The use of outdoor games in physical education classes in order to increase motor activity and relieve the complex of children with disabilities

Today, one of the urgent problems is the implementation of an inclusive approach in the upbringing and education of children with disabilities (hereinafter HIA) in a preschool institution.

Inclusive education is the process of creating an optimal educational space focused on finding new ways to meet the educational needs of each preschooler.

The stage of preschool childhood is the time when a child with disabilities enters the first public educational system - preschool education and upbringing.

At present, the so-called spontaneous inclusion of children with developmental disabilities among healthy peers often occurs, especially in rural areas. Children with disabilities stay in educational institutions regardless of their mental and speech development, the structure of the defect, and their psychophysical abilities. The presence of children with disabilities in the same room and at the same time with normally developing peers helps to reduce the distance between these categories of preschoolers. However, the ability to be included in the usual group of children characterizes not only the capabilities of the child with disabilities, but also the quality of the work of the preschool institution, the presence in it of adequate conditions for the development of pupils with special needs. Therefore, for a full-fledged functional and social inclusion, a special organization of substantive interaction, interpersonal contacts and communication, equal partnership, and the removal of social distance are necessary.

So, for example, one can observe low physical activity of children with disabilities in physical education classes, which leads to embarrassment, embarrassment, and complexes due to the individual characteristics of the body.

The specificity of physical education classes with children with disabilities lies in the fact that pedagogical influences should be aimed not only at correcting physical, but also mental health. The main tasks at each lesson are the correction and prevention of posture, flat feet, walking, running and other natural movements, the activation of autonomic functions and the strengthening of the muscular corset. That is why classes with these children should be of a correctional and developmental orientation, and should also be emotionally saturated.

As already mentioned, children with disabilities are often notorious both emotionally and physically. Only in games do children become completely liberated, and only in games can the best results be achieved in mastering their physical skills and abilities, and provide a natural need for movement. For the versatile development of body functions, a combination of various types of movement is of particular value. The free use of sufficiently mastered skills in different situations creates more opportunities for preschoolers to show activity and creativity.

Through games, it is easiest to introduce a child to physical education. Education of the ability to walk correctly, run fast, jump easily and boldly is carried out in the classroom with the help of physical exercises and outdoor games. The game puts the child in a position where his mind is working lively, energetically, feelings are tense, actions are organized.

Perhaps it is the game that is the best means of educating the personality of a child.

The widespread use of outdoor games in one's practice in conjunction with a holistic system of measures for physical education will help to achieve the desired result. The main goal is to activate all body systems: blood circulation, respiration, vision, hearing. The game should bring positive emotions to the child. Active actions in the game also help children with disabilities eliminate self-doubt, shyness, and timidity. All this taken together allows us to talk about the health-improving effect of outdoor games.

For a child, the greatest joy in the game is the satisfaction of the natural need for communication, emotional contact with other children, the opportunity to express their feelings. An environment of goodwill, trust, mutual assistance, approval of actions, respect and recognition in a peer group - all this is a permanent incentive and a great value of an outdoor game as a means of increasing physical activity.

The very process of the game is always associated with new sensations and emotions. Games attract children with their cognitive content, emotional coloring, warmth of relationships, unique experiences. How effective, in terms of physical and mental education, outdoor games turned out to be, can be judged by the behavior of children: diligent, joy in their eyes, focused, active.

I note useful outdoor games in which a situation is created that increases interdependence from each other. Communication skills acquired in such situations are most easily transferred to other activities, to ordinary life conditions.

The following are examples of games that can be used in physical education classes as a way of mastering basic movement skills, taking into account some of the limited abilities of children:

"Zoo".

Target: development of imagination, looseness in movements.

Number of players - 4-20 people.

Instruction. All participants in turn show the movements characteristic of the animal conceived by them according to the conditions of the game. The rest are trying to figure it out. Then the participants are united in subgroups of 2-3 people. The host, pointing to any subgroup, gives the name of the animal. Participants, without saying a word, together depict one named animal. Further, the subgroup can also depict any animal, and the other participants guess which one.

"Recognize by voice"

Target: development of hearing and the ability to navigate in space.

The number of players is 5-20 people.

Instruction. The game is played in the gym or on the playground. All the players, holding hands, form a circle, the driver stands in the center. Players, at the signal of the driver, begin to move in a circle to the right (left), saying:

We frolic a little

All were placed in their places.

You solve the riddle

Who called you, find out.

With the last words, everyone stops, and the player, whom the driver touched with his hand while moving in a circle, calls him by name in a changed voice, so that he does not recognize him. If the driver recognizes the player, they change roles, but if he made a mistake, he continues to drive.

Option: the driver must recognize the voice of his mother.

Methodical instructions.

· During the game, complete silence must be observed.

· The driver with the rest of the vision or the one who sees normally must close his eyes or put on a blindfold.

"Catch the ball"

Target: development of attention, accuracy and coordination of movements.

The number of players is 10-12 children.

Inventory: two scored balls.

Instruction. The game is played on the playground. All players form a circle. Two players standing in a circle 3-4 players apart are given a ball each. At the signal of the driver, the players try to pass the balls to the player on the right as quickly as possible so that one ball catches up with the other. When this happens, the game starts again.

Methodical instructions.

· Balls can only be passed, not thrown.

· The number of balls can be increased.

· The ball is passed at waist or chest level.

"Catch up the bell"

Target: development of speed, dexterity, ability to navigate in space.

The number of players is 10-12 people.

Inventory: bell.

Instruction. The playing area should be marked with tactile landmarks. From among the players, two pairs of drivers are selected. One of the players is given a bell. The player with the bell runs away from the drivers, and they try to surround him, closing their hands. This can be done by one or both pairs of drivers.

The player with the bell at the moment of danger has the right to pass (but not throw) the bell to any of the participants in the game.

The caught player and the one from whom he had previously received the bell replace one of the pairs of drivers. The bell is handed to the most dexterous player, and the game continues.

Option (a game for the visually impaired and sighted):

Instead of a bell, a cap is used on the head. You can only catch the one who has a cap on his head.

Methodical instructions.

· Pairs should be completed as follows: blind - a child with a residual vision; sighted - blind.

· Players are not allowed to leave the area.

· All players on the court can wear sounded bracelets (with bells, etc.).

· If the leading pairs open their hands, the fleeing player is considered not caught.

"Catch the ball"

Target: development of attention, memory, acquisition of skills in throws and catching the ball.

