What does poison oak look like

These exercises contribute to the development of the child’s cognitive mental processes. And this is very important, because the child gets the opportunity to develop normally and fully, to enter the world of human relationships and not feel defective. Correctly constructed system of corrective measures allows to reduce the gap in the development of the cognitive sphere between children.

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Children with CRA have a number of features in their psychophysical development and communication. These features do not allow to develop effectively, to acquire knowledge, to acquire the vital skills and abilities. When the CRA is not only significantly slows the formation of speech and verbal thinking, but also suffers from the development of cognitive activity in general.

The exercises proposed in the program are designed for one year of work with younger students. By analogy with these exercises, teachers, educators, and psychologists can compose assignments using different didactic material, changing the ways in which the assignments are presented. However, the sequence of exercises and the logic of their construction must remain unchanged.

These exercises contribute to the development of the child’s cognitive mental processes. And this is very important, because the child gets the opportunity to develop normally and fully, to enter the world of human relationships and not feel defective. Correctly constructed system of corrective measures allows to reduce the gap in the development of the cognitive sphere between children.

The purpose of this program is to develop the cognitive sphere of children with

CRA such mental processes as memory, thinking, attention, perception.

1. increasing the level of memory development

2. increase the level of development of attention

3. increase the level of development of thinking

4. increase the level of perception

Used methods and techniques: conversation, observation, testing, individual remedial classes, individual consultations.

Target audience: The program is intended for younger students.

Form of work: individual, classes will be held in the office of the teacher-psychologist.

The results of this program are expected to increase the level of development of cognitive mental processes in children with CRA, such as memory, attention, thinking, perception. A comparative analysis of the results of the first and final diagnosis, which will be carried out after all the training programs envisaged, will help determine the effectiveness of this work. The results of the comparative analysis will help to conclude whether the goal we set was achieved and whether the tasks we set were solved, and also allow you to make the necessary changes and additions to the program, if necessary.

Educational – thematic plan №

Diagnostics of the cognitive sphere

1. Psychodiagnostic unit.

Objective: to identify the level of development of cognitive processes.

1. “10 words” (memory study)

2. “Remember the pictures” (memory study)

3. “Split pictures” (perception research)

4. “The sequence of events” (perception study)

5. “4 superfluous” (research thinking)

6. “Classification” (study of thinking)

7. “Simple analogies” (thinking research)

8. “Schulte Tables” (attention study)

9. “Pictogram” (study of the imagination).

10. “Wegner’s Labyrinths” (study of thinking)

Next, you need to describe each of the above methods.

1. The technique of “10 words.”

The technique is aimed at the study of memorization. The subject is asked to memorize a list of words and reproduce it. The procedure is repeated 10 times. Then, after 30 minutes, the subject is again asked to reproduce the words he remembered.

The list of words: mountain, bread, forest, cat, water, window, table, chair, brother, house.

2. Method “Remember the pictures.”

The technique is aimed at the study of memorization.

Test subjects are asked to remember the pictures and who is drawn on them.

3. The technique of “split images.”

The technique is aimed at the study of perception. The subject is shown a picture cut into several pieces and asked to assemble. In parallel, you can submit the same whole picture.

The technique is aimed at the study of perception and thinking. The subject is presented with a series of pictures and asked to decompose them in order in accordance with the plot.

5. Methodology “4 superfluous”.

The technique is aimed at the study of thinking. The subject is shown a picture in which 4 items are depicted. It is necessary to name the extra item and explain why it is superfluous.

The technique is aimed at the study of thinking. Before the subject lay out the pictures and asked to arrange them in groups. The subject must voice his actions, each group must be named and explain why these items are included in it.

7. Methodology “Simple analogies”.

The technique is aimed at identifying the ability to establish logical connections and relationships between concepts, as well as the ability to sustainably maintain a given mode of reasoning. Subjects are presented with a list of tasks where it is necessary to correlate words for a given analogy.

8. The method of “table Schulte.”

The subject is presented with 5 tables, on each of which the numbers from 1 to 25 are arranged in a chaotic order. It is necessary to find and indicate the numbers as quickly as possible, in ascending order. Fixed working time with each table.

9. Methodology “Pictorama”.

The subject is presented with a list of words. Each word the subject must sketch in a certain way. An hour after all the words are displayed, he should reproduce each word from the sketches.

2. Psychocorrection unit.

Purpose: correction of cognitive mental processes.

1. development of thinking processes

2. memory correction

3. attention correction

4. correction of perception.

1) “Recover the missing word.”

5 – 7 words that are not related to each other within the meaning are read to the child: cow, table, wall, letter, flower, bag, head. Then the series is re-read with one of the words omitted. The child must name the missing word. Variant of the task: when re-reading, you can replace one word with another (from one semantic field, for example, a cow — a calf; close in sound, for example, a table — a chest); the child must find a mistake.

