Tasks for hyperactive children. Breathing exercises for children with ADHD

Damage to the brain in the early stages of ontogenesis has the most adverse effect on the mental development of children and their ability to learn.

Among the outcomes of mild perinatal lesions of the nervous system, one should single out minimal cerebral dysfunction (MMD), which, according to L.O. Badalyan, a combined group of different causes, mechanisms of development and clinical manifestations of pathological conditions.

At present, due to the high prevalence in the pediatric population, attention deficit hyperactivity disorder (ADHD) has been isolated from the MMD group into a separate nosological unit.

This disorder is a set of symptoms characterized by the ability to hold attention for only a short period due to inability to concentrate, impulsivity and hyperactivity. Attention Deficit Hyperactivity Disorder may be caused by minor, mild brain disorders due to circulatory disorders, toxicity, or mechanical damage to the central nervous system (CNS) during the prenatal and perinatal periods, genetic involvement in the etiology of the disorder, and infections. and trauma at an early age.

Prematurity, morphofunctional immaturity, hypoxic encephalopathy, physical and emotional trauma of the mother during pregnancy, premature birth, and underweight of the child cause the risk of behavioral problems, learning difficulties and impaired emotional state, increased activity.

On the present stage researchers consider three main groups of factors that determine the development of ADHD: early damage to the central nervous system associated with a negative effect on the developing brain of various forms of pathology during pregnancy and childbirth; genetic factors and social factors.

Manifestations of ADHD can be divided into four main groups of symptoms: attention disorders, signs of impulsivity and hyperactivity, symptoms of static-locomotor insufficiency, social maladaptation.

Speech disorders are especially common in children with ADHD: general underdevelopment of speech (OHP), mental retardation (MPD), insufficiency of the motor function of the articulatory apparatus, excessively slow speech or, conversely, explosiveness, voice and speech breathing disorders. All these violations determine the inferiority of the sound-producing side of speech, its phonation, the limited vocabulary and syntax, and the lack of semantics. Children with attention deficit hyperactivity disorder (ADHD) are the main contingent of speech therapy groups.

A complex of games and exercises for the correction of attention deficit disorder and hyperactive behavior of children of senior preschool age.

The duration of the game lesson is 30-50 minutes. Changing the types of correctional work allows you to avoid overworking children. Classes are held once a week. The complex included exercises aimed at developing attention, memory, thinking, movement coordination, relaxation, emotional-volitional and personal sphere.

Lesson number 1.

Corrective tasks:
- emancipation of participants;
- combining them into a group;
- develop voluntary attention, coordination of movements, improve the perception of form.

2. The game "Needle and thread".
The participants of the game become one after another. The first - the “needle” moves, changing direction. The rest follow him, trying to keep up.

3. The game "Recognize the figure."
Various geometric shapes are laid out around the hall. On a signal, the children randomly move around the room, performing various movements. After the facilitator names one of the shapes, for example: “Square”, the children should quickly line up around this shape.

4. The game "Ring".
Children stand in a circle, and the driver is inside the circle. He holds a ring in his palms, which he quietly tries to pass to one of the children. Children closely monitor the actions of the driver and their comrades. At the signal of the driver: “Ring, ring, go out onto the porch!” - a child with a ring runs out to the center of the circle and becomes the leader. If the children noticed his ring before the signal, then they are not allowed into the circle, and the game is continued by the former driver.

5. Game "Four elements".
Children sit in a circle. The host negotiates with the children if he says the word “Earth” - everyone puts their hands down, “Water” - hands are stretched forward, “air” - raise their hands up, “Fire” - turn around.

6. Game with the rules of "Brave Mice".
The leader is chosen - “cat”, the rest of the children - “mouse”. The “cat” stands (sits) and watches the “mice”. With the beginning of the poetic text, the “mice” go to the “cat” house.

The mice came out once
See what time it is
One two three four,
The mice pulled the weights.
Suddenly there was a terrible sound!
Bom-bom-bom-bom!
The mice ran away!”

The mice, approaching the house of the “cat”, perform movements corresponding to the text. Having heard the last word, the mice run away, and the “cat” catches them. Caught mice are out of the game.

7. The game "Rag doll and soldier."
Tighten the muscles quickly and then release them - this is a tried and true reliable way to relax. (Fopel K.)

8. Game "Farewell".
“The game is over, it’s time for us to say goodbye.” Children, holding hands, say: “Everyone, everyone - Goodbye! Everyone, everyone - See you again!”

Lesson number 2.

Corrective tasks:
- organizing children into a group;
- develop voluntary attention, auditory perception, fine motor skills of the muscles of the hands, improve the perception of color and shape;
- to form elements of self-control.

1. Game - greeting "Magic ball".

2. The game "Flies - does not fly."
Children sit in a circle. The leader names the items. If the object flies, the children raise their hands. If it does not fly, the children's hands are lowered. The leader can deliberately make mistakes, for the formation of self-control in children.

3. The game "Forbidden color".
Geometric figures different color scattered around the room. The teacher calls the color, for example red, and all the players must collect as many figures as possible of any color other than the specified one. Options: No red circle; Collect only green triangles.

4. The game "Turtles".
The teacher and children stand at opposite walls. On a signal, the children begin to slowly move towards the opposite wall, depicting little turtles. No one should stop and rush. After 2–3 minutes, the teacher gives a signal by which all participants stop. The one who is the last one wins.

5. Game "Mirror".
The exercise is performed in pairs. One child invents and shows the movement, the second repeats it. Then the children switch roles.

6. Game with the rules of "Traps with a ball".
Children pass the ball around in a circle with the words: “One, two, three! Get the ball now! Four five six! Here he is already here! On the word “here”, the leader goes to the middle of the circle and says: “Run without looking back so that your heels sparkle!” throws the ball at the children. Whoever it hits is out of the game.

7. The game "Engine".
A child is assigned to the role of a driver - a "locomotive" at will. The rest of the children line up one after another and move together in the direction that the “train” chooses. The main task is to follow each other without disconnecting. If one of the children unhooks his hands, then the “engine” stops, the “train” is repaired, and the “broken” trailer goes to the “depot”.

8. The game "Waterfall". Relaxation.
The imaginative play will also help children relax. (Fopel K.)

9. Game - "Farewell".

Lesson number 3.

Corrective tasks:
- association of participants,
- development of attention stability, motor and visual memory, spatial perception, auditory-motor coordination, auditory perception, self-control.

1. Greeting game “Magic ball”.

2. The game "Guess who called."
Children stand in a circle. One of the players is in the center of the circle and closes his eyes. The teacher approaches and touches one of the participants in the game. He loudly calls the name of the driver. Teacher: Guess who called you. A child standing in a circle calls the name of a friend. The game continues until all the children are in the role of a guesser.

3. The game "Find and keep silent."
The teacher hides an object in advance and invites the children to find it. The one who found the object comes up to the teacher and quietly talks about it. When most of the children cope with the task, they mark those who turned out to be the most attentive and restrained. Option: You can hide several items, such as flags of different colors.

4. The game "The guys have a strict order."
Players line up in a column one at a time, or line. On command, they begin to walk randomly around the hall, saying the words:

The guys have a strict order,
Know all their places;
So trumpet more cheerfully:
Tra-ta-ta, tra-ta-ta!

After these words, the teacher stretches his right or left hand to the side and commands: “Become!”. Children should quickly line up in their places in the direction indicated by the teacher. Options:

After each formation, the order of the players changes.
If the teacher stretches his hand forward, then the children should line up in a column, if the teacher raises his hand to the side, the children should line up.

5. The game "Laughing is prohibited."
This is a good way to calm an excited group and set them up for a “work” environment. (Fopel K.)

6. The game "This is how the poses."
The participants in the game take poses corresponding to certain kind sports (a certain profession, the movement of an animal, etc.) The driver, looking at them, must remember, reproduce them and comment after all the children return to their original position. The game can become more difficult: the driver repeats the poses of an increasing number of children. The best drivers are marked.

7. Game "YES" and "NO" DO NOT SAY".
Children sit in a circle. The driver, passing the item to one of the children, asks a question that his friend must answer. The answers should not contain the words: “Yes”, “No”. The trickier the questions, the more interesting the game.

8. The game "Barbell". Relaxation.
I.p. Teacher: Imagine that you are lifting a heavy barbell. Bend over, take it. Clench your fists. Raise your hands slowly. They are tense! Hard! Hands are tired, we throw the barbell (hands drop sharply down and hang freely along the body). They are relaxed, not tense, resting.

9. Game "Farewell".

Lesson number 4.

Corrective tasks:
– development of concentration of attention and arbitrariness, auditory-motor coordination,
- development of auditory memory and auditory attention,
– formation of thinking and hand-eye coordination, self-control.

1. Greeting game “Magic ball”.

2. The game "Engine".

3. The game "Magic Number".
The teacher tells the children that if they know the numbers well, they will get to the Land of Knowledge. For each, he reports a magic number. Numbers are scattered around the hall (according to the number of participants) on the mat. Players remember their number. At the signal of the teacher, the children run to the mat and look for their number, then they run around the mat on the right and return to the starting point.

4. The game "Forbidden movement".
Children stand in a circle. The teacher shows them a movement that is considered forbidden. On command, the players must repeat the movements of the teacher, except for the forbidden. Option: Movements are not shown, but only called.

5. Game “Stop!”
The players stand in a line on one side of the room. On the opposite side, the leader stands with his back to them. He loudly says: “Walk fast, look, don’t yawn, stop!” For each word spoken, the players move forward in a marching step (in accordance with the spoken text). At the last word, everyone did not have time to stop in time, takes a step back. Then the leader pronounces the text again. The winner is the one who manages to cross the finish line before the driver says the word “Stop!”.