The number of players can be any.

Inventory: one medium sized ball.

Instruction. The players sit in a circle. The driver is in the center. Throwing up the ball, he calls the name of the player. The named player must catch the ball. If he caught him, then he returns to his place, but if he didn’t catch him, then he changes place with the driver. The winner is the one who is the least ball leading.

Methodical instructions.

· The pace of the game depends on the number of participants standing in a circle.

· If the players do not know each other, then before the start of the game they need to be introduced to each other: each in turn calls his name, and the whole group repeats it in unison.

· Players are free to move around the circle.

It is known that children with various deviations in health status (with pathology of vision, hearing, consequences of cerebral palsy, with intellectual problems, etc.) have different physical abilities, and this feature must be taken into account when conducting outdoor games. It is important that the magnitude of the load is accessible to the child and does not cause him to overstrain.

Thus, the motor activity of a preschooler must be purposeful and correspond to his experience, interests, desires, functional capabilities of the body, which forms the basis of an individual approach to each child.

Outdoor games help to remove the child's complexes, increase his interest in physical activity.

The use of didactic games and game techniques to correct defects in the perception of space and orientation in it in children with disabilities

The problem of the group of children with disabilities is that the contingent is heterogeneous, the simultaneous assimilation of program materials is difficult, therefore, the relationship between the educator, psychologist and speech therapist is important in general corrective measures. When determining the content and stages of remedial education, as well as when developing teaching methods, one should proceed from modern ideas about the genesis, psychophysiological mechanisms of space exploration, the main patterns of the formation of sensory, cognitive abilities of children. For the formation of the most elementary knowledge about space, it is necessary to accumulate a large number of specific ideas about the objects and phenomena of the surrounding world.
The use of didactic games and game techniques to correct defects in the perception of space and orientation in it in children with disabilities is the most important prerequisite for the formation of all types of children's activities, and is also a necessary means of learning in sensory education, in the process of social adaptation and creates the basis for the successful mastery of educational activities (counting, reading, writing).
The formation of spatial representations in children of this category has a complex structure, develops in stages, passing a long and difficult path. One of the primary tasks of teaching is to enrich the child's motor experience, forming on this basis ideas about the body scheme, one's own position among the surrounding objects, the main directions of space and orientation in it help children with disabilities learn to navigate in the world around them easier and faster.
In the process of correctional and developmental work, such conditions are created so that children develop a mindset for success, for accepting the help of an adult. At the same time, the exercises are selected in such a way that the child can independently see his mistakes and correct them. Tasks of the educator:
- increase children's cognitive activity;
- enrich with meaningful spatial relationships;
-create an emotional mood for the upcoming independent and joint activities with the child.
Practice has shown that the use of entertaining game material for children with disabilities helps to maintain the continuity of learning to perceive space and orientate in it. Thus, the use of didactic games on the perception of space and orientation in it contributes to the personal development of a child with disabilities and the earliest possible social adaptation.

We present correctional and educational games.

Memory games:
"Draw a Figure"
The child closes his eyes, he is allowed to touch the geometric figure, then it is removed. The child must draw a figure from memory.
"Know the subject"
Purpose: development of tactile memory.
The child is blindfolded and various objects are placed in turn in his outstretched hand. At the same time, their names are not pronounced aloud, the child himself must guess that this is a thing. After a number of objects (3-10 objects) is examined, he is asked to name all these things, and in the order in which they were put into the hand. The complexity of the task lies in the fact that the child needs to perform two mental operations - recognition and memorization.
"Remembering"
The child is shown cards with geometric shapes, which they then lay out from memory.
"Learn a Poem"
The child is read a short poem or quatrain, which must be learned through as few repetitions as possible.
"Memorize Pictures"
From a set of 20-30 pictures, select 10 and present to the child for memorization for 20 seconds. Then remove, find out how many pictures the child remembered.
"Memorize the words"
Read to your child 10 simple words to remember. Strive to memorize the list.
Games for the development of attention:
"Four forces"
At the command of the teacher, the child performs certain movements with his hands.
"EARTH" - put your hands down
"WATER" - stretch your arms forward
"AIR" - raise your hands up
"FIRE" - rotate your arms in the elbow and wrist joints.
"Guess"
For this exercise, you will need a set of cards with the image of different objects. The more varied the better. For this, subject “lotto” materials are suitable. The teacher lays out 30-40 cards in front of the child.
Instruction: “Now I will guess one of the objects depicted on the cards. Try to guess what I guessed in no more than 20 attempts. To do this, ask me questions that can only be answered with “yes” or “no.” If it is difficult for a child to understand what is at stake, tell him, “Imagine that I thought of this pencil. What questions could you ask to guess? For example, "Is it writing?" or "Is it long?" etc.
Some children try to guess by listing all the items in a row. In this case, you need to show them that this is not an effective way, and invite them to ask questions about the properties of these items. You can even give him a hint: prepare a card with points about which it makes sense to ask questions: shape (“Is it round?”), Color (“Is it red?”), Size (“Is it long?”), Weight (“Is it light? ”), function (“Is this eaten?”), material (“Is it wooden?”).
"Find the words"
Words are written on the board, in each of which you need to find another word hidden in it. For example: laughter, wolf, pillar, scythe, regiment, bison, fishing rod, stranded, set, injection, road, deer, pie, tunic.
"Find differences"
Tasks of this type require the ability to highlight the features of objects and phenomena, their details and master the operation of comparison. Systematic and purposeful teaching of comparison to schoolchildren contributes to the development of the skill of timely activation of attention, its inclusion in the regulation of activity. For comparison, children can be offered any objects, their images, pictures that differ in a certain number of details.
"Seek non-stop"
Within 10-15 seconds, see around you as many objects of the same color (or the same size, shape, material, etc.) as possible. On a signal, one child begins the enumeration, the others complete it.
For the development of thinking:
"Help the Artist"
Didactic task: to teach children to create images based on a schematic image.
The teacher informs the children that one artist could not complete the picture and asked the children to help him finish the work. The teacher shows the children a schematic representation of a person and says that now they will all help the artist together. The guys will come up with how this picture can be completed, and the teacher will draw everything that the children come up with. The teacher consistently asks the children questions: who is drawn here (boy or girl?)? What color eyes, hair? How is he dressed, what is he carrying in his hands? Etc. Children answer in different ways, an adult discusses the answers with them and chooses the most interesting ones. The educator uses the most interesting answers when completing the picture, gradually turning the diagram into a drawing.
When the drawing is ready, you can invite the children to come up with a story about the drawn little man. If children find it difficult, you should help them with leading questions.
"Making proposals"
Initial letters are given (for example, B-C-E-P), each of which represents the beginning of words in a sentence. It is necessary to form various sentences, for example, "The whole family ate a pie."
"Who will name more signs"
The host calls the object of the environment, and the players in turn must, without repeating themselves, name as many signs as possible that are characteristic of this object. The one who names the last sign wins.
For the development of the imagination:
"How it can be used"
The teacher names a common subject. For example "book". The child comes up with as many ways to use it.
"Letters"
The teacher gives the child pictures with drawn letters, the child draws each letter to some object.
"Magic blots"
The child examines the blots and imagines what each of them looks like. You can also draw blots to different objects.
Bibliographic list:
1. Gurovets G.V., Lenok Ya.Ya. "Correctional-developing games as a teaching method in special pedagogy" / G.V. Gurovets, Ya.Ya. Lenok. J. Defectology, 1996. - No. 3. – 77 p.
2. Kataeva A.A., Strebeleva E.A. "Didactic games and exercises in teaching mentally retarded preschoolers" / A.A. Kataeva, E.A. Strebelev. - M.: Book-Master, 1993. - p. 100-118
3. Levchenko I.Yu., Prikhodko O.G. "Technologies for teaching and educating children with disorders of the musculoskeletal system" / I.Yu. Levchenko, O.G. Prikhodko. - M.: Academy, 2001. - p. 102-103.
4. Loginova V.I., Samorukova P.G. "Preschool Pedagogy" / V.I. Smirnova. St. Petersburg "Childhood-Press", 2003. - 62, 100, 106 p.