2) “Remember the figure.”

Prepare a set of cards with different images.

Explain that in order to remember the material well, you can use a technique such as classification,

Have your child look closely at the sample and remember it. Then invite him to draw from memory these figures in the same order. Estimated time of display for the first sequence – 2 s, for the second – 3–4 s, for the fifth – 6-7 s.

For example, to memorize a number of geometric figures, they must be divided into groups. On the form can be depicted triangles, circles, squares, crossed out in different ways. Thus, these figures can be divided into groups depending on their shape and / or type of strikethrough. Now they are easy to remember and reproduce.

Prepare blank forms for memorization and reproduction.

Explain to the child how he will remember the figures. He looks at the 1st form and tries to remember the proposed pairs of images (figure and sign). Then the form is removed and he is offered the 2nd form – for reproduction, on which he must draw a corresponding pair in the empty cells opposite each figure.

4) “Remember the right words.”

Of the proposed phrases (stories), the child remembers only those words that mean: weather conditions, transport, plants, etc.

The child reads the text. In order to memorize it, it has to somehow depict each sketch (sketch). Then the child is asked to reproduce the story from his sketches.

6) “Finish the phrase”.

Invite a child to pick words that match the meaning to complete the phrases:

sly, red. ; desktop ; onions ; ripe sweet ; scented toilet. ; chicken. ; green. ; yellow-haired ; barbed. and

7) “Comparison of concepts.”

Invite a child to find suitable definitions with the opposite meaning.

Carrots are sweet, but radish.

Milk liquid, and sour cream.

The grass is low, and the tree.

Winter is cold, and summer.

Soot is black, and chalk.

Sugar is sweet, and pepper.

eight). “New buzzwords”.

The child is asked to describe an unfamiliar (familiar) object (ball, apple, cat, engine, lemon, snow and

What color is it (what other colors are there)?

What does he look like? What is it very different from?

What material is it made of (what else can it be)?

What size, shape? What is it to touch? What smells? What does it taste like?

What is a man for? What can you do with it?

Which group of items does it belong to (furniture, dishes, animals, fruits and

At first, playing up new words can be carried out in the form of a dialogue, where the psychologist asks a question, and the child answers. Then you can swap roles. “The child is monitoring the correctness of the answers.

The psychologist describes the subject, and the child guesses the intended word. Then they switch roles.

Under the pines, under the trees there is a bag with needles. (Hedgehog.)

That, red, gray, and by name – white. (Squirrel.)

New piece, and all in holes. (Colander.)

There was a ball of white. The wind blew, and the ball flew away. (Dandelion.)

Sir, not a wolf, a long-haired man, but not a hare, with hooves, but not a horse. (Donkey.)

11) “Guess the animal.”

Ask the child: “For which animals are these qualities: tricky, how. ; cowardly, like. ; prickly, like. ; true how. ; keen

as. ; wise how ; strong as. ; hungry, like. “The same – with any other phenomena of nature, etc.

12) “Finish the sentence.”

The child is asked to insert the right words instead of points.

The animal that meows is called.

A bird that croaks is called.

The tree on which the apples grow is called.

The tree that is decorated for the New Year is called.

Then you can ask your child to make such definitions of phenomena well known to him.

13) “We make up the definitions”.

The assignment can be done orally or (for schoolchildren) in writing:

a) a saucer is. oiler -. pear -. lair -. doctor -. early – twilight -. whisper -. cry -. lake – chilly -. neatly – .

b) treats people. vegetables grow. the plane is leading. above all flies. faster than all runs. goes hunting at night.

14) “Give the reason.”

Explain to the child that everything that happens, any phenomenon has a reason

It is important to show the child a variety of consequences arising from the same real-life event. And vice versa – an unambiguous consequence of various reasons.

15) “Drawing up a story on a series of pictures.”

Before the child a series of pictures is laid out (according to a fairy tale or everyday history), similar to the plots

The next important step is the deliberate “disturbance of order” when unfolding a series of pictures. The goal is a clear demonstration of the fact that changing the order of pictures (events) completely changes (up to complete nonsense) the plot.

Finally, the child must independently build up a series of events from mixed cards and compile a story.

16) “Drawing up a story on the plot picture.”

Work on understanding the meaning of the picture also begins with the reproduction of the plot based on questions. Then the child independently makes up the story.

17) “Listen, read and retell.”

Listening (reading) of short stories (fables), followed by retelling and talking about the meaning of the work, its morality.

18) Proverbs and sayings.

Work on the understanding of proverbs and sayings, directly reflecting the existence of causal relationships. For example: “Woods are being cut down, chips are flying,” “You will reap what you sow,” “Prepare a sleigh in summer, and a cart in the winter.”