6. Game "Phone".
Children sit in a circle. The verbal message is passed to each other until it returns to the first player. The message can consist of one word, gradually turning into a long sentence.

7. Game with the rules "Shaggy dog".
The lead dog is chosen. He sits in the middle of the hall, the children stand around him and move in a circle with the words: “Here sits a shaggy dog with his nose buried in his paws. Quietly, peacefully, he sits, either dozing, or sleeping. Let's go wake up, let's see what happens!" The dog wakes up and catches the guys.

8. The game "Flying Carpet". Relaxation.
“We lie down on a magic carpet-flying and close our eyes, the carpet gently and slowly rises, carries us through the sky, gently sways, lulls. The breeze gently blows on us, everyone is resting… Gradually the carpet starts to descend and lands in our room… We stretch, take a deep breath, exhale, open our eyes, slowly sit down and gently get up.”

9. Game "Farewell".

Lesson number 5.

Corrective tasks:
- develop attention, auditory perception, orientation in space, coordination of movements;
– formation of elements of self-control.

1. Greeting game “Magic ball”.

2. The game "Ring".

3. The game "The backpack runs in a circle."
Children stand in a circle. The teacher gives a signal by which the players begin to pass the backpack to each other in a circle. On the second signal, the movement stops. Whoever has a backpack should quickly put it on. Children, together with the teacher, keep count until the child puts on a backpack. Those children who spent less time putting on a backpack are noted.

4. Game “Cold-Hot; Right left".
The teacher hides a conditional object, and then, with the help of commands like “one step to the right, two steps forward, three steps to the left,” leads the player to the goal, helping him with the words “warmth”, “hot”, “cold”.

5. The game "Listen carefully."
Children walk in a circle and perform actions on the command of the teacher. At the command “Hare!” - they jump on two legs; "Goose!" - go in a squat; "Horse!" - perform a gallop. Players who make a mistake are out of the game.

6. Game "Mirror".

7. The game "Turtles".

8. The game "Rag doll and soldier." Relaxation.

9. Game "Farewell".

Literature:

Astapov V.M. Correctional pedagogy with the basics of neuro- and pathopsychology.
Panfilova M.A. Game therapy of communication.
Starodubtseva I.V., Zavyalova T.P. Game lessons for the development of memory, attention, thinking and imagination of preschoolers.
Fopel K. How to teach children to cooperate.

CORRECTIONAL WORK WITH CHILDREN WITH ATTENTION DEFICIENCY AND HYPERACTIVITY

Description of work: this program will be useful primarily for educational psychologists and kindergarten teachers when working with children from senior preschool age (6-7 years). Classes are preceded by psychological diagnostics and standardized observation. Target correctional program: psychological correction of the components of hyperactivity: voluntary attention, communication skills, development of the child's personal qualities.
Tasks of psychocorrectional work:

6. Removal of anxiety;
7. Development of communication skills.

Introduction

The need to study children with attention deficit hyperactivity disorder (ADHD) at preschool age is due to the fact that this syndrome is one of the most common reasons for seeking psychological help in childhood.
The most complete definition of hyperactivity is given by Monina G.N. in his book on working with children with attention deficits: "A complex of deviations in the development of the child: inattention, distractibility, impulsiveness in social behavior and intellectual activity, increased activity at a normal level intellectual development. The first signs of hyperactivity can be observed before the age of 7 years. The causes of hyperactivity may be organic lesions of the central nervous system (neuroinfections, intoxications, traumatic brain injuries), genetic factors leading to dysfunction of the neurotransmitter systems of the brain and dysregulation of active attention and inhibitory control.
According to different authors hyperactive behavior is quite common: from 2 to 20% of children are characterized by excessive mobility, disinhibition. Among children with conduct disorder, physicians distinguish a special group of children suffering from minor functional disorders of the central nervous system. These children are not much different from healthy ones, except that increased activity. However, gradually deviations of individual mental functions increase, which leads to a pathology, which is most often called "mild brain dysfunction". There are other designations: "hyperkinetic syndrome", "motor disinhibition" and so on. The disease characterized by these indicators is called "attention deficit hyperactivity disorder" (ADHD). And the most important thing is not that a hyperactive child creates problems for the surrounding children and adults, but in the possible consequences of this disease for the child himself. Two features of ADHD should be emphasized. Firstly, it is most pronounced in children aged 6 to 12 years and, secondly, in boys it occurs 7-9 times more often than in girls.
In addition to mild brain dysfunction and minimal brain dysfunction, some researchers (I.P. Bryazgunov, E.V. Kasatikova) also name the causes of hyperactive behavior as temperamental features, as well as defects in family upbringing. Interest in this problem does not decrease, because if 8-10 years ago there were one or two such children in the class, now there are up to five people or more /
Prolonged manifestations of inattention, impulsivity and hyperactivity, the leading signs of ADHD, often lead to the formation of deviant forms of behavior (Kondrashenko V.T., 1988; Egorova M.S., 1995; Grigorenko E.L., 1996; Zakharov A.I., 1986, 1998;) . Cognitive and behavioral impairment continues to persist in up to 70% of adolescents and more than 50% of adults diagnosed with ADHD as children.) In adolescence, hyperactive children develop early cravings for alcohol and drugs, which contributes to the development of delinquent behavior (Bryazgunov I.P., Kasatikova E.V., 2001). For them, in more than for their peers, a tendency to delinquency is characteristic (Mendelevich V.D., 1998) .
Attention is also drawn to the fact that attention is paid to attention deficit hyperactivity disorder only when a child enters school, when there is school maladaptation and poor progress (Zavadenko N.N., Uspenskaya T.Yu., 1994; Kasatikova E.B. , Bryazgunov I.P., 2001) .
The study of children with this syndrome and the development of deficient functions has great importance for psychological and pedagogical practice at preschool age. Early diagnosis and correction should be focused on preschool age (5 years), when the compensatory capabilities of the brain are great, and it is still possible to prevent the formation of persistent pathological manifestations (Osipenko T.N., 1996; Litsev A.E.,).
Modern directions of developing and corrective work (Semenovich A.V., 2002; 1998; Semago N.Ya., 2000; Sirotyuk A.L., 2002) are based on the principle of replacing development. There are no programs that consider the multimorbidity of the developmental problems of a child with ADHD in combination with problems in the family, peer group and adults accompanying the development of the child, based on a multimodal approach.
An analysis of the literature on this issue showed that in most studies, observations were made on children of school age, i.e. during the period when the signs are most pronounced, and the conditions for development at an early and preschool age remain, for the most part, outside the field of view of the psychological service. Right now, the problem of early detection of attention deficit hyperactivity disorder, prevention of risk factors, its medical, psychological and pedagogical correction, covering the multimorbidity of problems in children, is becoming increasingly important, which makes it possible to make a favorable treatment prognosis and organize a corrective impact.

1. Attention deficit hyperactivity disorder in childhood

Attention deficit/hyperactivity disorder is a dysfunction of the central nervous system (primarily reticular formation brain), manifested by difficulties in concentrating and maintaining attention, learning and memory disorders, as well as difficulties in processing exogenous and endogenous information and stimuli.
Syndrome (from the Greek syndrome - accumulation, confluence). The syndrome is defined as a combined, complex disorder of mental functions that occurs when the certain zones brain and naturally due to excretion from normal operation one component or another. It is important to note that the disorder naturally combines disorders of various mental functions that are internally interconnected. Also, the syndrome is a natural, typical combination of symptoms, the basis of which is a violation of the factor, due to a deficiency in the work of certain brain areas in the case of local brain damage or brain dysfunction caused by other causes that do not have a local focal nature.
Hyperactivity - "Hyper ..." (from the Greek. Hyper - above, above) - an integral part compound words indicating an excess. The word "active" came into Russian from the Latin "activus" and means "effective, active." To external manifestations hyperactivity includes inattention, distractibility, impulsivity, increased motor activity. Often hyperactivity is accompanied by problems in relationships with others, learning difficulties, low self-esteem. At the same time, the level of intellectual development in children does not depend on the degree of hyperactivity and may exceed age norm. The first manifestations of hyperactivity are observed before the age of 7 years and are more common in boys than in girls. Hyperactivity occurring in childhood is a set of symptoms associated with excessive mental and motor activity. It is difficult to draw clear boundaries for this syndrome (i.e., the totality of symptoms), but it is usually diagnosed in children who are characterized by increased impulsivity and inattention; such children are quickly distracted, they are equally easy to please and upset. Often they are characterized by aggressive behavior and negativism. Due to such personality traits hyperactive children find it difficult to concentrate on any tasks, such as school activities. Parents and teachers often face considerable difficulties in dealing with such children.
The main difference between hyperactivity and simply active temperament is that this is not a trait of the child's character, but a consequence of impaired mental development of children. The risk group includes children born as a result of caesarean section, severe pathological childbirth, artificial babies born with low birth weight, premature babies.
Attention deficit hyperactivity disorder, also called hyperkinetic disorder, occurs in children between the ages of 3 and 15, but most often manifests itself in preschool and primary school age. This disorder is a form of minimal brain dysfunction in children. It is characterized by pathologically low levels of attention, memory, weakness thought processes in general, at a normal level of intelligence. Arbitrary regulation is poorly developed, performance in the classroom is low, fatigue is increased. Deviations in behavior are also noted: motor disinhibition, increased impulsivity and excitability, anxiety, negative reactions, aggressiveness. At the beginning of systematic training, difficulties arise in mastering writing, reading and counting. Against the background of educational difficulties and, often, a lag in the development of social skills, school maladaptation and various neurotic disorders occur.