Defectologist teacher

Tarasova M.N.

GBOU School 2127

Moscow 2017

Recently, computer technologies have been actively used in pedagogy. For children with developmental disabilities, a computer can be a powerful tool for social adaptation, education, and professional activities. Students with severe motor impairments can do written work on a computer, communicate via the Internet, fill their leisure time, and so on.

Our school is working to teach children with severe forms of cerebral palsy how to manage a computer using special peripheral devices such as a joystick, trackball, the Helmet Mouse system and the Accessibility program.

The contingent of those in need of special periphery is mainly made up of preschoolers and younger schoolchildren. For many of them, gaming activity is the leading one, which leads to the use of developing computer games. In the process of mastering the game, the child learns to make decisions, to bring the work started to the end. Motivation increases due to the game strategy and feedback: the child receives approval, praise from the computer, sees the result of his actions on the screen, which is an important point in the lesson.
Thus, the use of developing computer games optimizes the correctional process, helps to implement a high-quality individual approach to teaching children, increases the motivation and interest of children.

A series of special computer games "DJ"

Computer games of the "DJ" series are used at the initial stage of learning to control the cursor. They are designed to motivate you to work. They can also be used as a musical break during class.

Tasks:

• generating a hand movement to move the cursor horizontally
• establishment of an indirect connection between the actions of the hand that manipulate the special mouse and the movement of the cursor
• the implementation of positive feedback in the form of turning on the sound, as confirmation of the action taken. Negative feedback through sound occurs when the student clicks outside the rectangle: the computer gives guiding commands “left”, “higher”, etc., which makes it possible for the student to work independently.
• formation of eye tracking for the cursor.

Description of the computer game:

The child must move the cursor inside the rectangle with a picture or with the name of a song and click, then the song will sound. Depending on the existing disorders (vision, movements: the presence of spasticity, hyperkinesis and postural reflexes), there are options for games in which you just need to run into the picture.

A large cursor is used for visually impaired users. In accordance with the age of the student and his individual musical preferences, one of the programs is selected.

Lullabies
New Year's №1
New Year's №2
Songs of Pinegin

Special computer game "Washer"

The computer game "Stiralochka" is used at the initial stage of training. It is intended for the formation of primary cursor control skills.

Tasks:

• formation of hand movements to move the cursor;
• expansion of fields of view;
• formation of focus and eye tracking behind the cursor;
• image identification

Game description:

The screen is filled with green color, under it there is an image of an object or a photograph. The student must move the cursor around the screen, thus, as if erasing the green layer. Thus, he will be able to open the whole picture.

The game "Washer"

Stiralochka
Stiralochka

A series of special computer games "Reviving Pictures"

Computer games of the "Reviving Pictures" series are used at the initial stage of education for children with concomitant visual impairments. They are designed to form primary cursor control skills. They can also be used to increase motivation for work and as a musical break during class.

Tasks:

• generating hand movements that move the screen cursor
• establishing an indirect connection between the actions of the hand that manipulates the special mouse and the movement of the cursor;
• expansion of fields of view;
• formation of eye tracking for the cursor;
• the implementation of positive feedback in the form of turning on the sound, as confirmation of the action taken.

Operating principle:

On the screen, a rectangle divided into 4, 6 or 12 parts, one of the parts flashes to attract attention. The student must move the cursor inside the blinking rectangle and click, then it will change to a piece of the picture. Then the other part starts flashing. When the child opens the last piece of the picture, it "comes to life": a fragment of the cartoon is shown.

There are options in which the sequence of opening pieces of the picture is determined by some known pattern, for example, the sequence of numbers in a number series, etc.

Matroskin

frogs

hike

Contact

Anagram

Chippolino

Schulte 9

A series of special computer games "Find the same"

Special games of the "Find the Same" series are used at the initial stage of education for children with concomitant visual impairments. They are intended for the formation and development of visual perception, comparison operations and search methods of orientation to the properties of objects.

Tasks:

• formation of comparison operation;
• activation of visual attention;
• establishing an indirect connection between the actions of the hand that manipulate the special mouse button and changes on the screen.

Game description:

The screen shows two different images that differ in one property, for example, color, shape, purpose, etc. The student must place the cursor inside the left image and click, then the right image will change to another image.

You should click until exactly the same image appears. As soon as the result is achieved, you need to move the cursor to the right picture and click, the video with the song will start playing. If the child does not notice the appearance of two identical pictures, then the images continue to change in a circle.

Form 1

Form 2

Color 1

Color 2

Transport

Birds

Toys

Vegetables

A series of special computer games "Halves"

Games of the "Halves" series are used at the initial stage of education for children with concomitant visual impairments. They are designed to form and develop visual perception. They can also be used to increase motivation for work and as a musical break during class.