19) “Pick up the following.”

Ask your child to choose a word that should indicate a phenomenon following the one named:

the first – . breakfast July -. summer – . January -. winter – seventh -. 1998 -. and

20) “Arrange the events in order.”

I’m going to bed; I have dinner; I watch TV; I brush my teeth; i play football and

In a year; the day before yesterday; Today; tomorrow; a month ago and

21) “Time and anti-time.”

Each participant is invited to describe an event: a tour, yesterday’s incident, a film and

It is extremely important to include in the correctional classes the batches that are held according to the usual, traditional rules. The content of each stage of the relay should be exercises from those described above, especially in the 1st and 2nd sections of this manual.

22) “Read the hidden offer.”

The sample below contains a task in which the words that make up the sentence you are looking for are hidden among other letters.

It is clear that the task will become more complex as the text increases.

23) “Finish the sentence.”

The child is offered: “Continue the sentence by selecting the most appropriate word.”

There is always a tree. (leaves, flowers, fruits, root).

There is always a boot. (laces, outsole, zipper, buckle).

The dress is always there. (hem, pockets, sleeves, buttons).

There is always a picture. (artist, frame, signature).

24) “Find similarities and differences.”

A couple of words are suggested for analysis. He should mark the general and the different in the respective objects.

For example, a nightingale — a sparrow, a summer — a winter time, a chair — a sofa, a birch — a sun, an airplane — a car, a hare — a rabbit, glasses — binoculars, a girl — a boy, and

25) “From the particular to the general.”

Explain to the child that there are words that denote many similar objects, phenomena. These words are common concepts. For example, the word fruit can be called apples, oranges, pears and

But there are words that indicate a smaller number of similar objects, and they are particular, concrete concepts. Any of these words, such as apples, means only apples, although they can be large, small, green, red, sweet, sour apples. And now ask the child to choose a general concept for private ones.

Below are two rows of words. To the words from the first row, the child selects the appropriate concept from the second row:

a) cucumber, autumn, bee, north, rain, peacock, lake;

b) vegetable, season, insect, horizon side, precipitation, berry, pond, bird.

The child must answer the question: “What is more: birches or trees, strawberries or berries, flies or insects, flowers or lilies of the valley, whales or

mammals, words or nouns, squares or rectangles, cakes or sweets? ”- and justify your answer.

27) “From general to particular.”

The task is opposite to the previous one. The child must build a “tree”, the trunk of which is a general concept, such as nature, and the branches are more particular, such as a living one, without snow. Then from the word living — respectively, the branches: plants — animals — people and

28) “Pick up the general concept”.

Invite the child to name in one word the following concepts and complete the series:

apple, pear -. ; chair, wardrobe -. ; cucumber, cabbage -. ; boot, boot -. ; doll, ball -. ; cup, plate -. ; cat, elephant -. ; leg, hand -. ; flower, tree -. ; perch, pike -. ; rose, dandelion -. ; March, September -. ; oak, birch -. ; lantern, lamp -. rain, snow.

The same exercise must be performed with adverbs, adjectives, verbs.

29) “Divide into groups.”

The child is offered a certain number of images, which he should decompose into generalized groups, for example: mushrooms and berries, shoes and clothing, animals and flowers. He should give the name of each resulting group and list (name) all its components.

30) “Classification according to the generalizing word.”

For a given generalizing concept (for example, dishes, vegetables, furniture, iron objects, round, prickly, fly, sweet and

31) “Extra word”.

The child is invited to highlight a word or feature, which is superfluous in the series of others, and for everyone else to choose a generalizing concept. The child must answer the questions: “What word is superfluous? Why?”.

A. Plate, cup, table, kettle.

Dark, cloudy, light, chilly.

Birch, aspen, pine, oak.

Quickly, running, skipping, crawling.

Sofa, table, chair, wood.

Many, clean, little, half.

Pen, chalk, pencil case, doll.

Yesterday, today, morning, day after tomorrow

Earthquake, typhoon, mountain, tornado.

Comma, full stop, dash, union.

Gently, carelessly, sadly, diligently.

B. Winter, summer, autumn, June, spring.

Lie down, stand, cry, sit.

Old, tall, young, elderly, young.

Red, blue, beautiful, yellow, gray.

Shut up, whisper, laugh, yell.

Sweet, salty, bitter, sour, fried.

Explain to the child what ranking is and ask him to rank the following concepts according to a certain (in each case) principle:

pea – apricot – watermelon – orange – cherry; bee – sparrow – butterfly – ostrich – forty; tooth — hand — neck — finger — foot; snowflake — icicle — iceberg — floe — snowdrift; street — apartment — city — country — land; the infant-youth — the man — the old man — the boy; to be silent – to speak – to shout – to whisper.

What does poison oak look like

33) “Untangle the knot”.

