1. Work with your child at the beginning of the day, not in the evening. 2. Reduce the workload on the child. 3. Divide work into short but frequent periods. Use physical education minutes. 4. Be a dramatic, expressive teacher. 5. Reduce the requirements for accuracy at the beginning of work to create a sense of success. 6. Place the child next to an adult during classes. 7. Use tactile contact (elements of massage, touching, stroking). 8. Agree with your child about certain actions in advance. 9. give short, clear and specific instructions. 10. Use a flexible system of rewards and punishments. 11. Encourage the child immediately, without delaying it for the future. 12. Give the child freedom of choice. 13. Stay calm. No composure - no advantage! Rules for working with ADHD children

1. Teaching self-regulation techniques through the use of relaxation and visualizations. 2. Self-massage training. 3. Games to develop reaction speed and coordination of movements. Technologies for correcting ADHD in speech therapy classes 4. Games for the development of tactile interaction. 5. Finger games. 6. Psycho-gymnastic studies for teaching understanding and expression of emotional state.

ATTENTION

Increased psychomotor excitability is a pathology of behavior in children, increasingly common in various countries. Most often, this behavioral disorder is classified as ADHD. In Russia, this disorder is called attention deficit hyperactivity disorder - ADHD.

ADHD is a diagnosis given to both children and adults who have problems with cognitive functioning, as well as impaired regulation of behavior, which manifests itself in the most important areas of life (for example, in family and interpersonal relationships, in school or work). Such problems are a consequence of abnormalities in impulse control, as well as increased excitability and attention disorders.

The classification distinguishes three subtypes of ADHD:

Disturbances in concentration predominate;

Increased motor excitability and

excessive impulsiveness;

Mixed type.

According to the ICD-10 classification, we are dealing with hyperactivity syndrome in the presence of the following symptoms: absent-mindedness, increased excitability and impulsivity.

Behavioral abnormalities typical of ADHD usually appear between the ages of three and five, but symptoms can begin at any age. If the first symptoms appear after the age of 7 years, then the diagnosis of ADHD is excluded. Often, already in infancy, overexcited children are capricious, whiny, and have problems falling asleep. Some children have an aversion to physical contact. Sometimes such children show an aversion to certain tastes, smells or foods, as well as excessive sensitivity to light and sounds.

Alas, increased psychomotor excitability is a disorder that does not go away with the onset of puberty. Symptoms of this pathology can appear after the 20th year of life. Most adults who were diagnosed with ADHD in childhood, despite the absence of typical abnormalities, have problems adapting to their school, professional environment, or other social situations.

Children with ADHD are two and in some cases three times more likely than their peers to fail in school, repeat grades, or drop out of school altogether. Even children who have an average or above average level of intellectual development achieve much less than their capabilities.

Despite the fact that children with ADHD are as capable as their peers, they, however, have problems understanding, processing and transmitting verbal information, behave inappropriately, and exhibit different cognitive styles. This behavior is often interpreted as a sign of a low level of intellectual development. Teachers perceive overexcited children as absent-minded, inattentive, and sometimes define them as capable, but lazy, and therefore do not expect good performance from them.

Children with ADHD also have problems with social adaptation.

These children have an increased need for contact with peers. Unfortunately, a low level of ability to comply with the rules of behavior in a group, inadequate emotional and behavioral reactions often lead to the fact that children with ADHD are socially isolated and feel lonely.

Children with attention deficit hyperactivity disorder are often encountered in speech therapy practice. It is more often detected in boys.

Already in the first lessons, children with ADHD have difficulty obeying instructions, cannot concentrate on a task and complete it, constantly make untargeted movements, are impulsive, and are often emotionally unstable.

The causes of this disorder most often manifest with minimal brain dysfunction as a consequence of early local brain damage. In some cases, ADHD may have a hereditary (genetic) origin.

Clinical and age-related features of this syndrome can manifest themselves from the first months of life in the form of sleep disturbances, causeless crying, breast refusal, and a tendency to loose stools due to increased excitability of the intestinal wall. Every year, the signs of ADHD in a child become more noticeable.

