Exercises for developing attention in schoolchildren. Exercises, games and tasks aimed at increasing the level of development of attention of primary schoolchildren
Filling out a special questionnaire for parents, the mother of first-grader Kolya, in the column: “What characteristics of the child would you like the teacher to pay attention to,” wrote with a sigh: “Very absent-minded.” Soon, Kolya’s teacher herself became convinced that the boy had problems with the development of attention. During lessons, he was often distracted: he could not sufficiently concentrate on the teacher’s instructions and assignments; asked again often; he often started working on the wrong page, and every now and then he found himself unprepared for the lesson, since he had not heard the day before what was required to be brought and done; systematically “listened” to homework, which is why parents had to call classmates on the phone to find out what was assigned, etc. In Kolya’s written works, so-called “inattention errors” were often encountered: omissions of letters, duplication, rearrangement of letters in words, incorrect copying of exercises, conditions for examples and problems, errors when performing simple arithmetic operations with which the child was very familiar. Lack of attention was also revealed during reading: the boy often replaced words, misread their endings, etc.
At the same time, despite all these troubles, Kolya happily got ready for school every day, he really liked his teacher and the children in the class, and he gladly took on any task. He really wanted to study well; his intelligence and intelligence could put him among the best students in the class. But attention...
For the teacher primary school The problem of developing children's attention is traditional. This is largely due to the characteristics of the mental development of younger schoolchildren. The most typical characteristics are “inattention”, “lack of composure”, “distractibility” for children aged 6-7 years, i.e. first graders. Their attention is indeed still poorly organized, has a small volume, is poorly distributed, and is unstable, which is largely explained by the insufficient maturity of the regulatory neurophysiological mechanisms that provide voluntary control of behavior in general and attention in particular.
ATTENTION – A SPECIFIC PROCESS OR FUNCTION?
Psychologists have still not decided on the interpretation of the concept of “attention”.
Throughout junior school age the regulatory influences of higher cortical centers are gradually improved. As a result of this, significant transformations in the characteristics of attention occur, and all its properties are intensively developed: the volume of attention increases especially sharply (2 times), its stability increases, and switching and distribution skills develop. However, only by the age of 9-10 do children become able to maintain and carry out an arbitrarily given program of actions for a sufficiently long time.
Well-developed properties of attention and its organization are factors that directly determine the success of learning in primary school age. As a rule, well-performing schoolchildren have better indicators of attention development. Moreover, special studies show that various properties attention have an unequal “contribution” to the success of learning in different subjects. Thus, when mastering mathematics, the leading role belongs to the volume of attention; The success of mastering the Russian language is associated with the accuracy of attention distribution, and learning to read is associated with the stability of attention. This suggests a conclusion: by developing various properties of attention, it is possible to increase the performance of schoolchildren in various academic subjects.
The difficulty, however, is that different properties attention can be developed to varying degrees. The volume of attention is least affected; it is individual, while at the same time the properties of distribution and stability can and should be trained to prevent their spontaneous development (O.Yu. Ermolaev et al., 1987).
The success of attention training is also largely determined by individual typological characteristics, in particular, the properties of higher nervous activity. It has been established that different combinations of properties of the nervous system can promote or, on the contrary, hinder the optimal development of attention characteristics. In particular, people with a strong and mobile nervous system have stable, easily distributed and switched attention. For persons with inertia and weakness nervous system more typical is unstable, poorly distributed and switchable attention. With the combination of inertia and force, stability indicators increase, switching and distribution properties reach average efficiency (Ibid.). Thus, it is necessary to take into account that the individual typological characteristics of each specific child make it possible to train his attention only within certain limits.
However, relatively poor development properties of attention is not a factor in fatal inattention, since a vital role in the successful implementation of any activity belongs to the organization of attention, i.e. the skill of managing one’s own attention, the ability to maintain it at the proper level, and flexibly operate its properties depending on the specifics of the activity being performed.