2. Psychological characteristics of children with attention deficit/hyperactivity disorder (ADHD)

The lag in the biological maturation of the CNS in children with ADHD and, as a result, the higher brain functions (mainly the regulatory component), does not allow the child to adapt to new conditions of existence and normally endure intellectual stress.
O.V. Khaletskaya (1999) analyzed the state of higher brain functions in healthy and sick children with ADHD at the age of 5-7 years and concluded that there were no pronounced differences between them. At the age of 6-7 years, the differences are especially pronounced in such functions as auditory-motor coordination and speech; therefore, it is advisable to conduct dynamic neuropsychological monitoring of children with ADHD from the age of 5 using individual rehabilitation techniques. This will overcome the delay in the maturation of higher brain functions in this group of children and prevent the formation and development of maladaptive school syndrome.
There is a discrepancy between real level development and the performance that can be expected based on the IQ. Quite often, hyperactive children are quick-witted and quickly "grasp" information, have extraordinary abilities. Among children with ADHD there are really talented children, but cases of mental retardation in this category of children are not uncommon. The most important thing is that the intelligence of children is preserved, but the features that characterize ADHD - restlessness, restlessness, a lot of unnecessary movements, lack of focus, impulsive actions and increased excitability, are often combined with difficulties in acquiring learning skills (reading, counting, writing). This leads to pronounced school maladjustment.
Severe disorders in the field of cognitive processes are associated with disorders of auditory gnosis. Changes in auditory gnosis are manifested in the inability to correctly assess sound complexes consisting of a series of successive sounds, the inability to reproduce them and the shortcomings of visual perception, difficulties in the formation of concepts, infantilism and vagueness of thinking, which are constantly influenced by momentary impulses. Motor discordance is associated with poor eye-hand coordination and negatively affects the ability to write easily and correctly.
Research L.A. Yasyukova (2000) show the specificity of the intellectual activity of a child with ADHD, consisting of cyclicity: arbitrary productive work does not exceed 5-15 minutes, after which the children lose control over mental activity, then, within 3-7 minutes, the brain accumulates energy and strength for the next work cycle.
It should be noted that fatigue has a dual biological effect: on the one hand, it is a protective protective reaction against extreme exhaustion of the body, on the other hand, fatigue stimulates recovery processes pushes the boundaries of functionality. The longer the child works, the shorter
become productive periods and longer time rest - until complete exhaustion occurs. Then sleep is necessary to restore mental performance. During the period of "rest" of the brain, the child ceases to understand, comprehend and process incoming information. It is not fixed anywhere and does not linger, so the child does not remember what he was doing at that time, does not notice that there were any breaks in his work.
Mental fatigue is more characteristic of girls, and in boys it manifests itself by the age of 7. Girls also have a reduced level of verbal-logical thinking.
Memory in children with ADHD may be normal, but due to the exceptional instability of attention, there are "gaps in well-learned" material.
Disorders of short-term memory can be found in a decrease in the amount of memorization, increased inhibition by extraneous stimuli, and slow memorization. At the same time, an increase in motivation or organization of the material gives a compensatory effect, which indicates the preservation of the cortical function in relation to memory.
At this age, speech disorders begin to attract attention. It should be noted that the maximum severity of ADHD coincides with the critical periods of psychoverbal development in children.
If the regulatory function of speech is impaired, the adult's speech does little to correct the child's activity. This leads to difficulties in the sequential execution of certain intellectual operations. The child does not notice his mistakes, forgets the final task, easily switches to side or non-existent stimuli, cannot stop side associations.
Especially frequent in children with ADHD are such speech disorders as delayed speech development, insufficiency of the motor function of the articulatory apparatus, excessively slow speech, or, conversely, explosiveness, voice and speech breathing disorders. All these violations determine the inferiority of the sound-producing side of speech, its phonation, the limited vocabulary and syntax, and the lack of semantics.
A tendency to a pronounced decrease in attention is observed in unusual situations, especially when it is necessary to act independently. Children do not show perseverance either during classes or in games, they cannot watch their favorite TV show to the end. At the same time, there is no switching of attention, therefore, types of activities that quickly replace each other are carried out in a reduced, poor quality and fragmentary way, however, when pointing out mistakes, children try to correct them.
Attention impairment in girls reaches its maximum severity by the age of 6 and becomes the leading disorder in this age period.
The main manifestations of hyperexcitability are observed in various forms of motor disinhibition, which is aimless, not motivated by anything, situationless and usually not controlled by either adults or peers.
Such increased motor activity, turning into motor disinhibition, is one of the many symptoms that accompany developmental disorders in a child. Purposeful motor behavior is less active than in healthy children of the same age.
In the field of motor abilities, coordinating disorders are found. In addition, there are general difficulties in perception, which affects the mental abilities of children, and, consequently, the quality of education. The most commonly affected are fine motor skills, sensorimotor coordination, and manual dexterity. Difficulties associated with maintaining balance (when standing, skating, rollerblading, bicycling), impaired visual-spatial coordination (inability to play sports, especially with the ball) are the causes of motor awkwardness and increased risk traumatism.
Impulsivity manifests itself in sloppy performance of the task (despite the effort, do everything right), in restraint in words, deeds and actions (for example, shouting from a place during class, inability to wait for your turn in games or other activities), inability to lose, excessive perseverance in defending their interests (despite the requirements of an adult). With age, the manifestations of impulsivity change: the older the child, the more pronounced impulsivity and more noticeable to others.
One of characteristic features children with ADHD are disorders of social adaptation. These children are typically more low level social maturity than is usually the case at their age. Affective tension, significant amplitude emotional experience, difficulties that arise in communicating with peers and adults lead to the fact that the child easily forms and fixes negative self-esteem, hostility to others, neurosis-like and psychopathological disorders occur. These secondary disorders exacerbate clinical picture states, increase maladaptation and lead to the formation of a negative "I-concept".
Children with the syndrome have impaired relationships with peers and adults. In mental development, these children lag behind their peers, but they strive to lead, behave aggressively and demandingly. Impulsive hyperactive children quickly react to a ban or a sharp remark, respond with harshness, disobedience. Attempts to contain them lead to actions on the principle of a "released spring". Not only others suffer from this, but also the child himself, who wants to fulfill a promise, but does not keep it. Interest in the game in such children quickly disappears. Children with ADHD love to play destructive games, during the game they cannot concentrate, they conflict with their comrades, despite the fact that they love the team. The ambivalence of forms of behavior is most often manifested in aggressiveness, cruelty, tearfulness, hysteria, and even sensual dullness. In view of this, children with attention deficit hyperactivity disorder have few friends, although these children are extroverts: they look for friends, but quickly lose them.
The social immaturity of such children is manifested in the preference for building play relationships with younger children. Relationships with adults are difficult. It is difficult for children to listen to the explanation to the end, they are constantly distracted, especially in the absence of interest. These children ignore both adult rewards and punishment. Praise does not stimulate good behavior, in view of this encouragement must be very reasonable, otherwise the child will behave worse. However, it must be remembered that a hyperactive child needs praise and approval from an adult to strengthen self-confidence.
Harmonization of the development of the personality of children with ADHD depends on the micro_and macrocircle. If the family maintains mutual understanding, patience and warm attitude to the child, then after curing ADHD, all the negative aspects of behavior disappear. Otherwise, even after the cure, the pathology of the character will remain, and perhaps even intensify.
The behavior of such children is characterized by a lack of self-control. Committed to independent action(“I so want”) turns out to be a stronger motive than any rules. Knowing the rules is not a significant motive own actions. The rule remains known but subjectively meaningless.
It is important to emphasize that the rejection of hyperactive children by society leads to the development of a sense of rejection in them, alienates them from the team, increases imbalance, irascibility and intolerance of failure. Psychological examination of children with the syndrome in most of them reveals increased anxiety, anxiety, internal tension, a sense of fear. Children with ADHD are more prone to depression than others, easily upset by failure.
The emotional development of the child lags behind normal indicators given age group. Mood changes rapidly from elated to depressed. Sometimes there are unreasonable bouts of anger, rage, anger, not only in relation to others, but also to oneself. Ignorance that a child has functional deviations in the work of brain structures, and the inability to create an appropriate mode of learning and life in general for him at preschool age, give rise to many problems in elementary school.