The full picture of the syndrome develops by the age of 7–12 years.

In preschool age, adults do not always realize the depth of the problem, believing that the child is “just small, he’ll go to school, then...”. But at school age the problems only get worse.

Due to poor concentration, increased distractibility, and poor self-organization, children begin to experience difficulties in the learning process, even with good abilities. They constitute a risk group for dyslexia and dysgraphia, i.e. at school age they may develop specific persistent difficulties in learning to read and write. Significant deviations form in behavior, negative personality traits such as stubbornness, aggressiveness, negativism develop, and, as a result, by adolescence - social maladjustment.

Its consequences can be the most undesirable: from the inability to get a good profession, a decent job, or create a prosperous family to becoming addicted to alcohol or drugs and developing a tendency towards antisocial behavior

An understanding of the seriousness of the disorder must be conveyed to parents and set them up for early correction of ADHD along with work on speech. Treatment of ADHD should always be comprehensive and include behavior modification methods, psychotherapy, psychological and pedagogical correction.. Drug therapy plays an important role

It is prescribed by a doctor, two to three courses per year, and in cases where the above methods are not enough to overcome behavioral problems and eliminate cognitive impairment.

You need to know that this is not the case in all cases. If a child displays inattention or restlessness in class, we can talk about ADHD. Its signs are:

Occurs before the age of 8 years;

Present in at least two areas of activity (in

school, home, work, games);

Not caused by psychotic, anxious, affective,

dissociative disorders or psychopathy;

Causes significant psychological discomfort and

maladjustment;

Signs persist for at least 6 months.

Based on the study of medical and pedagogical sources, and from many years of experience, some methodological approaches, techniques and rules have been developed to increase the effectiveness of classes with children with ADHD and to use speech therapy classes for pedagogical correction of this disorder.

BASIC PRINCIPLES OF INTERACTION WITH A CHILD

Show a positive attitude towards him. Do not show irritation, do not speak in an orderly tone.

Communicate emotionally. Monotonous speech quickly tires.

Fewer comments mean more praise, since the psychological characteristics of hyperactive children are such that the threshold of sensitivity to negative stimuli is very low.

To be nearby. Maintain eye contact, and if necessary, tactile contact (to attract attention, take your hand, touch your back, stroke your shoulder).

Permissiveness and fawning over a child are unacceptable.

REQUIREMENTS FOR THE ORGANIZATION AND METHODS OF CONDUCTING Speech Therapy Classes.

1.Form of classes – individual or in a small group .

There should be no distractions (toys, pictures and other objects not related to the lesson) in the child’s field of vision.

The course of the lesson should allow you to frequently change the type of activity and position. It is necessary to provide the opportunity to listen and speak, but also to move, manipulate objects, pictures, etc.

Use a variety of visual materials.

Use game techniques and surprise moments.

Do not give multi-step instructions. It is better to break large tasks into several blocks, with a discussion of intermediate results of the work.

If signs of fatigue are visible, reduce the load without simplifying the tasks.

With older preschoolers and younger schoolchildren, you should agree in advance on the duration of the lesson or the amount of work to be done.

GAMES AND EXERCISES THAT ALLOW YOU TO REMOVE MOTOR TENSION DURING THE ACTIVITY.

A child with ADHD constantly experiences an irresistible need to move, which makes the work of a speech therapist extremely difficult. Presentation of disciplinary requirements

In relation to him, it is not effective, and often meaningless. It is important to organize the lesson so that the child is less likely to be in a static position, which contributes to an increase in hyperactivity, and to give him motor “release” more often. However, movements should not be a disorganizing factor. Their meaningful nature serves the purposes of correctional and developmental education - improving fine motor skills, learning to highlight words in a sentence, developing auditory and motor memory, etc. The ability to expend excess energy allows you to improve concentration and attention span, increases interest in classes, and makes them more organized and effective.

Physical education exercises are used everywhere in speech therapy practice, but they are clearly not enough for a child with ADHD. In my classes I give tasks where you need not only to speak, but also to act. For example, when working on sound pronunciation, you can use automation exercises with motor tasks.