Due to the nature of his work, a teacher can, day after day, at every lesson and in a variety of natural situations, observe the behavior of children, the nature of their educational and extracurricular activities. As a result, he has the opportunity to obtain a fairly complete, holistic picture of the attention of schoolchildren.
Along with the observation method, the teacher can use a number of other techniques for diagnosing students’ attention. These techniques are based on educational material and are close to the conditions of real school classes. Their use in educational work allows you to trace the dynamics in the development of schoolchildren’s attention (for example, over the course of one academic quarter or academic year). In addition, these techniques themselves, when used systematically, can act as a fairly effective means of training attention.
One such technique is vocabulary dictation with commentary(S.S. Levitina, 1980). This method, well known to teachers, becomes a way to measure attention if: 1) the teacher reads each word only once; 2) students can pick up pens only after listening to the comments; 3) the teacher carefully ensures that students do not look into each other’s notebooks. In order to comply with the last two conditions, it is recommended to involve assistants. If a student cannot write down a word after the comments, he is allowed to write a dash. At the same time, children are warned that a dash is equivalent to a mistake. Before starting work, despite the fact that commented writing is a type of work known to students from the first grade, it is advisable to show with several examples how to complete the task. For example, for the commented letter the word “transplanted” was selected. The teacher reads this word, and then calls several students, each of whom names in turn the prefix, root, suffix, ending, explaining their spelling along the way. After this, the teacher invites the children to take pens and write down the commented word. Students are then reminded to put down their pens and work begins on the next word.
Commentary writing is a rather complex activity.
Analyzing the structure of the commented letter, psychologist S.N. Kalinnikova identified 7 main stages of this activity, the observance of which ensures the accuracy of its implementation:
1) primary perception of the spoken word;
2) independent analysis of the spelling of the orthoepic image of the word;
3) listening to comments;
4) presentation of the spelling of the word in accordance with the commentary;
5) clarification of the primary analysis of spelling with commentary;
6) spelling a word in accordance with its spelling;
7) checking the written word in accordance with the commentary.
Analysis of quantitative data (the number of students who completed the work without errors, who made a certain number of errors) provides information about the quality of concentration and stability of students’ attention. The success of this work and the nature of the mistakes made make it possible to judge the organization of students’ collective attention.
Methodological technique proposed by psychologist S.L. Kabylnitskaya, allows you to measure the individual attention of students. Its essence is to identify deficiencies in attention when detecting errors in the text. This work does not require special knowledge and skills from students. The activities they perform in this case are similar to those that they must carry out when checking their own essays and dictations. Detecting errors in a text requires primarily attention and is not related to knowledge of the rules. This is ensured by the nature of the errors included in the text: substitution of letters, substitution of words in a sentence, elementary semantic errors.
Examples of texts offered to children to detect errors in them:
“Vegetables did not grow in the Far South of our country, but now they do. There are a lot of carrots growing in the garden. They didn’t breed near Moscow, but now they do. Vanya was running across the field, but suddenly stopped. Rooks make nests in trees. There were many toys hanging on the New Year tree. Rooks for chicks of worms on arable land. Hunter in the evening from hunting. Rai's notebook has good marks. Children were playing on the school playground. The boy was racing on a horse. A grasshopper chirps in the grass. In winter, the apple tree bloomed in the garden.”
“The old swans bowed their proud necks before him. In winter, apple trees bloomed in the garden. Adults and children crowded on the shore. Below them lay an icy desert. In response, I nod my hand at him. The sun reached the treetops and hid behind them. The weeds are effervescent and prolific. There was a map of our city on the table. The plane is here to help people. I soon succeeded in a car” (Galperin P.Ya., Kabylnitskaya S.L., 1974).
The work is carried out as follows. Each student is given a text printed on a piece of paper and given the following instructions: “The text you received contains various errors, including semantic ones. Find them and fix them." Each student works independently and is given a certain amount of time to complete the task.
When analyzing the results of this work, it is important not only to quantitatively count the errors found, corrected and not found, but also how the students perform the work: they immediately get involved in the task, detecting and correcting errors as they read; they can’t turn on for a long time; on the first reading they don’t detect a single error; correcting the right for the wrong, etc.