3. Correction of ADHD

The goal of therapy is to reduce behavioral disturbances and learning difficulties. To do this, first of all, it is necessary to change the environment of the child in the family, school and create favorable conditions for correcting the symptoms of the disorder and overcoming the lag in the development of higher mental functions.
Treatment of children with Attention Deficit Hyperactivity Disorder should include a complex of methods, or, as experts say, be “multimodal”. This means that a pediatrician, a psychologist, teachers and parents should participate in it. Only the collective work of the above-mentioned specialists will achieve a good result.
"Multimodal" treatment includes the following steps:
enlightening conversations with the child, parents, teachers;
training parents and teachers in behavioral programs;
expanding the child's social circle through visiting various circles and sections;
special education in case of learning difficulties;
drug therapy;
At the beginning of treatment, the doctor and psychologist must carry out educational work. Parents and the child must be explained the meaning of the upcoming treatment.
Adults often do not understand what is happening to the child, but his behavior annoys them. Not knowing about the hereditary nature of ADHD, they explain the behavior of their son (daughter) with “wrong” upbringing and blame each other. Specialists should help parents understand the behavior of the child, explain what can really be hoped for and how to behave with the child.
Behavioral psychotherapy
Among the psychological and pedagogical methods of correction of attention deficit disorder, the main role is given to behavioral psychotherapy. The key point of the behavioral correction program is to change the environment of the child at home in order to create favorable conditions for overcoming the lag in the development of mental functions.
Home correction program includes:
* changing the behavior of an adult and his attitude towards the child (demonstrate calm behavior, avoid the words “no” and “not allowed”, build relationships with the child on trust and mutual understanding);
* change in the psychological microclimate in the family (adults should quarrel less, devote more time to the child, spend leisure time with the whole family);
* organization of the daily routine and places for classes;
* a special behavioral program that provides for the prevalence of support and reward methods.
The program of the environment (kindergarten) correction includes:
* changing the environment (the place of the child in the group is next to the teacher, changing the mode of the lesson with the inclusion of minutes of active rest,);
* creation of positive motivation, situations of success;
* correction of negative forms of behavior, in particular unmotivated aggression;
* regulation of expectations (also applies to parents), since positive changes in the child's behavior do not appear as quickly as others would like.
Behavioral programs require considerable skill, adults have to use all their imagination and experience with children in order to keep the constantly distracted child motivated during classes.
Success in treatment will be guaranteed if uniform principles are maintained in relation to the child at home and in the garden: the “reward” system, help and support from adults, participation in joint activities. Continuity of medical therapy is the main guarantee of success.
Correctional programs should be focused on the age of 5-7 years, when the compensatory capabilities of the brain are great and the pathological stereotype has not yet formed.
On the basis of literature data, we have developed specific recommendations for parents and teachers on working with hyperactive children.
It must be remembered that negative methods education is ineffective in these children. The peculiarities of their nervous system are such that the threshold of sensitivity to negative stimuli is very low, therefore they are not susceptible to reprimands and punishment, they do not easily respond to the slightest praise.
The home reward and promotion program includes the following points:
1. Every day, the child is given a specific goal that he must achieve.
2. The efforts of the child in achieving this goal are encouraged in every possible way.
3. At the end of the day, the child's behavior is evaluated according to the results achieved.
4. When a significant improvement in behavior is achieved, the child receives a long-promised reward.
Examples of goals set for a child can be: good homework, good behavior, cleaning your room, cooking dinner, shopping, and others.
In a conversation with a child, and especially when you give him tasks, avoid directives, turn the situation in such a way that the child feels: he will do a useful thing for the whole family, he is completely trusted, hoped for. When communicating with your son or daughter, avoid constant pulling like "sit still" or "don't talk when I'm talking to you" and other things that are unpleasant for him.
A few examples of incentives and rewards: allow the child to watch TV in the evening for half an hour longer than the allotted time, treat him with a special dessert, give him the opportunity to participate in games with adults (lotto, chess).
If the child behaves approximately during the week, at the end of the week he should receive an additional reward. It can be some kind of trip with your parents out of town, an excursion to the zoo, to the theater and others.
For unsatisfactory behavior, a light punishment is recommended, which should be immediate and unavoidable. It can be just verbal disapproval, temporary isolation from other children, deprivation of "privileges".
Parents are encouraged to write a list of what they expect from their child in terms of behavior. This list is explained to the child in an accessible manner. After that, everything written is strictly observed, and the child is encouraged for success in its implementation. Physical punishment must be refrained from.
Physical activity
Treatment of children with ADHD must necessarily include physical rehabilitation. These are special exercises aimed at restoring behavioral reactions, developing coordinated movements with voluntary relaxation of the skeletal and respiratory muscles.
Most of the experiments performed have shown that the mechanism for improving well-being is associated with enhanced production during prolonged muscle activity of special substances - endorphins, which have a beneficial effect on mental condition person.
These data allow us to develop recommendations for physical education for children with attention deficit hyperactivity disorder.
* Motor activity can be prescribed in the same volume as healthy children.
* Keep in mind that not all types of physical activity may be beneficial for hyperactive children. For them, games where the emotional component is strongly expressed (competitions, demonstration performances) are not shown. Recommended physical exercises that are aerobic in nature, in the form of a long, uniform training of light and medium intensity: long walks, jogging, swimming, skiing, cycling and others.
Particular preference should be given to a long, even run, which has a beneficial effect on the mental state, relieves tension, and improves well-being.
Before a child begins to exercise, he must undergo a medical examination in order to exclude diseases, primarily of the cardiovascular system.
Psychotherapy
Attention deficit hyperactivity disorder is a disease not only of a child, but also of adults, especially the mother, who is most often in contact with him.
Doctors have long noticed that the mother of such a child is overly irritable, impulsive, her mood is often lowered. To prove that this is not just a coincidence, but a pattern, special studies were conducted, the results of which were published in 1995 in the journal Family Medicine. It turned out that the frequency of the so-called major and minor depression occurs among ordinary mothers in 4-6% and 6-14% of cases, respectively, and among mothers who had hyperactive children, in 18 and 20% of cases, respectively. Based on these data, scientists concluded that mothers of hyperactive children must undergo a psychological examination.
Often, mothers with children with the syndrome have an asthenoneurotic condition that requires psychotherapeutic treatment.
There are many psychotherapeutic techniques that can benefit both the mother and the child. Let's dwell on some of them.

Visualization

Experts have proved that the reaction to the mental reproduction of an image is always stronger and more stable than to the verbal designation of this image. Consciously or not, we are constantly creating images in our imagination.
Visualization is understood as relaxation, mental fusion with an imaginary object, picture or process. It is shown that the visualization of a certain symbol, picture, process has a favorable effect, creates conditions for the restoration of mental and physical balance.
Visualization is used to relax and enter a hypnotic state. It is also used to stimulate the body's defense system, increase blood circulation in certain area body, to slow down the pulse, etc. .

Meditation

Meditation is one of the three main elements of yoga. This is a conscious fixation of attention at a moment in time. During meditation, a state of passive concentration occurs, which is sometimes called the alpha state, since at this time the brain generates predominantly alpha waves, just like before falling asleep.
Meditation reduces the activity of the sympathetic nervous system, promotes anxiety reduction and relaxation. At the same time, the heart rate and breathing slow down, the need for oxygen decreases, the picture of brain tension changes, the reaction to a stressful situation is balanced.
Autogenic training
AT includes a series of exercises with which a person consciously controls the functions of the body. You can master this technique under the guidance of a doctor.
Muscle relaxation achieved with AT affects the functions of the central and peripheral nervous system, stimulates backup capabilities the cerebral cortex, increases the level of voluntary regulation of various body systems.
The self-regulation of emotional-vegetative functions achieved with the help of AT, optimization of the state of rest and activity, increasing the possibilities of implementing the psychophysiological reserves of the body make it possible to use this method in clinical practice to enhance behavioral therapy, in particular children with ADHD.
Hyperactive children are often tense, internally closed, so relaxation exercises must be included in the correction program. This helps them to relax, reduces psychological discomfort in unfamiliar situations, and helps them to cope with various tasks more successfully.
The relaxation training model is an AT model redesigned specifically for children and used for adults. It can be used both in preschool and school educational institutions, and at home.
Teaching children to relax their muscles can help relieve general tension.
Relaxation training can be carried out during individual and group psychological work, in gyms or in a regular classroom. Once children learn to relax, they can do it on their own (without a teacher), which will increase their overall self-control. Successful mastery of relaxation techniques (like any success) can also increase their self-esteem.
Of all the psychotherapeutic techniques, autogenic training is the most accessible in mastering and can be used independently. It has no contraindications in children with Attention Deficit Hyperactivity Disorder.
We have described many techniques that can be used in the treatment of attention deficit hyperactivity disorder. As a rule, these children have a variety of disorders, so in each case it is necessary to use a whole range of psychotherapeutic and pedagogical techniques, and in the case of a pronounced form of the disease, medications.
It must be emphasized that the improvement in the behavior of the child will not appear immediately, however, with constant training and following the recommendations, the efforts of parents and teachers will be rewarded.

4. Program of remedial classes for children with Attention Deficit/Hyperactivity Disorder

The purpose of the correctional program: psychological correction of the components of hyperactivity: voluntary attention, communication skills, development of the child's personal qualities.
Tasks of psychocorrectional work:
1. Development of the child's attention (the formation of its properties: concentration, switchability, distribution);
2. Training of psychomotor functions;
3. Reduced emotional stress;
4. Training to recognize emotions by external signals;
5. Correction of behavior with the help of role-playing games;
6. Removal of anxiety;
7. Development of communication skills.
Means of correction:
games for the development of psychomotor functions and the correction of behavior in a team.
Exercises and games aimed at developing the child's stability, concentration, switching and distribution of attention.
Exercises and games aimed at overcoming motor automatism.
A complex of psycho-gymnastics classes.
The program is designed for children of middle and senior preschool age.
Program construction principles:
1. Availability of the proposed material, compliance with the age characteristics of children;
2. Systematic and consistent in corrective work;
3. Personally-oriented approach to children.
The program provides for the possibility of implementing an individual approach to the child, working with various subgroups of children, taking into account their age characteristics.
Classes are held once every 2 days.

Thematic planning of correctional and developmental work with children:

Lesson #1

Lesson objectives:
Acquaintance.
Correction of the key components of ADHD
Tasks:

Familiarization with the rules of behavior in the group;
Development of interest in joint activities.

Formation of self-control skills.

"Carousel"
Purpose: group building exercise.
An adult takes the child by the hand, and begins to collect all the children in one chain, forming a circle.
The adult says:
Movement Words
Now we will ride on the carousel. Repeat the words after me and move together in a circle so that the carousel does not break. Words: “Fire-ate-ate-ate, the carousels spun. And then run, run, run, run. Hush, hush, don't rush, stop the carousel. One-two. One-two (pause). So the game is over. The carousel moves slowly to the right. The pace of speech and movements gradually accelerates. On the words “run”, the carousel changes the direction of movement. The pace of movement gradually slows down and everyone stops at the words “one or two”.

