, pencil, pear, tree, anchor, flower, potato; 2: wheel, lamp, rubber band, apple, forest , ship, flowerbed, book). The exercise is carried out in rows in the form of mutually inverse actions.

Word-word: children are asked to remember a chain of 6-8 words (cold, milk, monkey, cow, snow, banana). To remember them better, you need to first form semantic pairs: cold-snow, milk-cow, monkey-banana).

Semantic associations: Offer the children a word (chicken); for the word it is necessary to select as many associations as possible (grain, rooster, chicken, egg, etc.).

Scheme-word: I offer students schematic drawings (weather, season...), and they compose a story according to the diagram.

Picture-story: the teacher reads out short story, during which pictures are displayed depicting individual moments of the plot, the so-called. picture plan. Make up a story based on a series of pictures.

Scheme-story: The teacher reads a story, simple in plot and narrative content, consisting of 5-7 episodes. As you read, simple schematic images of each episode of the story are displayed. Based on this diagram, the child tells. (gingerbread man)

Retelling the text according to plan: The teacher reads a short story consisting of a number of episodes. Then, together with the children, they come up with a title for each episode and draw up a story plan. After this, the children retell it.

8. Game tasks for the correction and development of logical thinking:

for development logical thinking use techniques of comparison, generalization and grouping educational material. These techniques are used in the formation of concepts and ideas, in their consolidation, differentiation and communication, in the process of mastering a particular academic subject.

1st group: Logical operations performed at the presentation level

Characteristics of an item according to specified characteristics: children are asked to give a verbal description of an object, guided by an algorithm or description scheme (object: color, material, shape, size, properties, appearance). Apple – red, round, large, sweet, juicy, for jam, fruit .

Recognizing objects by description: students must identify the object hidden behind the screen by asking the teacher questions regarding the properties and qualities of the object according to the model (see description diagram above). Or: children are asked to identify an object by description in the form of a ready-made book riddle or one invented by the children themselves.

Item Comparison: They propose to compare objects, contrasting them with one gender and a number of characteristics (the rook is black, and the sparrow is ...; the rook is a large bird, and the sparrow is ...; the rook is a migratory bird, and the sparrow is ...). Or children independently find signs by comparing objects in pairs (rose-cornflower, dress-shoes, notebook-book).

Grouping items according to their main properties: children are offered cards with images of 4 objects, three of which belong to one group, and the 4th is extra. This can be done both on geometric material and on letters (vowels-consonants), words, etc.

Classification of objects according to a given (specific, generic) characteristic: can be carried out on any object material (clothing, furniture...).

Serialization (ordering) of objects: it is required to find a pattern in the arrangement of objects ordered by one characteristic and placed in a row. To do this, you can use tasks in which you need to add another one to objects already ordered by this characteristic so that it does not violate their patterns (numeric sequences, pictures, words, objects, signs, etc.).

2nd group: Logical operations carried out at the level of specific concepts

Formation of concepts: propose to name in one word a series of specific concepts (dress, coat, trousers - clothing).

Specification of concepts: propose to name objects included in concepts of a broader scope (birds - migratory, wintering...).

Definition of specific concepts: propose to define familiar concrete concepts, focusing on essential features (an apple tree is a tree on which apples grow).

Comparison of concepts: propose to compare specific concepts 9morning-evening, plants-animals, rain-snow...).

Exception of concepts: offer 5 words, 4 of which are united by a genus-specific concept, and the 5th is not. You need to find this extra word: birch, pine, oak, lilac, spruce (tree-bush).

Identifying common concepts: They suggest choosing words that have generic characteristics, i.e. having logical connections with a certain generalizing word: river:shore, fish, fisherman, tina, water.

The semantic relationship of the concepts: offer to complete the unfinished statement on their own: brick house, glass - ...?

Semantic series: problems are proposed in which certain relationships between objects are specified. One by one known sign you need to answer the questions: three girls were friends - Katya, Masha, Tanya. Katya studied better than Tanya, and Tanya studied better than Masha. Who studied better (worse) than everyone else?

9. Game tasks for correction and development of the ability to act in the mind:

Puzzles (letters, pictures + apostles);

Anagrams (pictures + letters are offered);

Crosswords (on the topic of classes);

Encrypted words: offer a series of sequential pictures depicting an object. It is required to select the first sound from the name of each picture, from which a new word will be formed.

10. Game tasks for correction and development of reasoning skills:

It happens or doesn't happen: propose to consider a picture and model of the situation, which in real life does not occur, we must answer why this does not happen.

Why and why? The teacher asks questions, and the children must answer them logically. Questions can be about: guessing, guessing, guessing, finding out the reason, finding out the meaning, making a decision, planning actions.

Cause-effect: the teacher talks about the event in one sentence (The children threw a lit match in the forest.). Students must invent and describe possible consequences this situation. Or: the teacher names the consequence, and the children find out the possible causes (A fire started in the forest.).

Algorithm story: The teacher offers the children a sequence of descriptions of events: who - what - where - why - how - when - ...

Proverbs: offer simple proverbs, children give their explanation of the meaning.

Logic problems: What is heavier than 1 kg of iron or 1 kg of cotton wool?

It is important to combine different methods, but take into account the characteristics of the students (depending on the defective zone and the leading analyzer), this is determined by the teacher by observing the students. Depending on the nature of the educational material and the characteristics of its assimilation by schoolchildren, the teacher chooses certain methods for a particular lesson.

List of used literature:

Vallon A. Mental development child. – M.: Education, 1989.
Zaika E.V., Kalmykova I.A. How to raise a talented child. A collection of games and exercises for the development of cognitive and creativity. // Practical psychology And social work. – 2002. - № 7.
Ponomarev Ya. A. Knowledge, thinking and mental development. – M.: Education, 1987
Samukina N.V. Game methods in teaching and upbringing (psychotechnical exercises and correctional programs). - M.: 1992.)