The examples of psychological and pedagogical diagnostics discussed above, included in the live educational process, allow the teacher to get a general idea of the characteristics of students’ attention, but do not reveal the degree of development of its individual properties. This is due to the fact that any complex activity can be carried out fully only with the simultaneous participation of all properties of attention as a single whole, an integral process (act). Isolating and diagnosing these isolated properties of attention is justified only under the conditions of a specially organized psychological experiment 1 .
1 Techniques for diagnosing individual properties of attention in younger schoolchildren can be found in detail in the following works: Kikoin E.I. Junior schoolchild: opportunities for studying and developing attention. – M., 1993; Workshop on developmental and educational psychology. – M., 1998.
However, speaking about voluntary attention as a specific higher mental function, manifested in the ability to control and regulate the progress of an activity and its results, it is necessary to raise the question of special work on the development of attention in children. Educational activity, as a leading activity at primary school age and therefore realizing developmental tasks characteristic of this age, “works” to the greatest extent on the formation of full attention of children. However, this activity itself requires some entry level formation of voluntary attention. Its lack often causes schoolchildren to be unsuccessful in their studies, which entails the need for special psychological and pedagogical developmental work in this direction.
In this regard, we can highlight certain types activities that place higher demands on both individual properties of attention and the level of voluntary attention in general. These include special tasks, exercises, and games that can be used by the teacher in the classroom. Their systematic use helps to increase the effectiveness of psychological and pedagogical work on the development of attention in children of primary school age. The following tasks and games are recommended to be used both in collective work with students in order to prevent inattention and increase the level of development of attention, and in individual lessons with individual students who are particularly inattentive.
DEVELOPMENT OF ATTENTION CONCENTRATION
Proofreading tasks
The child is asked to find and cross out certain letters in printed text. This is the main type of exercise in which the child has the opportunity to experience what it means to “be attentive” and develop a state of inner concentration.
Completing proofreading tasks contributes to the development of concentration and self-control when students perform written work.
To carry them out, you will need any printed texts (old unnecessary books, newspapers, etc.), pencils and pens. For children 6-11 years old, it is advisable to use texts in large font.
Corrective exercises should be performed daily for 5 minutes (at least 5 times a week) for 2-4 months. The lesson can be individual or group.
Instructions. Within 5 minutes, you need to find and cross out all the letters “A” (you can indicate any letter): both small and capital, both in the title of the text and in the author’s surname.
As you master the game, the rules become more complicated: the letters you are looking for change, they are crossed out in different ways, etc.; two letters are searched at the same time, one is crossed out, the second is underlined; On one line the letters are circled, on the second they are marked with a tick, etc. All changes made are reflected in the instructions given at the beginning of the lesson.
Based on the results of the work, the number of omissions and incorrectly crossed out letters is calculated. The indicator of normal concentration of attention is 4 or fewer absences. More than 4 omissions – poor concentration.
1. The game is played in a friendly atmosphere. Younger children can be additionally interested in these activities by inviting them to train to be attentive also in order to become good drivers, pilots, doctors (after first finding out what they want to be).
2. Losing should not cause feelings of displeasure, so you can introduce funny “fines”: meow as many times as you made mistakes, crow, jump on one leg, etc.
3. For children, the rate of allowed absences at each lesson should change and be approximately equal to the actual number of absences that the child makes.
4. The duration of the lesson should in no case exceed 5 minutes.
5. The volume of the text viewed does not matter and may vary for different children: from 3-4 sentences to several paragraphs or pages.
6. Checking the completion of tasks in group classes is carried out by the students themselves against each other, and they also come up with “fines”.
Practice with this task shows that after the first 3-4 weeks of classes, there is a 2-3 times reduction in errors in written assignments. To consolidate self-control skills, it is necessary to continue classes for 2-4 months. If after 4 months of classes there is no improvement, they should be stopped and seek help from a speech therapist.