"Catch - don't catch"
The rules of this game are similar to the well-known way to play "Edible - inedible". Only the condition when the child catches the ball, and when not, can change in each horse of the game. For example, now you agree with him that if the driver throws the ball, saying a word related to plants, then the player catches him. If the word is not a plant, then it hits the ball. For example, one round of the game could be called "Furniture is not furniture." Similarly, you can play such options as "Fish - not fish", "Transport - not transport", "Flies - does not fly" and many others. The number of game conditions you can choose depends only on your imagination. If it suddenly runs out, invite the child to choose the condition of the game himself, that is, the category of words that he will catch. Kids sometimes come up with completely fresh and creative ideas!
Note. As you probably noticed, this game develops not only attention, but also the ability to generalize, as well as the speed of processing the information heard. Therefore, for the purpose of the intellectual development of the child, try to ensure that the categories of these generalized concepts are diverse and affect different areas, and were not limited to everyday and frequently used words.
"Headball"
In this game, in order to be successful, the child will have to take into account the pace and nature of the movements of the other person. In general, his usual impulsiveness will not help the cause.
It's good if you connect a few more children to this game. Firstly, it is with peers that the child most of all needs to learn how to get along well, and secondly, it is, of course, possible to perform these game tasks with an adult, but not very convenient. So, let your child, along with his couple, stand at the line under the conditional name "start". Put a pencil on this line. The task of the players is to take this pencil from both sides so that each of them touches its tip with only the index finger. Using these two fingers for two, they should be able to pick up a pencil, carry it to the end of the room and return back. If during this time they did not drop what they were carrying and did not help themselves with the other hand, then you can congratulate the couple on the successful completion of the task. This means that they are able to be friends, since they have shown such good cooperation skills with each other.
As the next task, you can take a piece of paper, which the players must carry by holding it with their shoulders. Then offer them soft toy to be carried using only the ears and cheeks.
And finally, offer a more difficult task - the ball that they must convey using only their heads (literally and figuratively). This is not as easy as it might seem at first glance, because the ball, due to its shape, will tend to slide off. If you are playing a game with more than two children, then after this round, offer them the same task, which they will now do all together (that is, three or five). It really unites the children and creates a friendly, joyful atmosphere. When trying to complete a task, they usually figure out pretty quickly that they can do it better if they hug their shoulders and walk together in small steps, discussing when to turn or stop.
Note. If your child did not immediately manage to cooperate with other children, then (when his peers begin to complete the task) pay attention to how the pair of players coordinate their actions: they talk among themselves, the fast one adjusts to the slower one, hold hands to better feel the movements of the other , etc.
"Freeze"

Lesson #2

Lesson objectives:
group cohesion;

Tasks:
Grouping members into a group;

Development of voluntary attention;

Development of social communication skills.
"Whose voice?"
Children sit in a semicircle. The leader is with his back to the players. One of the children calls out by name to the host, who, without turning around, should name the one whose voice he heard. First, the children call the leader in their usual voice, and then you can change the intonation.

"The dragon bites its tail."

"Sharp Eye"
In order to become a winner in this game, the child needs to be very attentive and be able not to be distracted by foreign objects.
Choose a small toy or object for the child to find. Let him remember what it is, especially if it is new thing in home. Ask the child to leave the room. When he fulfills this request, put the selected object in an accessible place, but so that it is not immediately evident. In this game, you can not hide items in the drawers of the table, behind the closet and the like. The toy should stand so that the player can find it without touching the objects in the room, but simply examining them carefully.
Note. If your son or daughter managed to find a toy, then they are worthy of praise. You can even tell them that if they were born into an Indian tribe, they might have been called by a proud name like Keep Eye.

Lesson #3

Lesson objectives:

Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"It's the other way around"
This game will surely appeal to little stubborn people who like to do everything the other way around. Try to "legalize" their passion to argue. An adult in this game will be the leader. He must demonstrate the most different movements, and the child must also perform movements, only completely opposite to those shown to him. So, if an adult raised his hands, the child should lower them, if he jumped, he should sit down, if he extended his leg forward, he should take it back, etc.
Note. As you probably noticed, the player will need not only the desire to contradict, but also the ability to think quickly, choosing opposite movement. Draw the child's attention to the fact that the opposite is not just different, but somewhat similar, but different in direction. This game can be supplemented with the host’s periodic statements, to which the player will select antonyms. For example, the host will say “warm”, the player must immediately answer “cold” (you can use words of different parts of speech that have opposite meanings: run - stand, dry - wet, good - evil, fast - slow, a lot - little, etc.).
"Revived Elements"
The players sit in a circle. The host agrees with them that if he says the word "earth", everyone should put their hands down, if the word "Water" - stretch their hands forward, if the word "air" - raise their hands up, the word "fire" - rotate their hands. Whoever makes a mistake is considered a loser.
"Pump and Ball"

Lesson number 4

Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"Magic word"
Children usually love this game very much, because in it the adult is in the position of a child who is taught to be polite.
Ask your child what "magic" words he knows and why they are called that. If he's already mastered enough etiquette standards, then he will be able to answer that without these words, requests may look like a rude order, so people will not want to fulfill them. "Magic" words show respect for a person and dispose him to the speaker. Now in the role of such a speaker, trying to achieve the fulfillment of his wishes, you will act. And the child will be an attentive interlocutor, sensitive to whether you said the word "please." If you say it in a phrase (for example, say: "Please raise your hands up!"), Then the child fulfills your request. If you just say your request (for example, "Clap your hands three times!"), then the child who teaches you to be polite should never perform this action.
Note. This game develops not only attention, but also the ability of children to arbitrariness (performing actions is not impulsive, simply because now you want it, but in connection with certain rules and goals). This important characteristic is considered by many psychologists to be one of the leading ones in determining whether a child is ready for school.
"Princess Nesmeyana"
Everyone is familiar with the complaints of children that someone else interferes with their concentration and makes them laugh. In this game, they will have to overcome this unfortunate circumstance.
Remember such a cartoon character as Princess Nesmeyana. It was almost impossible to cheer her up, she did not pay attention to anyone and shed tears day and night. Now the child will be such a princess. Crying, of course, is not worth it, but he is strictly forbidden to laugh (otherwise, what kind of Nesmeyana is this?). In the same cartoon, as you know, there was a worried father who promised the princess as his wife and half the kingdom in addition to the one who would cheer her up. Such potential suitors, eager for the royal treasury, may be other children or, at first, adults in the family. They surround the princess (who can be played by either a boy or a girl) and try their best to make her smile. The one who turns out to be so successful in this matter that he causes a wide smile from Nesmeyana (teeth will be visible) is considered to have won this contest of suitors. In the next round, this person changes places with the princess.
Note. It is better to establish some restrictions among the "suitors" (they are not allowed to touch the princess) and for Nesmeyana (she must not turn away or close her eyes or ears).
Communication games
"I am silent - I whisper - I shout"

Lesson number 5

Lesson number 6

Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"The Soldier and the Rag Doll"
The easiest and most reliable way to teach children to relax is to teach them to alternate between strong muscle tension and subsequent relaxation. Therefore, this and the following game will help you to do this in game form.
So, invite the child to imagine that he is a soldier. Remember with him how to stand on the parade ground - stretched out to attention and frozen. Have the player pretend to be such a soldier as soon as you say the word "soldier". After the child stands in such a tense position, say another command - "rag doll". When performing it, the boy or girl should relax as much as possible, lean forward slightly so that their arms dangle as if they were made of cloth and cotton. Help them imagine that their whole body is soft, supple. The player must then become a soldier again, and so on.
Note. You should finish such games at the stage of relaxation, when you feel that the child has had enough rest.
"Pump and Ball"
If a child has ever seen how a deflated ball is pumped up with a pump, then it will be easy for him to enter into the image and depict the changes taking place at that moment with the ball. So, stand opposite each other. The player representing the ball must stand with his head down, arms hanging sluggishly, legs bent at the knees (that is, look like an uninflated shell of the ball). The adult, meanwhile, is going to correct this situation and begins to make such movements as if he were holding a pump in his hands. As the intensity of pump movements increases, the "ball" becomes more and more inflated. When the child has already puffed out his cheeks, and his arms are stretched out to the sides with tension, pretend that you are critically looking at your work. Touch his muscles and complain that you overdid it and now you have to blow off the ball. After that, depict pulling out the pump hose. When you do this, the "ball" will deflate so much that it even falls to the floor.
Note. To show a child an example of how to play an inflating ball, it is better to first invite him to be in the role of a pump. You will tense up and relax, which will help you relax, and at the same time understand how this method works.
"Speak on cue"
Now you will simply communicate with the child, asking him any questions. But he should not answer you immediately, but only when he sees a prearranged signal, for example, arms folded on his chest or scratching his head. If you asked your question, but did not make the agreed movement, the child should be silent, as if they were not addressing him, even if the answer is spinning on his tongue.
Note. During this conversation game, additional goals can be achieved depending on the nature of the questions being asked. So, asking a child with interest about his desires, inclinations, interests, attachments, you increase the self-esteem of your son (daughter), help him pay attention to his "I". By asking questions about the content of the topic covered at school (you can rely on a textbook), you will consolidate certain knowledge in parallel with the development of volitional regulation.