Options for tasks when working on sound pronunciation:

The use of bioenergoplasty (combination of articulatory gymnastics with hand movement).

Options for tasks when automating sounds at the syllable level:

Memorization and repetition of syllable rows in combination with movements of the arms and body: SHA (arms forward) – SHO (arms up) – SHU (hands down);

- "piano playing". “Press the keys” alternately with all fingers of the right (left) hand and sing: su-sy-sa-so;

You can suggest making the “song” sad or funny, loud or quiet.

Options for tasks when automating sounds in words:

Games with throwing a ball to each other (“Say the opposite”, “Add the word”, “Insert

missing sound”, “Name the cub”, etc.);

- “Steps”: take a step forward only after successfully completing the task (correctly repeat the word after the speech therapist, name an extra word, etc.). If you answer incorrectly, take a step back. The game ends when the child can reach the pre-agreed

subject.

Options for tasks when working at the sentence level:

- “Living words”: each child plays the role of a certain word, his task is

take your place in the sentence;

- “Tell and show”: make a sentence based on the plot picture, and then

demonstrate it using pantomime (“The owl flies through the forest. Sonya drinks

pineapple juice") It is possible that all sentences are compiled first,

then one of the children demonstrates a pantomime, and the other guesses its content;

- “Walk through the offer”:

The child goes and says a sentence. Each step must correspond to one word.

These and similar tasks can be used in other sections of speech therapy work.

In this way, the speech therapist not only increases the efficiency and quality of his work, but also actively participates in the comprehensive correction of ADHD.

State Budgetary Educational Institution "Dzerzhinsky Sanatorium Orphanage"

Speech therapy assistance to children with the syndrome

MOTOR ACTIVITY AND DEFICIT

ATTENTION

Speech therapist teacher: Olga Nikolaevna Erysheva.

Organization: GBOU School No. 199 DO No. 5

Location: Moscow

Currently, the ongoing reforms of preschool education by the Government of the Russian Federation aim to create equal starting opportunities for all preschoolers entering school.

Continuity between preschool and school is one of the main tasks of the modern education system. In recent years, teachers' requirements for the level of knowledge of children entering school have increased significantly. However, the level of children's readiness to study at school is not the same. According to statistics, the speech readiness of preschoolers 6-7 years old for schooling is as follows: 68% of children have various speech disorders, of which 28% have severe speech disorders (SSD). A separate group of children is identified - a risk group when adapting to school; these are children with attention deficit hyperactivity disorder (ADHD) and behavioral disorders. Practice has shown that 20–30% of children attending speech therapy groups with a diagnosis of general speech underdevelopment (GSD) suffer from this disorder.

The relevance of this issue lies in the fact that recently there has been a significant increase in the number of these children. In the speech therapy groups of our preschool institution, under the existing conditions, the problem of teaching, educating and preparing for school children with general speech underdevelopment in combination with hyperactivity syndrome has arisen, since already in the first lessons children with ADHD have difficulty obeying instructions, cannot concentrate on the task and fail to complete it, constantly make inappropriate movements, are impulsive, and emotionally unstable. In children with ADHD, all characteristics of attention, perception, and memory are impaired. The speech development of hyperactive children often lags behind the norm. Pronunciation disorders, underdevelopment of phonemic processes, general underdevelopment of speech, and stuttering are noted. Violations of behavior, attention, and underdevelopment of speech negatively affect the preschooler’s mastery of certain skills and abilities, the formation of communicative qualities, and complicate the process of preparing for school. The causes of this disorder most often occur with minimal brain dysfunction as a consequence of early local brain damage. According to experts (A.L. Sirotyuk, Yu.S. Shevchenko, N.N. Zavadenko, etc.), the optimal period for ADHD correction is senior preschool age. It is believed that ADHD cannot be completely cured, but it can be corrected.

Therefore, the teachers of our preschool institution were faced with the question of studying and searching for new methodological approaches, techniques and rules that would improve the effectiveness of classes with children with ODD and ADHD and use speech therapy classes for pedagogical correction of this disorder.