When working with children 6-8 years old, it is very important to observe one more condition: start each lesson with a new agreement about the possible number of errors. It is necessary to proceed from the actual number of mistakes made so that the child does not have a feeling of hopelessness or inability to achieve desired result. This is easy to do in individual lessons. In group classes, it can be difficult to achieve a general norm, so here you can pay attention to the variety of fines assigned by children to each other, and the individual support of the child.
In order for the developmental effect of the game to be more noticeable when the child completes written educational tasks, it is necessary, simultaneously with the introduction of the game, to change the child’s attitude towards reading a textbook on the Russian language. This can be achieved by comparative explanation of how words are read and how they are written. It should be explained to children that in the Russian language textbook, all words written in the exercise must be read aloud as they are written, naming unpronounceable letters, punctuation marks, etc.
When checking a child’s written assignment, the teacher should emphasize that what is written must be read out loud and as if it were written by “another boy or girl, and you don’t know what is written here, so pronounce each letter the way it is written.” It is necessary to pay special attention to the fact that the exercise should be perceived as if it were performed by someone else - “another girl”, “a poorly trained puppy”, since children, checking their text, start from the meaning (and it is already known) , and no amount of calls to read carefully improves matters: children do not see missing or incorrectly written letters. Attributing a completed task to another alienates one's own creation and allows one to be critical of it. For children who have difficulty concentrating, a more detailed stage of external activities is necessary.
Read text up to a given expression
Exercises based on the principle of exact reproduction of a sample
Children are offered some graphic pattern (a sequence of several letters, numbers, a geometric pattern made in cells, etc.) and are given the task of accurately reproducing it (for example, to the end of a notebook line or on several lines).
The game “Mirror” also helps develop concentration, in which children are asked to follow the leader and repeat his movements (both individual movements and their sequence).
Distribution of numbers in a certain order
The left table contains 25 numbers from 1 to 40. You need to rewrite them in ascending order into the empty table on the right, starting to fill it out from the upper left square.
"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, jacket.
Münsterberg technique (and its modifications)
Words are inserted into a meaningless set of letters (usually nouns, but there can also be verbs, adjectives, adverbs). You need to find them as quickly as possible and without errors.
A.The child is given a form with 5 lines of randomly typed letters printed on it, following each other without spaces. Among these letters, the child must find 10 words (3, 4, 5 complex) and underline them. You have 5 minutes to complete the entire task. An indicator of success can be the number of correctly found words and the speed of completing the task.
Example task:
YAFOUFSNKOTPHABTSRIGYMSCHYUSAEEYBALL
LOIRGNGNZHRLRAKGDZPMYLOAKMNPRSTUR
FRSHUBATVVGDIZHSIAIUMAMATSPCHUSHCHMOZH
BRPTYAETSBURANSGLKYUGBEIOPALCAFSPTUCH
OSMETLAUZHYYELAVTOBUSIOHPSDYAZVZH
B.There are 10 animal names hidden in this table.
"Scared Lines"
Tracing the gaze of a line from its beginning to its end, especially when it is intertwined with other lines, contributes to the development of concentration and concentration.
"Find differences"
Tasks of this type require the ability to identify the characteristics of objects and phenomena, their details and master the comparison operation. Systematic and purposeful teaching of comparison to schoolchildren contributes to the development of the skill of timely activation of attention and 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.
A game common among Indian hunting tribes
Children are asked to sit quietly for a short time and try to hear all possible noises and guess what they came from (the teacher can specially “organize” some noises). This game can be played as a competition: who can hear the most noises and guess their origin.
INCREASING ATTENTION CAPACITY AND SHORT-TERM MEMORY
The exercises are based on memorizing the number and order of a number of objects presented for a few seconds. As you master the exercise, the number of objects gradually increases.
Game "Notice everything"
7-10 objects are laid out in a row (you can display pictures with images of objects on a typesetting canvas), which are then closed. Having opened the objects slightly for 10 s, close them again and invite the children to list all the objects (or pictures) that they remember.