Lesson number 7

Lesson number 8

Lesson objectives:
Formation of arbitrary behavior;
Correction of the key components of ADHD.
Tasks:
Grouping members into a group;
Development of interest in joint activities;
Development of voluntary attention;
Formation of self-control skills;
Development of social communication skills.
"I am silent - I whisper - I shout"
As you probably noticed, hyperactive children find it difficult to regulate their speech - they often speak in raised tones. This game develops the ability to consciously regulate the volume of their statements, stimulating the child to speak either quietly, then loudly, or completely silent. He will have to choose one of these actions, focusing on the sign that you show him. Arrange these signs in advance. For example, when you put your finger to your lips, the child should speak in a whisper and move very slowly. If you put your hands under your head, as during sleep, the child should shut up and freeze in place. And when you raise your hands up, you can talk loudly, shout and run.
Note. It is better to finish this game at the “silent” or “whisper” stage in order to reduce the excitement of the game when moving on to other activities.
"Toys Alive"
Ask your child what he thinks is happening at night in the toy store. Listen to his versions and offer to imagine that at night, when there are no buyers, the toys come to life. They start to move, but very quietly, without saying a word, so as not to wake the watchman. Now draw yourself some kind of toy, such as a teddy bear. Let the child try to guess who it is. But he should not shout out the answer, but write down (or draw) on a piece of paper so as not to give out toys with noise. Then let the child show any toy himself, and you will try to guess its name. Please note that the entire game must be played in absolute silence. When you feel a decline in interest in a child, then announce that it is dawn. Then the toys should fall into place again, thus the game will be over.
Note. In this game, the child acquires the skills of non-verbal (without the use of speech) communication, and also develops self-control, because when he guessed what kind of toy you are depicting, he so wants to immediately say about it (or even better shout), but the rules of the game do not allow do this. When he himself portrays a toy, efforts must also be made not to make sounds and not prompt an adult.
"Freeze"
In this game, the child needs to be attentive and be able to overcome motor automatism, controlling his actions.
Put on some dance music. While it sounds, the child can jump, spin, dance. But as soon as you turn off the sound, the player should freeze in place in the position in which the silence found him.
Note. This game is especially fun to play at a children's party. Use this to train your child and at the same time create an atmosphere of relaxedness, as children are often embarrassed to dance in a serious way, and you offer them to do it in the game, as if in jest. You can also introduce a competitive motive: those who did not have time to freeze after the end of the music are eliminated from the game or are subjected to some kind of comic punishment (for example, toast a birthday man or help set the table).

List of used literature

1. Badalyan L.O., Zavadenko N.N., Uspenskaya T.Yu. Attention Deficit Syndromes in Children // Review of Psychiatry and Medical Psychology. V.M. Bekhterev. St. Petersburg: 1993. - No. 3. - 95 p.
2. Bryazgunov I.P., Kasatikova E.V. restless child, or all about hyperactive children. - M.: Publishing House of the Institute of Psychotherapy, - 2001. - 96 p.
3. Bryazgunov I.P., Kuchma V.R. Attention deficit hyperactivity disorder in children (issues of epidemiology, etiology, diagnosis, treatment, prevention and prognosis). - M. - 1994. - 49 p.
4. Burlachuk L.F., Morozov S.M. Dictionary-reference book on psychodiagnostics. - St. Petersburg: Publishing house "Piter", - 2000. - 528 p..
5. Age features mental development of children / Ed. I.V. Dubrovina, M.I. Lisina. - M., 1982. - 101 p.
6. Vygotsky L.S. Development of higher mental functions. - M.: APN RSFSR, - 1960. - 500 p.
7. Drobinskaya A.O. Attention Deficit Hyperactivity Disorder // Defectology. - No. 1. - 1999. - 86 p.
8. Zhurba L.T., Mastyukova E.M. Minimal brain dysfunction in children. Scientific review. M.: VNINMI, - 1980. - 50 p.
9. Zavadenko N.N. Hyperactivity and attention deficit in childhood. M .: "Academy", - 2005. - 256 p.
10. Zavadenko N.N. How to understand a child: children with hyperactivity and attention deficit // Medical Pedagogy and Psychology. Supplement to the journal "Defectology". Issue 5. M.: School-Press, - 2000. - 112 p.

In modern society, the diagnosis of "hyperactivity" sounds literally on every corner. If a child behaves too actively, this disease is immediately attributed to him, which in fact can only be determined by an experienced pediatric neurologist, psychologist or pediatrician. It is necessary to figure out, nevertheless, what kind of concept such a “hyperactive child” is, how it is diagnosed and what are the reasons for the development of this very excessive activity. And most importantly, how to help the baby and his parents cope with the increased excitability of the child and comfortably adapt to the world around him.

The main thing in the article

Signs and Diagnosis of Hyperactivity in a Child

AT medical terminology The diagnosis of hyperactivity sounds like Attention Deficit Hyperactivity Disorder (ADHD). This state manifests itself in active work brain and nervous system, in which excitation of nerve impulses dominates over inhibition.

The first signs of the manifestation of the "hyper-excitability syndrome" can be noted even in infancy:

This is a short and restless sleep, a violation of the digestive tract, frequent regurgitation and an almost constant child's cry.
At an early age, coordination in movements is disturbed, the child is clumsy and often injured. During this period, parents still closely control the behavior of the child, not leaving him alone, and therefore it is extremely difficult to fix these signs at this age.
You can start sounding the alarm when the baby is handed over to preschool, where it is full of rules and prohibitions, where you need to restrain your emotions.
When mental stress begins, and the child cannot fully cope with them, the situation worsens. The baby begins to lose self-esteem, aggression is manifested.
Parents should assess the ability of their child accordingly. Do not send him to a school with an increased workload. And here regular school with a competent and patient teacher will be given to the child quite acceptable.

Diagnosis of ADHD

Competent diagnosis of the “hyperactivity syndrome” does not end with a half-hour conversation with a specialist. The diagnosis cannot be made based only on the story of the parents and checking the work of the child's reflexes. This testing should be carried out in several stages, which will be lengthy. Here are its main stages:

Consultation with the child's parents.
A set of prepared tasks and special testing to assess the normal or deviated development of attention concentration and other indicators.
An electroencephalogram that allows you to objectively evaluate and examine the baby's brain activity.

Based on these or, if necessary, additional examinations, a psychoneurologist confirms or refutes ADHD.

What can cause hyperactivity in children?

In addition to individual physiological factors, childhood hyperactivity can be triggered by a number of other reasons:

severe pregnancy;
non-compliance healthy lifestyle life of a pregnant woman;
difficult childbirth.

At what age can we talk about hyperactivity in a child?

Manifestations of hyperactivity can be observed from the very birth of a child. At this age, the doctor can already make a diagnosis - "hyperexcitability syndrome." Do not despair if your baby is restless, excitable, and has a number of other signs of an unstable nervous system. Not necessarily hyperexcitability develops into hyperactivity. The compensatory capabilities of the nervous system of children can "smooth out" the problem under the experienced supervision and treatment of a specialist.

Yet the symptoms of ADHD are present in children aged 2-3 years. After the start of attending kindergarten and school, all symptoms worsen, and it becomes more difficult for the child to control his behavior, as well as to follow the rules established by teachers.

That is why in many countries of the world such a medical conclusion as attention deficit hyperexcitability syndrome is not given to children under the age of six.

Hyperactive child: what to do?

Of course, raising a hyperactive child is everyday work for parents. But who, if not you, will help direct the energy of your child in the right direction? Without correcting behavior and education, ADHD will not pass without a trace, but will haunt a person in adulthood.

How to calm a child?

When your baby is in a state of excessive arousal, change the environment. Take the baby to a quieter room or room, give him a drink.
For children with this diagnosis, tactile contact is very important, hug the child, kiss, stroke. This should be done not only when he is upset, but just like that, "for prevention."

Favorably affects the relaxation of the nervous system, taking a warm bath before going to bed. You can purchase special soothing fees based on medicines at the pharmacy.

Replace evening watching cartoons with reading books with colorful illustrations, do a light massage or put on unobtrusive music - this will help you fall asleep sooner.

Hyperactive child in kindergarten

Let's look at two patterns of behavior of a hyperactive child when he is taken to kindergarten.

The child does not want to take part in the classes.

During classes, the child is restless, is all the time in motion. In some cases, he may flatly refuse to answer questions or participate in training. This is due to the fact that the baby is afraid not to cope with the requirements for him, even if he willingly performed exactly the same exercises at home. Just at home, he himself regulates the duration and process of actions. And in the garden you need to learn and remember a lot of things, that is, follow certain instructions.

Parents need:

Ask the teachers to let the child observe the lesson for a while, let him take a place convenient for himself. When a hyperactive kid refuses team competitions, this does not mean that he does not want to do anything, just that his self-doubt still prevails. And when he realizes that no one is trying to force him to study, he will join the learning process himself.

Here much depends on the educator, he should not shame and ridicule the child in front of other children. His task will be to encourage the baby at the moment when he decides to take active steps in the lesson.

The child agrees to participate in learning, but at the same time interferes with everyone.

The teacher should remember that, compared to other children, a hyperactive child will not be able to sit still for a long time and sculpt crafts, for example. Then it is necessary to load the child with other various activities, sometimes not even related to the learning process (bring, give, help the nanny in household chores). So the child will get down to business and will not interfere with other members of the group.

Advice to parents:

Don't overload nervous system her crumbs, she already works to the maximum. Give preference to groups with a playful form of classes, where you can frolic from the heart and answer when the child himself wants.

Hyperactive child at school

Too active behavior of a small student can be perceived by the teacher as spoiled and echoes of improper upbringing. Therefore, parents and the teacher need to work closely with each other, and the teacher needs to show understanding and teaching ethics in relation to such a child. This does not mean that everything is allowed for a hyperactive child, it simply takes into account those moments that such a child cannot perform compared to other children.