Tasks:

• activation of visual attention;
• forming the focus of the gaze on the screen;
• establishing an indirect connection between the actions of the hand that manipulate the special mouse button and changes on the screen;
• recognition of the whole by its parts;
• image identification.

Game description:

The screen shows halves of different images connected together. The student must place the cursor inside the left half and click, then the right half will change to another picture.

You should click until the image becomes whole. As soon as the result is achieved, you need to move the cursor to the right half and click, the video with the song will start playing. If the child does not notice the formation of a whole picture, then the images continue to change in a circle.

halves of fruit

halves of berries

halves of a circle

Halves of a square

A series of special computer games "Designer"

Computer game programs of the "Designer" series are used for primary school students with intellectual disabilities and concomitant visual impairments. Games are designed to consolidate the images of letters and numbers.

Tasks:

• development of constructive activity
• activation of visual attention

Game description:

on the left side of the screen there is a field divided into 4 equal parts and a menu with buttons to select the image to be collected (numbers, letters or geometric shapes). When you press the menu button on the right side of the screen, 4 parts of the “cut” picture appear.

The student must collect a whole picture from them by dragging them to the field on the left side of the screen. If the student has positioned the piece correctly, then the bell sounds. When the picture is assembled, the computer praises it.

Assemble the geometry

Collect the letter

Collect the number

Computer game "Designer letters"

Game description:

on the screen there is a menu with buttons with which you can call one of the four games. In all games, you need to build, find, recognize the same letter, for example, P. In the game "Clean" you need to remove extra sticks to get the letter P.

If the answers are correct, sound reinforcement and praise are provided.

Letter constructor

find

take away

A series of special computer games "Tests"

Computer programs of the "Tests" series are used for students with intellectual disabilities and concomitant visual impairments. Games are designed to consolidate and test the knowledge gained in the lessons.

Tasks:

• activation of visual attention
• consolidation of ideas about the number series
• consolidation of counting operations
• reinforcing grammar rules
• checking reading comprehension

Description for math:

in the center of the screen is a task or example. There are 4 answers at the bottom horizontally. When the cursor hits the answer, it is voiced and a ring appears around it. If the student gave the correct answer, then the computer praises him. If the answer is wrong, there is an unpleasant sound.

At the end, after solving all the tasks, the number of correct and incorrect answers is counted.

Choose a number

Fix the number line

Before, after, between

Arithmetic Grade 1

Fractions 6 cells.

Game result.

Description of the computer game for reading:

The text for reading is located on the screen, at the bottom of the menu with buttons. The student must press the "Questions" button after reading the story. Then he needs to answer the questions by selecting the button with the answer. If the answers are correct, sound reinforcement is carried out and the transition to the next question is carried out.

At the end, the number of correct and incorrect answers is counted.

Russian test 6 cells.

Story

Questions for the story

Computer simulator "Green circle"

The computer simulator "Green Circle" is used to train the vision of students with optic nerve atrophy or amblyopia.

Tasks:

• focusing on an object
• development of visual perception
• development of spatial relations
• activation of visual attention

Description:

The game is played in several stages. First, there is one green circle on a white background in the center of the screen. The task of the student is to hover over the green circle each time and click on it. There is sound reinforcement, and the game moves on to the next stage. At the same time, with each stage, the background around the circle begins to be noisy with other geometric shapes (one-color, multi-colored and the same color as the circle), then the background itself begins to change to light green.

green circle

Computer simulator "Football"

The computer simulator "Football" is used at the stage of mastering the skills of controlling the cursor through special peripherals. It is designed to train hand coordination.

Tasks:

• development of the "hand-eye" system
• development of spatial relations

Description of the football simulator:

the track indicated by two black lines on the screen. At one end of the gate, and at the other - the ball. The student must attach himself to the ball and lead it to the goal without touching the boundaries of the track. If this succeeds, then the exclamation “Goal!” sounds, and the game proceeds to the next stage. If the line touches, an unpleasant sound is heard, and the ball returns to the starting point. The stages change, gradually becoming more complicated: the direction of the path changes, then it narrows and at the last stages it becomes a broken line from a straight line.

Football simulator

Computer game "Riddles"

The computer game program "Riddles" is used for primary school students with intellectual disabilities and concomitant visual impairments.

Tasks:

• activation of knowledge about the world around
• development of thinking (analysis, synthesis)
• development of visual and auditory perception
• activation of visual and auditory attention

Description:

A riddle is written in large type at the top of the screen. Below horizontally there are 3 answers in the form of pictures. When the cursor moves over the picture, it is voiced and increases in size. To give an answer, you must click on it.

If the child guesses the riddle, praise sounds, and the program moves on to the next riddle. If the answer is wrong, the child hears an unpleasant sound.

Editors

Computer programs “Editor” are modifications of the Editor program created at Moscow State University (Krichevets A.N.) They are designed to enter text and act as a virtual keyboard.

Tasks:

• implementation of computer writing
• development of the "hand-eye" system
• development of spatial relations
• development of concentration and stability of attention
• development of spatial orientation in the plane of the screen

Description:

The screen contains letters and numbers, as well as service buttons. When you hover over a letter, the color is inverted, thereby highlighting the letter. When you click on a letter, it is written in the text field and voiced. For students with vision problems, an Editor Big editor has been prepared, in which there are only 3 large letters, and the rest are located below the text field. You can add or change them as needed.

Editor Big

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Yekaterinburg

2018

Collection of educational games for children with disabilities (intellectual disabilities) of primary school age / Municipal budgetary educational institution - secondary school No. 25 named after V.G. Feofanov. Yekaterinburg, 2017. - 36 p.

Compiler: Suzdaltseva Olesya Sergeevna, primary school teacher.

The collection includes educational games and exercises for the development of perception, attention, memory for the successful education of a child in a comprehensive school, contributing to the formation of psychological readiness for learning the material. tasks, exercises, games are arranged in ascending order of difficulty.

EXPLANATORY NOTE..................................
Didactic games used in the lessons of writing and speech development
Didactic games used in mathematics lessons ..............................................
Didactic games used in the lessons of the world around....................................................
LIST OF USED LITERATURE……………………................