We take an integrated approach to correctional and educational work with children in this group. In our preschool institution, specialists work together with children with ODD and ADHD: a teacher-speech therapist, educators, an educational psychologist, a physical education worker, a music worker, and we also involve the children’s parents in the correction process. After all, it is more important than anyone else for parents to learn to live with their child and his ADHD, to understand the difficulties that the child faces and to patiently help him to overcome them. To educate parents, we use the “Speech therapist advises” information stand, parent meetings, booklets, Internet resources, consultations, we draw the attention of parents to the fact that ADHD is a chronic disorder and medical treatment is necessary to overcome it (course 2-3 times a year).

We build all correctional and educational work with children with ADHD on the basic principles of interaction with the child:

1. In any joint activity we demonstrate a positive attitude towards the child. We exclude irritation and commanding tone.
2. We communicate emotionally, because monotonous speech quickly tires these children.
3. We praise more, we try to make fewer comments.
4. We maintain visual and tactile contact.
5. We do not allow ingratiation with the child or permissiveness.

Correctional and speech therapy work to overcome ODD in preschoolers with ADHD has its own difficulties and characteristics. And in modern speech therapy practice, methods for eliminating ADHD have not yet been developed. It is very difficult to carry out correctional and speech therapy work with children of this category: children disorganize work in class, cannot control their behavior, interrupt the teacher and peers, are distracted themselves and interfere with others, and as a result do not learn the program material. In order for speech therapy work to be effective, I create special conditions in the group and look for effective methods and techniques that develop attention and voluntary behavior and allow you to correct the child’s speech.

1. I conduct classes in the first half of the day according to stereotypical rules.
2. When working with children with ADHD, I prefer subgroup and individual classes.
3. I do not give multi-step instructions and control the memorization and understanding of instructions.
4. I plan the course of the lesson so that the child has the opportunity not only to listen and speak, but also to move, act, and change posture.
5. I use a variety of visual materials that do not distract the child’s attention from the task at hand.

• What complicates the work of a speech therapist is that a child with ADHD is constantly on the move. And it is pointless to demand discipline from him. Therefore, I try to organize the lesson correctly so that the child sits less in a static position and moves more. But all movements must be meaningful in nature and serve the purposes of correctional and developmental training - the development of general and fine motor skills, the development of auditory and visual memory, phonemic hearing, etc. Spending excess energy allows you to improve concentration and stability of attention, increases interest in classes, makes them more organized and efficient. To do this, I use physical education minutes at every speech therapy session. I compiled a card index of physical education minutes with tasks where you need not only to speak, but also to act, and a selection of ball games for children of the senior and preparatory school groups to consolidate lexical and grammatical material. To make the lesson interesting and have a plot, all tasks for children are brought by fairy-tale characters, and fairy-tale characters “Shumok” and “Zvukosha” come to each lesson on sound pronunciation and literacy, who perform speech tasks in motion along with the children.

When working on sound pronunciation at the stage of practicing isolated sounds, I also use game exercises with motor tasks:

• “Pump the pump”, tilting the body forward - back, pronouncing - s-s-s;
• "The snake is crawling." Crawl with a toy snake along a path drawn on a piece of paper, imitate hissing - shhhhh;
• "Fly with a mosquito." Having spread your arms – “wings”, fly around the group and say – z-z-z.

Game exercises to automate sounds in syllables:

• “So that the blizzard doesn’t freeze and gets warmer, you need to repeat its songs and move around, warm up” - va (hands forward) - vo (hands up) – vu (put your hands down);
• “Playing the piano” (keys are drawn on a piece of paper). “Press the keys” alternately with all fingers of your right (left) hand and sing: ra-ru-ry-ro. You can sing a sad or happy, loud or quiet song.

Game exercises to automate sounds in words:

• A selection of ball games. Games with rolling or throwing the ball to each other “Insert the missing sound”, “Repeat the word”, “Say the opposite”, “Add the word”, “Name it affectionately”, “Name the baby”, etc.
• “Steps” - take a step forward only after successfully completing the task (correctly repeat the word after the speech therapist, name an extra word, etc.). If you answer incorrectly, take a step back. The game ends when the child can reach the pre-agreed object.
• “Draw correctly” - drawing various lines (when pronouncing a syllable, draw a line along the contour).
• “Draw the answer” - the child guesses the riddle and quickly sketches the object.
• Game exercises with plot action - “Fishermen”, “Shop”.