Having opened the same objects again, for 8-10 seconds, ask the children in what order they were lying.
After swapping any two objects, show everything again for 10 s. Invite the children to determine which objects are rearranged.
Without looking at the objects anymore, say what color each of them is.
You can come up with other variations of this game (remove objects and ask the children to name the missing one; place the objects not in a row, but, for example, one on top of the other so that the children list them in order from bottom to top, and then from top to bottom, etc.) .
Game "Search non-stop"
Within 10-15 s, see around you as many objects as possible of the same color (or the same size, shape, material, etc.). At the teacher’s signal, one child begins the list, the others complete it.
ATTENTION DISTRIBUTION TRAINING
The basic principle of the exercises: the child is offered to simultaneously perform two multidirectional tasks. At the end of the exercise (after 10-15 minutes), the effectiveness of each task is determined.
“Each hand has its own job”
Children are asked with their left hand to slowly leaf through a book with illustrations for 1 minute (memorizing them), and with their right hand to draw geometric figures or solve simple examples.
The game can be offered in a math lesson.
Counting with interference
The child names numbers from 1 to 20, while simultaneously writing them on a piece of paper or board in reverse order: says 1, writes 20, says 2, writes 19, etc. The task completion time and the number of errors are calculated.
Reading with interference
Children read the text while tapping a rhythm with a pencil. When reading, children also look for answers to questions.
Exercise to train attention distribution
The child is offered the following task - to cross out 1 or 2 letters in the text and at the same time they put on a children's record with a fairy tale. Then they check how many letters the child missed when crossing out and ask him to tell what he heard and understood from the fairy tale. The first failures in completing this rather difficult task may cause the child to protest and refuse, but at the same time, the first successes inspire him. The advantage of such a task is the possibility of its playful and competitive design.
DEVELOPMENT OF ATTENTION SWITCHING SKILL
To train attention switching, it is recommended to use proofreading tasks with alternating rules for crossing out letters.
TEACHING JUNIOR SCHOOL CHILDREN “CAREFUL WRITING” BY THE METHOD OF STAGED FORMATION OF MENTAL ACTIONS
One of the effective approaches to developing attention is the method developed within the framework of the concept gradual formation mental actions (P.Ya. Galperin, S.L. Kabylnitskaya, 1974). According to this approach, attention is understood as an ideal, internalized and automated control action. It is precisely these actions that turn out to be unformed in inattentive schoolchildren.
Classes on the formation of attention are conducted as training in “attentive writing” and are based on the material of texts containing different types errors “due to inattention”: substitution or omission of words in a sentence, substitution or omission of letters in a word, misspelling a word with a preposition, etc.
As research shows, the presence of a sample text with which it is necessary to compare an erroneous text is not in itself a sufficient condition for accurately completing error detection tasks, since inattentive children do not know how to compare a text with a sample and do not know how to check. That is why all the teacher’s calls to “check your work” are ineffective.
One of the reasons for this is that children focus on the general meaning of a text or word and neglect the details. To overcome global perception and develop control over the text, it is necessary to teach children to read taking into account the elements against the background of understanding the meaning of the whole. This is how P.Ya describes. Galperin is the main and most labor-intensive stage of the work: “Children were asked to read a separate word (to establish its meaning), and then divide it into syllables and, reading each syllable separately, check whether it corresponds to the word as a whole.
The most different words(both difficult, and easy, and medium in difficulty). At first, the syllables were separated by a vertical pencil line, then no lines were placed, but the syllables were pronounced with a clear separation (voice) and were consistently checked. The sound division of syllables became increasingly shorter and was soon reduced to stress on individual syllables. After this, the word was read and checked syllable by syllable to oneself (“the first is correct, the second is not, it’s missing here... rearranged”). Only on last stage we moved on to the child reading the entire word to himself and giving it an overall assessment (correct - incorrect; if incorrect, then explained why). After this, the transition to reading the entire phrase with its assessment, and then the entire paragraph (with the same assessment) was not difficult” (P.Ya. Galperin, 1987, pp. 97-98).