EXPLANATORY NOTE

Mastering the program material depends on the correct choice of teaching methods. At the same time, each teacher should also remember about the age characteristics of children, about those deviations in development that are characteristic of students with mental retardation (intellectual disabilities). As a rule, these children are inert, unemotional. Therefore, such methodological techniques are needed that could attract attention, interest each child. Students with mental retardation (intellectual disabilities) are passive and do not show a desire to actively act with objects and toys. Adults need to constantly create in children a positive emotional attitude towards the proposed activity.

A game - teaching method. At school, gaming activities are used in the following cases:

– as an independent technology for mastering the topic;

– as a lesson, part of it.

Didactic game is both a game method and a form of teaching childrenwith mental retardation (intellectual disabilities), and independent gaming activities, and a means of comprehensive development of the student's personality. This is a complex pedagogical phenomenon..

Any didactic game has two goals: one is educational, which the teacher pursues, the other is game, for which the student acts. These two goals should complement each other. Didactic game is one of the most effective methods of mastering educational material. It makes it possible to repeat the same material in different ways.

To choose a didactic game, you need to know the level of knowledge of students. In other words, when defining a didactic game, you need to know:

• what knowledge, skills, abilities students have;
• what kind knowledge, skills, abilities need to be consolidated;
• what mental operations develop;
• what personal qualities are formed.

Didactic games can be played both with toys, objects and pictures and without visual material, in the form of word games.

Psychological and pedagogical features of didactic games.

1. During the game, the teacher must create an atmosphere of trust in the classroom, students' confidence in their own abilities and the achievability of their goals. The key to this is the benevolence, tact of the teacher, encouragement and approval of the actions of students.

2. Any game offered by the teacher must be well thought out and prepared. To simplify the game, it is impossible to refuse visibility, if it is required.

3. The teacher should be very attentive to how the students are prepared for the game.

Didactic games are short-lived (10-20 minutes), and it is important that all this time the mental activity of the players does not decrease, and interest in the task at hand does not fall. Didactic games can be used at different stages of the lesson.

Didactic games used in the classroom

writing and speech development

Goals: R development of auditory perception, the ability to distinguish sounds in words, their place, to conduct a comparative analysis of words, to compose words from these letters, changing their order in the word, to activate the students' vocabulary, to fix the spelling of words on the learned rule.

A game " Wonderful transformation of words "

Listening to verses with "lost" letters. In each poem there is a word that does not fit the meaning and in which instead of one letter there is another. After reading each poem, analysis is carried out and a new pair of words is written on the board.

They say one fisherman I caught a shoe in the river, But then he The house was hooked. (som)	Dropped the doll from my hands Masha rushes to her mother: - There creeps green onions (beetle) With long mustaches.
The doctor reminded Uncle Mitya: - Don't forget one thing: Be sure to accept Ten herons before bed. (drops)	On the yellowed grass The lion drops its leaves. (forest) The cauldron gored me (goat) I am very angry with him!

Game "Two Wells"

The table shows two wells. Nearby are buckets on which letters are written. Choose a bucket so that the letter on it matches the words that are written on the log. You should end up with four different words. differing by one letter.

The game "What the artist mixed up"

Pupils work with cards on which they draw: cancer (signedpoppy), goat (signedrose), mouse (signedbear), cat (signedwhale), fly (signedflour). Fix the mistake.

POPPY	THE ROSE
BEAR	WHALE
FLOUR

Hidden word game

On the board, the words are written in a column: barn, duck, pillar, slot, bison, fishing rod, tick. In each of these words, another word was hidden. What words are hidden? Find them in the next column and connect.

New words: lion, point, table, spruce, tooth, daughter, bream.

SHIB		DOT
DUCK		TABLE
PILLAR		SPRUCE
SLOT		A LION
BISON		DAUGHTER
FISHING ROD		TOOTH
MITE		BREAM

A game "Write the words in the pyramid"

Write words using pictureswith images: ram, beads, drum, bull.

A game "Crossroads" (guess riddles)

From the description, guess what the subject is and write it in the lines

1. A tool for hammering nails.

2. A tool for chopping wood.

3. Raspberries, blueberries, gooseberries - in a word.

4. Large settlement.

5. Red vegetable.

(Hammer, axe, berries, city, tomato.)

A game "Guess the last word and write it down"

Guess the last word and write it down, underlining the spelling.

1. Our fast ... (car) will not go without gasoline.
2. For dinner, put spoons, forks and ... .. (knives).
3. The kids wanted to sharpen ... .. (pencils).
4. Our Murka is sleeping and hears scratching in the corner ... .. (mice).
5. White-winged housewives, fly over the wave ... .. (gulls).
6. The stars began to spin
7. They began to lie down on the ground,
8. No, not stars, but fluffs,
9. Not fluff, but ... .. (snowflakes).
10. Our Sasha is surprised:

There is a saucer, but where is ... .. (cup)?

1. Brought us weeping rain

This thunderstorm ... .. (cloud).

1. I almost cry from annoyance -

Not solved ... .. (task).

A game "Chain of words"

Try to make a chain of words, changing only one letter, and turn an onion into juice, a cat into a mouse, a whale into a catfish.

Game "Collect the word"

Game "Entertaining words"

Divide each row of letters to make words. Write down the received words.

Didactic games used in mathematics lessons

The game "Mathematical run along the number series"

Target:teaching children how to add and subtract the number 2 based on the number series.

Equipment:number series, pointer, pairs of examples written on the board

4 + 2 = 8 + 2 = 6 + 2 =

4 – 2 = 8 – 2 = 6 – 2 =

On which side of the number line is the next number from the given one? (on right).

How many steps do we move to the right of the number to get the next number? (for 1)

If we add 2 units to the number, how many steps will we move to the right? (I show each next number in a number row, the children count the steps in chorus and note that there are 2 of them).

Let's run our eyes along the number row, adding 2 to different numbers. (Students perform game actions on the instructions of the teacher.)

A game "It was - it became"

Target.Acquaintance with the commutative law of addition.

Equipment.On the board and on the desk of each student, a drawing of a Christmas tree and toys.

Content.The teacher fixes a picture of a Christmas tree on a magnetic board. On the branches “hangs” 3 toys on the left, and 2 on the right. Children repeat the same actions in the field. According to the drawings, an example for addition is compiled and written on the board: 3 + 2. After it is solved, the teacher asks the children to close their eyes and rearranges the drawings of toys. Opening their eyes, students notice what has changed and also swap their drawings. According to the new illustration, another addition example is compiled: 2 + 3. Having solved it, the children receive the same answer: 5. Having several times swapped a different number of toys on the left and right branches of the spruce and having made 3-4 pairs of examples, the students are brought to the conclusion: from permutation of terms the sum does not change.