Games and game exercises when working on a proposal:

• “Walk the sentence”, “Walk the sentence”. The child walks and says a sentence; each step corresponds to one word.

"Tell and show." The child makes up a sentence based on the plot picture, and then demonstrates it using pantomime (A plane flies across the sky. Natasha writes.)

• "Living Words" Each child plays the role of a specific word, his task is to take its place in the sentence.

Games and game exercises for the formation of lexical and grammatical means of the language:

• Games and play exercises with real objects and toys (often I use toys from Kinder Surprise): “Vegetables and fruits”, “Big - small”, “Who will we give what”, etc. The child acts, arranges objects and remembers a certain grammatical category.
• I use original games to develop lexical and grammatical means of the language: “Let’s play together”, “What is what?” “Tanya’s apartment”, “Who lives where?”, “We play with words: flew, walked, ran, rode”, etc. The peculiarity of these games is that they are equipped with panels and pictures that the child selects, moves, changes, repeats speech material many times, moves independently, interacts with other children and, as a result, accumulates vocabulary and remembers a certain grammatical category.

Games and game exercises for the formation of coherent speech:

• Retelling texts and composing stories using real objects and substitute objects.
• Sketching a picture-graphic plan for composing a story.
• Compiling a picture from the elements described in a story, composing sentences and organizing them into a coherent story.

Game exercises when working on literacy:

• “Journey to the City of Sounds”, “Live Sounds”. Sound analysis of words using three-color chips and balls.
• “Who lives in the house?” “Say the word.” Dividing words into parts (syllables) using colored stripes.

Thus, the use of these and similar tasks, games, techniques and rules when working with preschoolers with ODD and ADHD helps not only to correct children’s speech and prepare them for school, but is also an effective means of correcting ADHD.

List of information sources used:

1. Goncharenko E.B. Overcoming attention deficit disorder in children with hyperactivity // Speech therapist. 2009. No. 4.
2. Sirotyuk A.L. Children's hyperactivity: causes, recommendations // Preschool education. 2007. No. 8.
3. Khaletskaya O.V., Troshin V.M. Minimal brain dysfunction in childhood. // N. Novgorod. 1995.

If you follow the regimen - 2 classes per week, the cycle is designed for 2 months.
Time: 50-60 minutes.

“Hyperactive children also cause parents

and teachers have a lot of troubles and worries.

But the first thing I would like to tell my parents is:

excessive activity does not depend on the child’s wishes.

He spins, spins, gets distracted not because

that he wants to annoy adults.

Hyperactivity, restlessness,

difficulty concentrating,

constant distractions are indicators

not very favorable development of the nervous system.”

-Professor BEZRUKIKH M.M.

ADHD – inattention, impulsiveness, hyperactivity.

Manifestations: disruption of the organization of activities, speech disorders, sensorimotor disorders, perception disorders, undeveloped skills of intellectual activity, “mild” neurotic symptoms, school difficulties, antisocial behavior.

Symptoms of inattention:

· is not attentive to details enough;

· has difficulty maintaining attention;

· as if he is not listening to the speaker;

· cannot complete the task;

· has difficulty organizing his activities;

· avoids completing a task;

· loses items;

· distracted by external stimuli;

· forgets everything.

Symptoms of hyperactivity:

· jerks arms or legs, spins;

· cannot sit still when required;

· excessively talkative;

· rushes around and climbs anywhere when this is not permitted;

· can hardly play quietly;

· always “started”, “as if there was a motor inside.”

Symptoms of impulsivity:

· blurts out answers;

· excessively talkative, has difficulty waiting his turn;

· interrupts others, interferes in someone else's conversation.

Parents, teachers, educators About children with ADHD: misunderstanding, inadequate claims, inadequate advice and demands, inadequate reactions, inadequate methods, inadequate demands.