An important point in the process of attention formation is working with special card, on which the verification rules and the order of operations when checking text are written. The presence of such a card is a necessary material support for mastering the full action of control. As control is internalized and curtailed, the obligation to use such a card disappears.
To generalize the formed control action, it is then practiced on wider material (pictures, patterns, sets of letters and numbers). After this, when creating special conditions, control is transferred from the situation of experimental learning to the real practice of educational activities. Thus, the step-by-step formation method allows you to obtain a full-fledged control effect, i.e. formation of attention.
Questions
1. What qualitative changes in the development of attention occur during primary school age?
2. What methods can a teacher use to diagnose and develop students’ attention?
3. Study the work of P.Ya. Galperin and S.L. Kabylnitskaya “Experimental formation of attention” (Moscow, 1974). What is specific about the authors’ approach to understanding attention? Explain the essence of the method of stage-by-stage (planned) formation of mental actions. What are the main requirements for the method proposed in the work for forming the attention of schoolchildren?
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« »In the mirror store
Goal: development of observation, attention, memory. Creating a positive emotional background. Forming a sense of confidence, as well as the ability to obey the requirements of another person. Description. The adult (and then the child) shows movements that all players must repeat exactly after him.
Instructions: “Now I will tell you a story about a monkey. Imagine that you are in a store where there are a lot of large mirrors. A man came in with a monkey on his shoulder. She saw herself in the mirrors and thought they were other monkeys and began making faces at them. The monkeys responded by making exactly the same faces at her. She shook her fist at them, and they threatened her from the mirrors. She stamped her foot and all the monkeys stamped. Whatever the monkey did, everyone else exactly repeated its movements. Let's start playing. I will be the monkey, and you will be the mirrors.”
Note. At the stage of mastering the game, the role of the monkey is played by an adult. Then the children take on the role of a monkey. At the same time, it is necessary to ensure that over time each child can fulfill this role. It is necessary to stop the game at the peak of children’s interest, avoiding satiety and transition to self-indulgence. Those “mirrors” who often make mistakes may be eliminated from the game (this increases motivation for the game).
Listen to the command
Goal: development of voluntary attention. Required material: tape or gramophone recording of R. Gazizov “March”.
Description. Each child must perform movements in accordance with the adult’s commands, spoken in a whisper. Commands are given only to perform calm movements. The game continues until the players listen well and complete the task accurately. Instructions: “We will play the game “Listen to the command.” To do this, you need to stand in a circle, one after another, and move in steps to the music. When the sounds of music stop, you need to stop and listen to me carefully. At this time, I will whisper a command, for example, “raise your hands,” and all players must follow this command. Be careful!" Note. Examples of commands: sit down; lean forward and stretch your arms forward; bend your right leg at the knee, spread your arms to the sides; sit on the floor and clasp your knees with both hands, etc.
Games, tasks and exercises aimed at developing sensory attention
Eliminating unnecessary things
Goal: development of thinking and attention span.
Equipment: card with images of objects, one of which
different from the rest.
Description. The child is asked to find from the five shown in the picture
objects one, different from others, and explain your choice.
Instructions: “Look carefully at the objects depicted here and
Find among them one that is different from the rest. Show me
found object and explain why it is not like the others. Get started
Find differences
Goal: development of voluntary attention, switching and distribution of attention.
Equipment card showing two pictures that have differences. Description:
The child is offered:
a) a series of pictures, two pictures on each card; in each picture you need to find five differences;
b) a card depicting two pictures) that differ from each other in details. It is necessary to find all existing differences.
Instructions; “Look carefully at this card. It depicts
two pictures that differ from each other in various details.
It is necessary to quickly find all the existing differences. Start looking."
Drawing by cells
Goal: development of concentration and attention span, formation of skills
follow the pattern, develop intermediate motor skills of the hand.
Equipment: Blank sheet large squared paper (1x1 cm); sample for
drawing; sharpened pencils.