The game "Dispatcher and controllers"

Target. Familiarization with the composition of the number 10.

Equipment.On the board is a schematic representation of the airport and aircraft. The student, acting as a dispatcher, sends 1 aircraft from the airport (moves 1 aircraft). Controllers (all other students in the class) keep track of how many planes have been sent and how many of them remain after the departure of each car.

In order not to forget the number of sent and remaining aircraft, they lay out split figures from the cash register in this way:

1. 1 2 3 4 5 6 7 8 9 10

10 9 8 7 6 5 4 3 2 1 0

As a result, a conclusion is made about the composition of the number 10.

Game "Magic Apple Tree"

Target.Consolidation of knowledge of the table of addition and subtraction of numbers of the first ten.

Equipment.Image of an apple tree with apple pockets. Examples of addition and subtraction with missing numbers.

2 + □ = 5 4 + 2 = □ □ – 3 = 6 etc.

Pupils remember examples for adding and subtracting the numbers of the first ten. Guessing what number is missing, they pick an apple with this number and insert it into the windows.

Game "Restore the path of Carlson"

Target.Consolidation of knowledge of the multiplication and division tables with the number 8.

Equipment.Image of Carlson, writing examples on the board.

Content.Cities are encrypted with examples written on the board. Students need to reconstruct Carlson's path by recognizing the cities wherehe visited. The city code is also encrypted, you can find it out by solving the example written under Carlson. Having learned the code (this is the number 8), students find cities with the same code (answer) and restore the path by drawing a line from one example to another.

Game "Unlucky mathematician"

Target: generalization of students' knowledge about replacing a number with the sum of its bit terms.

Equipment.Maple leaves cut out of paper, with numbers and signs written on them, the figure of a Bear cub.

Maple leaves cut out of paper with numbers and signs written on them and an illustration of a Bear cub are attached a little to the side.

The teacher offers the following situation: “Guys, the Bear cub solved the examples on maple leaves. The wind blew and the leaves scattered. Little Bear was very upset. How to be now? We need to help him." The children take turns going to the board, looking for sheets of paper with the correct answers and filling in the gaps with them. These games help to understand how well students have learned the material.

43 =  + 3	 = 20 + 9	57 = 50 + 
35 = 30  5	1  = 10 + 5	 4 = 40 + 

A game "Let's Grow a Garden"

Target.Generalization of any computing skills.

Equipment.Images of trees, berry bushes, flowers. There are examples on the back of the pictures.

The teacher invites the children to admire the grown garden, a conclusion is made about the role of mathematical knowledge in the successful completion of the task.

By the same principle, you can launch fish into an aquarium, and settle animals in their habitats, etc.

A game "What did Dunno mix up?"

Target.Repetition of the multiplication table, the formation of the ability to compare numerical expressions.

Equipment.The image of Dunno and the correct and incorrect inequalities written on the board.

The game "Take Little Red Riding Hood to Grandma"

Target.Repetition of the multiplication table.

Equipment. On the magnetic board - images of the grandmother's house, Little Red Riding Hood, trees, bushes, flowers, under which examples for multiplication and division are written.

This game can be played in the form of a competition. One team will look for the path of the wolf, the other - the Little Red Riding Hood. Whoever gets to Grandma the fastest wins.

Game "Compose a train"

Target.Formation of computing skills. Checking the solution of examples by making words.

Equipment. Drawings of cars with the letters of the alphabet marked on them - one per car - and windows for writing examples.

For example, on the car with the letter "B" an example is written (5 - 4), with the letter "A"

(6 - 4), with the letter "G" - (7 - 4),with the letter "O" - (8 - 4), with the letter "H"

(9 - 4). Having composed the train, the children read the word "carriage".

The game "Well, wait a minute!"

Target:repetition of the ordinal count; development of attention, logical thinking.

If we arrange all the numbers correctly, then the wolf will not catch up with the hare.

Game "Triangles"

Target: development of taking the form of objects.

The figure shows triangles: Question to the guys: How many triangles are depicted the woman in the picture?

Didactic games used in the lessons of the world around

Game "I'm at the lesson for the first time"

Target: To consolidate the ideas of children about the rules of conduct in the lesson, to exercise children in actions that comply with the requirements of the Rules for Students.

Equipment. Doll in student uniform.

Game progress. A knock is heard at the door. The teacher introduces the doll. She greets the teacher and the guys (for the doll, changing her voice, the teacher says). The teacher introduces the new student and sits her in an empty seat at the desk. Asks the children to tell and, if possible, show the new student the rules of conduct in the lesson.

The game "What do we need to study"

Target. To consolidate the ideas of schoolchildren about the name and purpose of educational supplies. Learn to pronounce words correctly.

Equipment. Pinocchio doll, a briefcase containing educational and non-educational things (at the discretion of the teacher).

Game progress. The teacher introduces the children to the Pinocchio doll. Then, he shifts the eyes of the children to Pinocchio's briefcase. Under the guidance of a teacher, children examine and name the contents of the portfolio. Select the subjects needed for study. Explain how the subject is used in the learning process.

A game "Collect a picture"

Target:to consolidate children's knowledge about the main characteristic features of the seasons; exercise in folding the whole out of parts; develop perception, imagination, attention, memory; generate interest in the game.

Game plan:

1. Invite the children to play, tell the rules of the game.
2. Consider pictures with the children depicting the seasons, clarify how the children determined that this is exactly that time of the year, using the questions: “What is shown in the picture?”, “What time of the year?”, “How did you know that it was winter ( Spring Summer Autumn)?".
3. Distribute cut pictures to the children and invite them to fold them using a game technique: the evil sorceress tore the pictures and they need to be folded.
4. Summarize the game.

Game "Autumn"

Target. To consolidate the ideas of children about the signs of autumn. Learn to show actions and pronounce the signs of autumn, imitating the teacher.

Equipment. Pictures depicting individual signs of autumn.

Game progress. The teacher shows pictures with signs of autumn. Children, imitating him, show movements and pronounce what is depicted. Similarly, you can play games: "Winter", "Spring", "Summer".

Game "Vegetables and fruits"

Target. To consolidate the children's ability to classify and name vegetables and fruits.