Result of Childox ADHD: low self-esteem, increased fatigue, low performance, low educational motivation, difficulties in learning to write and read, impaired mutual understanding, increased anxiety, resentment, fears.

Work with such a child is based on his strengths and weaknesses. As a rule, these children have a very high level of intellectual development. At school they are most often dissatisfied with them because they are inattentive, they have bad handwriting and many mistakes, they often reach out, but when asked, they answer inappropriately, do the wrong tasks, not only are they distracted themselves, but they distract other children. Unfortunately, such children, despite their high intelligence, often end up in correctional classes.

When organizing activities with fidgets, everything that surrounds the child matters. The child studies at home; nothing should distract him. It is better if it is either a separate room or some fenced-off part of the room; in this case, you should turn off the radio, TV, and try not to talk loudly, so as not to distract the child from his studies. The table at which a hyperactive child studies should not be littered with anything; there can only be books or a textbook that he uses, a notebook, a pen, a pencil, i.e. only what he needs for a specific job. Eye contact is required to attract the child's attention. During classes, the child’s full attention is “collected.” This could be a look, a word, a phrase, for example: “We’re starting to work, be careful,” and only after that I explain something. Despite the high level of intellectual development, hyperactive children sometimes have to explain the same task two or three times, or give instructions two or three times. This happens not because the child is incapable or incomprehensible, but because he only grasps part of the phrase, part of the instruction. That is why any instruction given to a hyperactive child must be unambiguous, simple, short, and there should not be a single incomprehensible word in it. It is better to divide complex, multi-stage tasks into parts.

Hyperactive children perform better in class if the material is already familiar to them. If today you read and understand what they will talk about at school tomorrow, then there is a guarantee that this lesson will not be in vain.

During classes, I often encourage the child. And not only for good behavior and a well-completed task, but also for diligence and desire to work. Sometimes hyperactive children find themselves in difficult situations because they can lose control of themselves, become irritable and even aggressive. In response to some minor remark, such a child may throw a book, tear up a notebook, this happens to such children. What to do in these cases? Firstly, you should not make harsh remarks, and secondly, under no circumstances should you shout at the child, it is better to distract him, calm him down, and then, as in any such cases with other children, sort out the situation in a calm atmosphere.

Let's get started!

Purpose of the program:increase attention span. Increased concentration. Development program for successful children in learning, and for children experiencing learning difficulties. Development of attention, arbitrariness and self-control; elimination of hyperactivity and impulsivity; elimination of anger and aggression. Classes can be useful for children with difficulties with self-control, attention deficit and hyperactivity. A program of educational and game activities aimed at developing the ability to plan one’s actions and self-control over them.

Methods:Intellectual games, motor brain exercises, self-massage. Classes are held in a playful way with elements of video, audio, theatrical and toy characters.

Diagnostics: Neuropsychological dDiagnosis of the level of development is carried out at the beginning of the school year (starting diagnosis), during the school year (current diagnosis) and at the end of the school year (final diagnosis).

SAMPLE LESSON PLAN:
1. “Half” stretch.
Target: optimization of muscle tone.
I.p. - sitting on the floor. General body tension. Relaxation. Tension and relaxation along the axes: top-bottom (tension of the upper half of the body, tension of the lower half of the body), left-sided and right-sided (tension of the right and then left halves of the body), tension of the left arm and right leg, and then the right arm and left leg.

2. Breathing exercise.
Target: development of volition and self-control, rhythm of the body.
I.p. - sitting on the floor. Inhale. Children are asked to relax their abdominal muscles, begin to inhale, inflating a balloon in their stomach, for example, red (colors must be changed). Pause (holding your breath). Exhalation. Children are asked to pull in their stomach as much as possible. Pause. Inhale. When inhaling, the lips extend into a tube and “drink” the air noisily.