Classes and work with hyperactive children

Plan your lesson ahead of time.

Don't force your child to sit still. Let him be active during the session, and not sit.
Shorten your session. Let this be 5 minutes in which the child can concentrate. Repeat these "five minutes" every 2-3 hours, reaching up to 10 minutes of classes, no longer worth it.
Think in advance how the lesson will go, it should be interesting and exciting. Prepare for it: if you spend time looking for material, the child will be distracted and his attention will be lost.
Try to schedule these short sessions at the same time so that the child can tune in to them.
A feature of the memory of hyperactive children is that yesterday they willingly learned the material, but today they no longer remember it. In such cases, do not swear, pretend that nothing terrible happened. Pause, play, and then you can return to this question.

Temper the child's body.

Of course, dousing with ice water is not the best option. You can start with a contrast shower. This will help strengthen the immune system and cardiovascular system the child's body, relax the nervous system and help to fall asleep.

Do not let your child stay in the four walls.

Especially when the baby is over three years old. He becomes unusually inquisitive, willingly explores the world. He is simply bored at home, and it is very difficult to lure him with something new. In addition, he needs to contact other children, adapt to society.

Games for hyperactive children

Classes with hyperactive children should be carried out in a playful way - there will be much more sense from them than from strict sitting at the table. Treatment methods can also be used.

Teach your child to relax.

Take advantage of natural antidepressants - water and sand. A child who plays enough on the beach or on the shore of the lake, rivers in sand castles will feel much better, more relaxed.

If it is not possible to go to an open reservoir, it will be enough to play with water at home, in the bathroom. Water pistols, spray bottles from empty shampoo bottles, soap bubbles will be used. Such games can be completed with a contrast shower, which has already been mentioned.

You can buy clay, children's kinetic sand, and a bunch of other devices for relaxing games at home.

Don't stop hypermobility.

Children with DHD syndrome need to move, like in the air, without special need, there is no need to limit it. Do not torture the baby with punishment by putting him in a corner, or ordering him to sit in one place.

Equip a children's place for active games, a sports corner. This will reduce the destructive actions of the baby and will allow him to develop dexterity and agility.
Enroll the baby in the section, if he shows a desire. It doesn't matter what section it is. It does not have to be sports: it can be dancing, gymnastics, theater or horseback riding. So, the child will have to lead an active lifestyle, but this will definitely be of use.

Take your child to the pool, if this is not possible, organize inflatable mini-pools in the yard or in the summer cottage. Such a swim will appeal not only to your child.
Organize long walks in the fresh air. This is especially important in winter, it is at this time that it is not possible to be outside for a long time, but spend time actively: skating, skiing, sledding up the mountain to exhaustion. The nervous system of the baby will unload and get such a welcome relaxation.

To choose the right approach to a particular hyperactive child, you need to observe his reactions to comments, requests, and different behaviors. Of course, you need to be observed by a pediatric neuropsychiatrist, take courses of prescribed treatment in order to see positive dynamics baby development.

Express prohibitions clearly.

When communicating with your child, try to remain calm no matter what the outcome. Formulate sentences in such a way that they do not contain the words “no”, “no”. Use an alternative. For example, the prohibition: "Don't touch the hot pot!" it is better to replace "Take the same cold pan in the closet." If you forbade your child to do something, be sure to justify why, offer an alternative solution to the problem.

Be specific in your requirements.

Do not build too long logical chains. Sentences should be short and concise so that a hyperactive child does not get confused in the sequence of actions performed.

Follow the sequence.

A hyperactive child differs from other children in his inattention. Therefore, do not give him several tasks in a row. The child will not be able to catch the sequence of all these instructions, and will be busy with something else without completing any of them. Do not rush to give the child another task until he completes the previous one.

Keep your child's schedule under control.

Hyperactive kids don't have a good sense of time, so it's up to you to control the time frame. For example, before leaving a walk, warn the baby about this 5-10 minutes in advance so that he can expect exactly these actions from you.

Hyperactivity: the opinion of Dr. Komarovsky

If your child has been diagnosed with ADHD, don't despair! You have a smart, gifted and wonderful baby growing up, just help him direct his excess energy in the right direction!

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AT recent times experts came to the conclusion that hyperactivity acts as one of the manifestations of a whole complex of disorders. The main defect is connected with the insufficiency of the mechanisms of attention and inhibitory control. Attention deficit disorder is the most common form of chronic behavioral disorder in childhood. According to data obtained in the course of various studies, its frequency among children of preschool and school age ranges from 4.0 to 9.5%.

Most researchers note three main blocks in the manifestation of hyperactivity syndrome: hyperactivity, attention disorders, impulsivity (Yu.S. Shevchenko, N.N. Zavadenko, etc.)

Hyperactivity manifested by excessive motor activity, restlessness and fussiness, numerous extraneous movements, which the child often does not notice. Such children are characterized by excessive talkativeness, the inability to sit in one place, the duration of sleep is always less than normal. In the motor sphere, they have impaired motor coordination, unformed fine motor skills and praxis. This is the inability to tie shoelaces, fasten buttons, use scissors and a needle. Studies by Polish scientists show that the physical activity of children with hyperactivity syndrome is 25-30% higher than normal. They move even in their sleep.

Any mental process can be fully developed only if attention is formed. L.S. Vygotsky wrote that directed attention plays a huge role in the processes of abstraction, thinking, motivation, directed activity.

Attention disorders can be manifested in the difficulties of retaining it, in reducing selectivity and pronounced distractibility with frequent switching from one activity to another. Such children are characterized by inconsistency in behavior, forgetfulness, inability to listen and concentrate, and frequent loss of personal belongings. They try to avoid tasks that require prolonged mental effort. However, the indicators of attention of such children are subject to significant fluctuations. If the child's activity is associated with interest, enthusiasm and pleasure, then they are able to hold attention for hours.

Impulsiveness It is expressed in the fact that the child often acts without thinking, interrupts others, can stand up during class and walk around without permission. In addition, such children do not know how to regulate their actions and obey the rules, wait, often raise their voices, and are emotionally labile (they often change their mood).

By adolescence, increased activity in most cases decreases, and impulsivity and attention deficit persist. If corrective work is not carried out in preschool childhood, then difficulties may arise in adolescence. According to the results of a study by N.N. Zavadenko, behavioral disorders persist in almost 70% of adolescents and 50% of adults diagnosed with hyperactivity syndrome in childhood.

In general, the onset of symptoms of hyperactivity is attributed to the beginning of kindergarten attendance (3 years), and the first deterioration is attributed to the beginning of schooling, although the severe form can be recognized already at 3 years of age. early childhood. This pattern is explained by the inability of the central nervous system of a child suffering from a symptom of hyperactivity to cope with the new demands that are placed on him in conditions of increased mental and physical stress.

1. Coordination disorders. These can be violations of fine movements (fine motor coordination), impaired balance and visual-spatial coordination.

2. Violation of interpersonal relationships. Children with hyperactivity syndrome often have difficult relationships with peers and with adults. They seek to lead others, so they have few friends. Children with hyperactivity syndrome are always looking for comrades, partners for games and activities, but they quickly lose them because of their characteristics: inattention during games, distractibility, impulsivity, frequent desire to do something else, etc.

In relationships with adults, children with hyperactivity syndrome are distinguished by their “ill-manneredness”: they are not affected by the usual punishments and rewards, and often neither affection nor praise stimulates good behavior. Such children become very "difficult" for almost all surrounding adults. They often turn out to be the epicenter of domestic quarrels and conflicts. Also, hyperactivity syndrome is a common reason for transferring a child from one educational institution to another, despite the normal level of intelligence development.

3. Emotional disorders. There may be a delay in emotional development, imbalance, irascibility, intolerance to failures.

4. behavioral disorders. Children with hyperactivity syndrome may have a combination of excessive motor activity and destructive behavior. So, for example, they can interfere with teachers, distract other children and provoke their incorrect behavior during classes. Behavioral disorders are observed often, but not always.

5. Other features. Children with hyperactive syndrome are more likely to have enuresis, fall asleep less often, and are often drowsy in the morning.

By adolescence, increased activity in most cases disappears, and impulsivity and attention deficit persist. According to the results of a study by N.N. Zavadenko, behavioral disorders persist in 70% of adolescents and 50% of adults.

A characteristic feature of the mental activity of hyperactive children is cyclicity. Children can work productively for 5-15 minutes, then the brain rests for 3-7 minutes, accumulating energy for the next cycle. At this point, the child is distracted and does not respond to the teacher. Then mental activity is restored, and the child is ready for work within 5-15 minutes. Such children do not immediately start the task and are the last to complete the action. For example, while dressing outside: they fuss and interfere with other children to get dressed, and when everyone is already dressed, they are not ready to go out. If they are going alone, then the dressing process goes much faster, because. no distractions.

Children with hyperactivity syndrome have a “flickering” consciousness, they can “fall in” and “fall out” of it in the absence of motor stimulation. If the vestibular apparatus is damaged, they need to move, spin and constantly turn their heads in order to remain “conscious”. In order to maintain concentration of attention, children use an adaptive strategy: they activate the centers of balance with the help of physical activity. For example, leaning back on a chair so that only its back legs touch the floor. The teacher requires the children to sit up straight and not be distracted. But for such children, these two requirements come into conflict. If their head and body are immobile, the level of brain activity decreases.

It has now been established that as a result of correction with the help of multidirectional motor exercises in children with hyperactivity syndrome, the function of consciousness, self-control and self-regulation develops.