Equipment. Picture with the image of the garden and vegetable garden, pictures from the series"Vegetables and fruits".

Game progress . Children take out subject pictures and name what is shown on them. Determine where to grow.

Game "Birds"

Target.Learn to recognize birds by verbal description.

Equipment.Pictures from the series"Birds" .

Game progress.Pictures of birds are posted on the board. The teacher calls someone, gives a brief description of one of the birds and asks to find it in the picture.

Game "Help domestic (wild) animals"

Target. Expand and clarify the meaning of words related to the name of domestic (wild) animals and their way of life.

Equipment. Stencils depicting domestic (wild) animals. A picture depicting a house, a barn, a kennel (a forest, a bush, a lair, a hollow).

Game progress. Children take turns taking out stencils depicting domestic (wild) animals, name them and help the animal find its home. If the child makes a mistake when answering, the teacher calls for help from other children.

Game "Feed the animals"

Target. Enrich and clarify ideas about the animals themselves, about what they eat.

Equipment. Pictures from the series "Domestic (wild) animals". Small pictures depicting berries, nuts, mushrooms, bones, branches with leaves, cabbage, carrots...

Game progress. The teacher briefly describes any animal. Children guess. Then, the teacher offers to choose from small pictures the one that matches the food of the animal.

The game "Mysteries of the Wise Briefcase"

Target. Clarify ideas about the value of educational supplies.

Equipment. A briefcase containing a textbook, a pencil, a notebook.

Game progress. The class includes the Wise Portfolio. He welcomes the children, gets to know each child. During the conversation, he tells the children that he knows riddles about everything that is in school and invites the children to guess some of them.

Guessing the riddle, the children clearly pronounce the guess word. A wise portfolio asks about the need for these educational things in the learning process.

LIST OF USED LITERATURE

1. Aksenova, A.K. Didactic games in Russian language lessons in grades 1–4 of an auxiliary school [Text] / A.K. Aksenova, E.V. Yakubovskaya. - M .: Publishing house "Enlightenment", 1987. - 176 p.
2. Bgazhnokova, IM Teaching children with severe intellectual disabilities. Program and methodical materials[Text] / I. M. Bgazhnokova. - M .: Humanitarian - publishing center Vlados, 2007. - 181s.
3. Volina, V. Learning by playing [Text] / V. Volina. - M .: Publishing house "New School", 1994. - 448 p.
4. Kataeva, A.A., Strebeleva, E.A. Didactic games and exercises in teaching preschoolers with developmental disabilities: A guide for the teacher [Text] / A. A. Kataeva, E. A. Strebleva - M .: Vlados, 2001. - 191 p.
5. Kutyavina, S.E. “Playing with words” [Text] / E. S. Kutyavina, N. G. Toporkova, I. T. Shcherbinina. - Yaroslavl. : Publishing house "Academy of Development", 1997.
6. Ushakov, I. N. Extracurricular activities in the Russian language in primary school [Text] / I. N. Ushakov. - M .: Publishing house "Enlightenment", 1971. - 192 p.

Anastasia Klyagina
Card file of games for working with children with disabilities

"Games for the development of thinking of children 3 - 4 years old"

Friendly fit rky

Purpose: to develop imaginative thinking, arbitrary memory.

How to play: Draw a circle, an asterisk, a square, a rhombus, etc. on a piece of paper. Two of them are identical. The child must find them and shade them, but let him figure out how. The most important thing is not to go beyond the contours.

We fix: instead of geometric shapes, you can draw fruits, furniture, toys or numbers and letters. There are many options.

Invite for a birthday nia

Purpose: to teach to correlate groups of objects by their number, to develop visual-figurative thinking

Equipment needed: paper, pencil.

How to play: show the child the same (or different) number of dots in two circles - these are guests and sweets. How do you know if everyone has enough food? Draw a line from one point of the first circle to another point of the second circle. This is how we establish mutual correspondences.

We fix: you can compare in circles any objects and any number of them - more or less by 1-3 objects. You can put an equal sign between two circles if the number of points is the same.

Divide - collect we eat

Purpose: to teach to isolate parts from the whole and combine them (analysis - synthesis)

How we play: one of the players lists: wheels, motor, steering wheel, cab. Another calls the object that consists of these parts - a machine. Similarly: stem, leaves, petals? Four legs, cover? Windows, doors, ceiling, walls? Etc.

We play the other way around: chair - back, legs, seat. Phone - buttons with numbers, housing. And so on. And the orange? Slices, peel. And the soup? Water, potatoes, cabbage, onions. What about peach? Pulp, bone. A pillowcase, a bouquet?

We fix: draw parts of the object, for example: long ears, a small tail, - ask the child to guess whose parts they are (bunny, and finish the object. Show part of the object - the child must determine what it is.

Needed in still

Purpose: to introduce the versatility of some things

How we play: with or without a show, ask the child: “What is the brush for?” - "For cleaning shoes, teeth, carpets, clothes, dishes." "And the paper?" - “Draw, wrap, for books and newspapers”, etc. And what about glass, sand, an umbrella?

We fix: “What is the wand for?” - "Draw, for the sentry, for the flag."

Enchanted ska zki

Purpose: to develop visual-figurative thinking, creative imagination

Equipment needed: circles of different sizes and colors.

How we play: we play with the enchanted heroes of the fairy tale "Teremok". Put small and large gray circles on the table and ask the child to “disenchant” them - to determine who is the hare and who is the mouse; then - orange and brown: who is a fox and who is a bear, etc. And who bewitched them - think for yourself. In the same way, beat the fairy tales "Gingerbread Man", "Turnip", "Fox, Hare and Rooster" and other favorite fairy tales of the child.

We fix: there are colored circles in the box - look for the heroes of fairy tales in them. We fantasize. For example, a green circle is both a frog from "Teremok" and a crocodile from "Moydodyr"

The game "Gives a cow. .»

Purpose: to develop attention, memory.

Required equipment: cards with images of animals, products obtained from animals (milk, eggs, wool, etc.).

How to play: Lay out the cards in random order. Invite the child to put an image of what this animal gives us next to the image of each animal. For example: chicken - egg, feathers (you can draw a pillow); cow - milk (cottage cheese, sour cream, kefir); goat - downy yarn (draw socks, mittens), etc.

The game "Comparison of sizes" in"

Purpose: to develop the skill of comparative analysis, speech, logical thinking.

Required equipment: wide and narrow strips of paper, cubes.