The child must mentally “untie” the knots (Fig. 25) and tell how he does it.

We must go as the gardener did (see fig. 26). He went through all the apple trees in order (in the figure – points) and returned to the starting point (*), never returning to the same apple tree and empty cells, without going diagonally, without going to the filled cells.

35) “Methods of Raven and Eysenk”.

Excellent training in the ability to establish patterns are tasks like the well-known Raven matrices and Eysenck tests (Fig. 28): “What picture from the bottom row do you need to fill in the empty space?”

3. Consultative unit

Individual counseling.

4. Analytical unit

Implementation of the analysis of the results, the formulation of conclusions.

One mistress mice ate fat in the cellar. Then she locked the cat in the cellar. And the cat ate and lard, and meat, and milk.

Issues for discussion:

1. What does the story say?

2. Why is the story called “The Bad Watchman”?

Jackdaw heard that the pigeons are well fed, bleached white and flew into the dovecote. The pigeons accepted her as their own, fed her, but the jackdaw could not resist and grunted.

Ant and little dove.

The ant wanted to get drunk and went down to the creek. A wave swept over him and he began to sink. A dove flying past noticed this and threw a branch into it. The ant climbed a branch and escaped.

The next day, the ant saw that the hunter wanted to catch a dove into the net. He crawled over to him and bit him in the leg. The hunter cried out in pain and dropped the net. Dove fluttered and flew away.

Caught a fox in a trap, tore off the tail and left. And she began to invent how to cover her shame. She called foxes to persuade them to chop off their tails.

What does poison oak look like

-The tail, – he says, – is completely inappropriate, only in vain do we carry the extra weight behind us.

One fox says:

-Oh, you would not say so, if it were not scanty!

Kutsa fox was silent and left.

The wolf sees a goat grazing on a stone mountain, and he should not get close to it, he says to her:

-You would go down, here and the place is equal, and the grass is much sweeter for the bark.

And the goat says:

-Not for that, you, wolf, call me down, – you are not about mine, but you bother about your stern.

The wolf ran away from the dogs and wanted to hide in a ditch. A fox was sitting in a ditch, she bared her teeth and said:

-Do not let you – this is my place. The wolf did not argue, but only said:

-If the dogs were not so close, I would show you whose place, and now, apparently, your truth.

The hedgehog came to u and said:

-Let me in your nest for a while.

Already let. Just as the hedgehog climbed into the nest, there was no more life for the hedgehog. He said to the hedgehog:

-I let you in only for a while, and now go away, uzhata my pricks on your needles, and it hurts them.

-That leave, to whom it hurts, and I feel good here too.

They decided to build a bridge. Each of them filed their proposal. Hare said:

– The bridge needs to be built from rods. Firstly, it is easier to build, and secondly, it will be cheaper.

-No, – the bear objected, – if we are to build, then it is obligatory from century-old oaks so that the bridge is strong and long-lasting.

-Allow me, – the donkey interfered in the conversation. – What bridge to build, we will decide later. First you need to solve the most fundamental question: how to build it, along or across the river?

The study and correction of logical memory.

It is necessary to correlate phrases and build a sentence.

Drum sunrise

I sat on a flower bee

Dirt best rest

Happened in a factory hung on a wall

In the mountains of the ancient city

The room is disgusting quality

Sleep is very hot

Metals iron and gold

Our country is the cause of the disease

Brought the book advanced state.

The drum hung on the wall.

The bee sat on the flower.

Dirt is the cause of disease.

Cowardice – disgusting quality.

Sunrise in the mountains.

There was a fire at the factory.

The room is very hot.

The best rest is sleep.

Moscow is an ancient city.

Iron and gold are metals.

Strike while the iron is hot.

Do not count your chickens before they are hatched.

Needless to blame the mirror, if face is crooked.

Not red hut corners, and red pies.

Less is more.

Took a tug, do not say it is not a dozen.

The quieter you go, the further you’ll get.

Do not sit in your sleigh.

All is not gold that glitters.

Seven times measure cut once.

1. Vlasov

2. Correctional pedagogy /

3. Kashchenko

4. Goats

5. Leongard

6. Practical psychodiagnostics. Methods and tests. Study guide / editor – compiler Raimgorodsky

7. Elizarov

By topic: methodical developments, presentations and notes

The author’s system of work with younger students is described.

Summary of individual work with children in the field of mathematics.

Summaries and lessons with children in the field of mathematics.

The Memo indicates the main activities of the teacher with children with CRA.

The material examines the organization of work with children with pre-school education.

The work contains several rules that will be useful for teachers when working with children with CRA and some methods of pedagogical influence in the educational process.

The proposed material can be used in the work of speech therapists at school speech schools and institutions for children with mental retardation to overcome reading and writing disorders.

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