These difficulties lead to difficulties in mastering reading, writing, counting. N.N. Zavadenko notes that 66% of children with hyperactivity syndrome are characterized by dyslexia - a partial disorder in the process of mastering reading, manifested in numerous repeated errors of a persistent nature and due to the lack of formation of mental functions involved in the process of mastering reading - and dysgraphia - a partial violation of writing skills due to focal lesions, underdevelopment or dysfunction of the cerebral cortex. For 61% of children - signs of dyscalculia - a violation of the formation of counting skills due to focal lesions, underdevelopment or dysfunction of the cerebral cortex.

In addition, hyperactivity is characterized by a weak development of fine motor coordination and constant, erratic, awkward movements caused by an unformed interhemispheric interaction and a high level of adrenaline in the blood. Children with hyperactivity syndrome are also characterized by constant chatter, indicating a lack of development of internal speech, which should control social behavior.

At the same time, such children often have extraordinary abilities in various areas, are quick-witted and show a keen interest in their surroundings. The results of numerous studies show a good general intelligence of such children, but the listed features of their status do not contribute to its development. Among children with hyperactivity syndrome, there may be gifted ones.

Analysis of age dynamics: the first surge is observed at 5-10 years old and falls on the period of preparation for school and the beginning of education, the second - at 12-15 years old. This is due to the dynamics of the development of higher nervous activity. The age of 5.5-7 and 9-10 years are critical periods for the formation of brain systems responsible for mental activity, attention, memory. 12-15 years coincides with the period of puberty. D.A. Farber notes that by the age of 7 there is a change in the stages of intellectual development, conditions are formed for the formation of abstract thinking and arbitrary regulation of activity.

Hyperactive children are characterized by constant chatter , indicating a lack of development of inner speech, which should control social behavior.

The American psychologist W. Ocklander characterizes children with hyperactivity syndrome as follows: “It is difficult for a hyperactive child to sit, he is fidgety, moves a lot, spins in place, sometimes overly talkative, can irritate with his behavior. He often has poor coordination or lack of muscle control. He is clumsy. Drops or breaks things, spills milk. It is difficult for such a child to concentrate his attention, he is easily distracted, often asks a lot of questions. But he rarely waits for answers.

Hyperactivity syndrome in children is quite common, but all researchers emphasize the higher prevalence of the symptom among boys compared to girls, which ranges from 3:1 to 9:1. The high frequency of symptoms in boys is due to the influence of hereditary factors, as well as the higher vulnerability of the male fetus to pathogenetic influences during pregnancy and childbirth. In girls, the large hemispheres of the brain are less specialized due to the greater number of interhemispheric connections, so they have a greater reserve of compensatory functions compared to boys with damage to the central nervous system.

In addition, there are gender differences in the structure and dynamics of behavioral disorders. Among girls, hyperactivity syndrome is less common and manifests itself in the form of impaired attention. In girls, behavioral deviations manifest themselves more secretly, and therefore are not detected during one or two observations, and have a more unfavorable prognosis. The deviance of girls is based on the “stuck” of psychological development in the frontal regions of the left hemisphere, which is much more difficult to correct and compensate.

D. Dobson introduces the concept of the so-called “normal” hyperactivity, giving it the following meaning: “Not every child who does not sit still, spins around and skips, suffers from hyperactivity in the medical sense of the word. Most babies are in constant motion from sunrise to nightfall.”

Observations and various studies showed that hyperactivity disappears or decreases significantly by adolescence. However, attention disorders and impulsivity in most cases continue to persist until adulthood. People who suffer from severe forms of hyperactivity syndrome in childhood have a high risk of social maladjustment in adolescence and adulthood (P. Wender, R. Sheider).

Despite the fact that many specialists (teachers, speech therapists, psychologists, psychiatrists) are dealing with the problem of hyperactivity, there is still an opinion among parents and educators that hyperactivity is just a behavioral problem, and sometimes it’s just a child’s “promiscuity” or the result of poor upbringing. Moreover, almost every child who shows excessive mobility and restlessness in the kindergarten group is classified by adults as hyperactive children. Such haste in conclusions is far from always justified, because. hyperactivity syndrome is a medical diagnosis, the right to make which only a specialist has. In this case, the diagnosis is made only after a special diagnosis, and not on the basis of fixing the excessive motor activity of the child.

Despite numerous studies devoted to the study of the causes of observed behavioral disorders, final clarity on this issue has not yet been achieved. At the present stage of the study of hyperactivity, three groups of factors in the development of the syndrome are considered dominant:

genetic factors;
Damage to the central nervous system during pregnancy and childbirth;
Negative effect of family factors.

According to the results of a study by N.N. Zavadenko, the occurrence of hyperactivity syndrome due to early damage to the central nervous system during pregnancy and childbirth occurs in 84% of cases, genetic causes - in 57% of cases, the negative effect of family factors - in 63% of cases.

Characteristic manifestations of the genetic factor can be traced in several generations of the same family, much more often among male relatives. The influence of biological factors plays essential role at a younger age, then the role of socio-psychological factors, especially intra-family relations, increases.

The causes of early damage to the central nervous system during pregnancy and childbirth can be malnutrition, lead poisoning, organic brain damage, intrauterine defects, fetal drug poisoning during prenatal development, oxygen deficiency during fetal development or during childbirth. According to the results of numerous studies, one of the most common causes of deviations in learning and behavior is a birth injury of the cervical spine, which is not diagnosed in a timely manner. What leads to the emergence of syndromes of unformedness or deficiency of the brain in ontogenesis.

Children with hyperactivity syndrome have sufficiently developed compensatory mechanisms, for which the following conditions must be met:

providing parents and teachers with emotionally neutral development and learning;
compliance with the regime, sufficient time for sleep;
learning according to a personality-oriented program without intellectual overload;
appropriate medical support;
development of individual assistance to the child by a neurologist, psychologist, teacher, parents;

According to modern scientific data, among boys of 7-12 years old, signs of the syndrome are diagnosed 2-3 times more often than among girls. Girls have more pronounced social maladaptation, learning difficulties, and personality disorders.
Emotional maturity in preparation for school is mainly understood as a decrease in impulsive reactions and the ability to perform a task that is not very attractive for a long time.

For children with hyperactivity syndrome, there may be "bad" emotional manifestations:

lies can be used as a form of avoidance of the norm;
increased motor activity;
snitching;
negligence in performing monotonous operations;
violation or non-observance of the rules in a game or other activity.

Thus, the indicators of the hyperactivity syndrome are: disorders of mental functions - attention, which can manifest itself in the difficulties of maintaining it, in reducing selectivity and severe distractibility with frequent switching from one activity to another; arbitrary type of memory; coordination of movements, it can be a violation of fine motor coordination, a violation of balance and visual-spatial coordination; interpersonal relationships with peers and adults. Such children always strive to lead their peers, often break the rules in games, get distracted, impulsive, often change their desire to do something else. In relationships with adults, they are distinguished by their “ill-manneredness”, they are not affected by the usual punishments and rewards. Children with hyperactivity syndrome tend to do everything the other way around, this must be taken into account when educating such preschoolers.

I present one lesson for children with hyperactivity syndrome "We are different, we are together."

Lesson form: group, lasting 20-25 minutes.

Tasks: development of arbitrariness and self-control, development of attention, removal of psychoemotional stress, development and improvement of communication skills, development of emotional and expressive movements, development of tactile perception.

Psychologist. Today the cat Matvey came to visit us and brought a magic flower with the names of the games. We will take turns tearing off the petals and looking at the name of which game is written there, and then we will play this game. Please tear off one petal (one child tears off a petal and gives it to a psychologist to read).

1. The game "Names"

The participants in the game, passing the ball in a circle, call each other harmless words (the names of vegetables, fruits, furniture, mushrooms) only in a diminutive form: “And you, ... carrot!”

Then the psychologist offers to tear off the next petals in turn and reads the names of the games that are played by the children.

2. The game "Brownian movement"

All children stand in a circle. The leader rolls in tennis balls one by one. Children are told the rules of the game: the balls should not stop and roll out of the circle, they can be pushed with the foot or hand. If the participants successfully follow the rules of the game, the leader rolls in additional balls. The meaning of the game is to set a team record for the number of balls in a circle.

3. The game "Magic bag"

Children examine small toys, and then they are placed in a cloth bag and are invited to identify each of them by touch.

4. The game "Flies - does not fly"

The psychologist names different objects. Children should raise their hands when they call an object that can fly. The psychologist can deceive them.

5. Final stage

When the last petal comes off, the psychologist says that the question is written on it: “What games did the children play in class?” the children pass the center of the flower to each other in a circle and name the games they played in the lesson.

Literature:

Koltsova M.M. Motor activity and development of the child's brain. M., 1973.
Vygotsky L.S. Sobr. op. in 6 vols. - M., 1982.
Smirnova E.O. Interpersonal relationships of preschool children: diagnostics, problems, correction. - M., 2005.
Psychocorrectional and developmental work with children / Ed. I.V. Dubrovina. - M., 2001.
Comprehensive support for preschool children / Under the scientific. ed. prof. L.M. Shipitsyna. - St. Petersburg, 2005.
Murashova E.V. Children - "mattresses" and children - "catastrophes": Hypodynamic and hyperdynamic syndrome. - Yekaterinburg, 2005.
Artsishevskaya I.L. The work of a psychologist in a kindergarten with hyperactive children. - M., 2005.

Signs and Diagnosis of Hyperactivity in a Child

What can cause hyperactivity in children?

At what age can we talk about hyperactivity in a child?

Hyperactive child: what to do?

Hyperactive child in kindergarten

Hyperactive child at school

Classes and work with hyperactive children

Games for hyperactive children

Hyperactivity: the opinion of Dr. Komarovsky

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