How we play: invite the child to build houses for the mouse and for the bunny: “Do you think we will build houses of the same size for them?” Encourage the child to conclude that the mouse house should be smaller than the bunny house.

The game "How to distinguish them b?”

Purpose: to develop the skill of comparative analysis of objects by superimposing them on each other.

Required equipment: identical geometric shapes with a slight difference in size (cut out of paper).

How we play: tell the child that the figures are cakes for dolls. Our scattered dolls have mixed up all the cakes and cannot determine which is which. After all, a cake for Masha is bigger than a cake for Olya, and a cake for Sveta is the smallest. Help the puppets. Let the child think about how this can be done. Show him how, by putting the figures on top of each other, find out which cake is larger and which is smaller. Give the dolls their dessert.

Breathing exercises

Breathing exercises "Angry hedgehog ik"

Stand up, feet shoulder width apart. Imagine how a hedgehog curls up into a ball during danger. Bend as low as possible without lifting your heels off the floor, clasp your chest with your hands, lower your head, exhaling "pff" - the sound made by an angry hedgehog, then "frr" - and this is already a happy hedgehog. Repeat with your child three to five times.

Breathing exercises "Inflate the ball ik"

IP: the child is sitting or standing. “Inflating the balloon” spreads his arms wide and inhales deeply, then slowly brings his hands together, joining his palms in front of his chest and blows out the air - fff. “The balloon burst” - clap your hands, “air comes out of the balloon” - the child says: “shhh”, stretching his lips with his proboscis, lowering his hands and settling like a ball from which air was released.

Breathing exercises "Geese years yat"

Slow walking. On the inhale - raise your hands to the sides, on the exhale - lower down with the pronunciation of a long sound "g-u-u-u".

Breathing exercises "Push OK"

Purpose: the formation of the respiratory apparatus.

Tie a light feather to the rope. Have your child blow on it. It is necessary to ensure that inhalation is done only through the nose, and exhalation through folded lips.

Breathing gymnastics "F" uk"

Purpose: to train the strength of inhalation and exhalation.

IP: the baby is standing or sitting with his arms crossed over his chest. Spreads his arms to the sides, raises his head - inhale, crosses his arms over his chest, lowers his head - exhale: "zhu-u-u - said the winged beetle, I'll sit and buzz."

Breathing exercises "Rooster OK"

Purpose: to strengthen physiological breathing in children.

IP: standing straight, legs apart, hands down. Raise your hands to the sides (inhale, and then slap them on your hips (exhale, say “ku-ka-re-ku”.

Breathing gymnastics "Voro" on the"

Purpose: development of a smooth, long exhalation.

IP: the child stands straight, legs slightly apart and hands down. Inhale - spreads his arms wide to the sides, like wings, slowly lowers his hands and exhales: “karrr”, stretching the sound [p] as much as possible.

Anxiety games

"Dra ka"

Purpose: relaxation of the muscles of the lower face and hands

How we play: “Children, imagine that you quarreled with a friend. This is where the fight starts. Inhale deeply, clench your jaws tightly. Squeeze your fingers into fists, press your fingers into your palms until it hurts. Hold your breath for a few seconds. Think about it: maybe you shouldn't fight? Exhale and relax. Hooray! Trouble behind!”

"Pump and Ball"

Goal: relax as many muscles as possible

How to play: Guys, split into pairs. One of you is a big inflatable ball, the other pump is inflating this big ball. The ball stands with its whole body limp, on bent legs, arms, neck, relaxed, body tilted forward, head down. The comrade begins to inflate the ball, accompanying the movements of the hands with the sound "C". With each air supply, the ball gets bigger. Hearing the sound “C”, he inhales a portion of air, simultaneously straightening his legs, after 2 - the torso straightened, 3 - the head rises, 4 - the cheeks puffed out, and the arms moved away from the sides. The ball is inflated. The pump has stopped pumping. A friend pulls a pump out of the ball. Air comes out of the ball "Shhh". The body again went limp, returned to its original position. Then the players change places.

"Blind Thane ets"

Purpose: development of trust in each other, removal of excessive muscle tension

How to play: "Pair up, one of you will be" Blind ". The other will remain “Sighted” and will be able to drive the blind. Now join hands and dance with each other to some light music. Now switch roles. Help your partner to blindfold.

"Sculpture ra"

Purpose: to reduce muscle tension

How to play: Children are divided into pairs. One is a sculptor, the other is a sculpture. On the instructions of an adult, the sculptor sculpts a sculpture from "clay":

A child who is not afraid of anything

A child who is all happy

A child who completed a difficult task, and so on.

After the game, discuss how you felt in the role of a sculptor, a sculpture. Which figure was pleasant to portray, and which not.

"Tender chalk OK"

Purpose: removal of muscle clamps, development of tactile sensations

How to play: Anxious Baby Mod:

“You and I will draw on each other’s backs. What do you want me to draw? Sun? Good". With a soft touch of the fingers, the sun is depicted. "Seem to be? And how would you draw on my back or arm? Do you want me to draw the sun for you? Do you want a squirrel or a fox to draw with its “affectionate” tail?”

After the end, the adult with gentle movements of the hand erases everything that he painted.

"Caterpillar"

Purpose: to teach trust

How to play: “guys, now we will be one big caterpillar and we will all move around the room together. Line up in a chain, put your hands on the shoulders of the one in front of you. A ball is clamped between the stomach and back of the children. Hand touching is prohibited. The first in the chain holds his ball on outstretched arms. Children must follow a specific route.

exercised ia in switching from one posture to anotherb]

[/ b] "Kolech to"[ /b]

Instruction: Alternately and as quickly as possible go through the fingers, connecting the index finger, middle finger, etc. into a ring with the thumb. The test is performed in the forward (from the index finger to the little finger) and in the reverse (from the little finger to the index finger) order. At the beginning, the exercise is performed with each hand separately, then together.

"Fist - rib - fret ny »[[ i] /b]

Purpose: development of fine motor skills of hands

Instruction: Three positions of the hand on the plane of the table, successively replacing each other. The palm is on the plane, the palm is clenched into a fist, the palm is straightened on the plane of the table. It is performed first with the right hand, then with the left, then with both hands together. The number of repetitions is 8-10 times. When mastering the program or in case of difficulties in performing, help yourself with commands (, fist - rib - palm, saying them out loud or to yourself.

b] “Mirror drawing }