3. Oculomotor exercise.
I.p. - sitting on the floor. The head is fixed. The eyes look straight ahead. The training of eye movements begins in four main (up, down, right, left) and four auxiliary directions (diagonally); bringing the eyes to the center. Each of the movements is performed first at arm's length, then at elbow distance and, finally, near the bridge of the nose.
Movements are performed at a slow pace (from 3 to 7 seconds) with fixation in extreme positions; Moreover, the hold should be equal in duration to the preceding movement. When practicing oculomotor exercises, it is recommended to use any bright objects, small toys, etc. to attract the child’s attention. At the beginning of mastering these exercises, the child must follow the object being moved by an adult, and then move it independently, holding it first in the right, then in the left hand, and then with both hands together. Those areas in the child’s field of vision where the gaze “slips” should be given additional attention, “drawing” them several times until the retention becomes stable.

4. Exercises to develop fine motor skills of the hands.
Target: development of interhemispheric interaction.
o "Ring".
Alternately and as quickly as possible, the child moves his fingers, connecting the index, middle, etc. in a ring with the thumb. The test is performed in direct (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At the beginning, the technique is performed with each hand separately, then together.

O "Fist-rib-palm."
The child is shown three positions of the hand on the floor plane, successively replacing each other. Palm on a plane, palm clenched into a fist, palm with an edge on the floor plane, straightened palm on the floor plane. The child performs the test together with the instructor, then from memory for 8-10 repetitions of the motor program. The test is performed first with the right hand, then with the left, then with both hands together. When mastering the program or if there is difficulty in performing it, the instructor invites the child to help himself with commands (“fist-rib-palm”), pronounced out loud or silently.

5. Functional exercise “Listen to silence.”
Target: formation of voluntary regulation of one’s own activity, development of auditory gnosis.
I.p. - sitting on the floor. Close your eyes and consistently listen to the sounds on the street outside the window, then in the room, your breathing, your heartbeat.

6. Functional exercise with the rules “Bonfire”.
Target: formation of attention and voluntary regulation of one’s own activity.
The child sits on the carpet around the “fire” and follows the appropriate command from the instructor. On the command (verbal instruction) “it’s hot,” the child must move away from the “fire”
on the command “hands are frozen” - extend your hands to the “fire”,
on the command “oh, what a big fire” - stand up and wave your arms,
at the command “sparks flew” - clap your hands,
on the command “the fire brought friendship and fun” - hold hands and walk around the “fire”. The game is then played with the lead child.

7. Exercises for concentration: “labyrinth”, “Connecting numbers”.

8. Functional exercise “The sea is agitated...”.
Target: development of concentration and motor control, elimination of impulsivity.
The child is encouraged to move intensively around the room, taking various poses. The instructor says a rhyme:
The sea is agitated - time!
The sea is worried - two!
The sea is worried - three!
Marine figure - freeze!
The child freezes in one of the poses. At the instructor's command, "Otomite!" the exercise continues.

9. Relaxation "Rest pose".
Target: mastering and consolidating the pose of rest and relaxation of the arm muscles.
You need to sit closer to the edge of the chair, lean on the back, place your hands loosely on your knees, and legs slightly apart. The formula for general rest is pronounced by the instructor slowly, in a low voice, with long pauses.
Everyone can dance
Jump, run, draw,
But not everyone can do it yet
Relax, rest.
We have a game like this -
Very light, simple,
Movement slows down
The tension disappears...
And it becomes clear -
Relaxation is nice!

Evaluation of results:

Assessment of the quality of material mastery is determined during the year by conducting intermediate diagnostic tests and at the end of the year by determining the child’s level of readiness to move on to the next level of learning.

Material required for classes: computer, webcam, printer, A4 paper, speakers. Table, chair, notebook, pencil. Carpet, ball, fitball.

Additional literature:

Akhutina T.V., Pylaevna N., Bezrukikh M.M.,

The program uses exercises developed B. A. Arkhipov, E. A. Vorobyova, I. G. Vygodskaya, T. G. Goryacheva, V.I. Zuev, P. Dennison, Yu.V. Kasatkina, N.V. Klyuevoy, L.V. Konstantinova, E.K. Lyutovoy, G.B. Monina, E.V. Pellinger, A. Remeeva, A.L. Sirotyuk, A.S. Sirotyuk, A.S. Sultanova, L.P. Uspenskaya, K. Foppel and others.