Description. The child is asked to draw a figure on the
a blank checkered sheet with a simple pencil. The task consists of two
difficulty level:
1st level of complexity - the sample consists of open figures;
2nd level of complexity - the sample consists of closed figures.
Instructions: “Look carefully at the picture. It depicts
a figure made of lines. Draw exactly the same figure in cells
on a blank sheet of paper. Be careful!"
Note. Do not use a pen or felt-tip pen for drawing.
Who was the hunter afraid of?
Goal: development of volume and stability of attention. Equipment: drawing with
depicting a forest, animals and a hunter.
Description. The child is offered a drawing depicting a hunter in the forest.
It is necessary to find the one whom the hunter was afraid of.
Instructions: “Look carefully at the picture. It depicts
hunter running through the forest. He was scared of someone. Who could be scared
hunter in this forest? Show and explain: “why?”
Cow Manya and her owner
Goal: development of stability of attention.
Equipment: drawing of a labyrinth, a simple pencil.
Description. In the proposed maze, the child must go through a
line, running along it with your finger or the back of a pencil, find
a short path along which the owner could move to her cow
Instructions: “Look carefully at this drawing. It depicts
a labyrinth through which you need to find a shortcut. One day a cow
Manya got lost - she wandered into a deep forest and didn’t know how to get back home.
She got hungry and started looking for juicy and tasty grass. For what
the hostess must move along the path in order to meet
Find the shadow
Equipment: a drawing depicting a figurine and the shadow it casts.
Description. The child is offered a drawing depicting a snowman and four
his shadows; knight and his three shadows.
Instructions: “Look at this drawing carefully. It depicts
knight and his shadows. It is necessary to find his real one among these shadows.”
Compare, name, count
Goal: development of observation skills.
Equipment: drawing - fish in an aquarium.
Description. The child is offered a drawing that depicts an aquarium with
fish. You need to find two identical fish.
Instructions: “Look at this picture carefully. It depicts an aquarium with fish, two of which are identical. Find them, show them and give an explanation.”
Find the heroes of the show
Goal: development of observation, distribution, switching and attention span.
Equipment: pictures depicting the heroes of the children's program - Piggy, Stepashka, Fili, disguised in the picture; simple pencil. Description. The child needs to find and circle the reverse side a simple pencil each of the hero figures disguised in the drawing. Instructions: “Look carefully at this drawing. It contains camouflaged figures of familiar characters from the children's show: Piggy, Stepashka, Fili, Karkushi. You need to find and trace each of the characters with your finger or the back of a pencil.”
Find a path
Goal: development of voluntary attention.
Equipment: a form with a picture of a simple labyrinth, a pencil. Description. The child must go through the winding line of the labyrinth, tracing along it with a finger or the back end of a pencil. |
Instructions: “Look at this picture, it shows a labyrinth. You need to help the Bunny navigate this labyrinth and get to the carrot (the Christmas tree). It is necessary to go through the labyrinth without going beyond the contours of the line, without missing loops.”
Reproduction of geometric shapes
Goal: development of voluntary attention, memory, thinking.
Equipment: pencil, blank sheet of paper, appropriate size
sample (13x10 cm).
Description. The child is asked to look at different geometric shapes,
remember their location so that after 10 seconds from memory
reproduce them on a blank sheet of paper.
Instructions: “Look carefully at these geometric shapes and
try to remember their location. I'll remove it after a while
card, and you will have to draw the same on a sheet of paper from memory
geometric shapes, arranging and coloring them as they were on
sample".
Who is more attentive?
Goal: development of attention span, observation. : pictures with images different quantities stars Description. The child is asked to look at pictures with drawn stars for a few seconds and answer (without counting) where the greatest (smallest) number of objects is.
Instructions: “Look carefully at the pictures. The stars are drawn here. Which picture contains the smallest (largest) number of objects? Explain your choice. Start playing."
Draw faster
Goal: developing the ability to switch attention.
Equipment: a simple well-sharpened pencil, a table with
depicting objects familiar to children line by line.
Description. The child is offered a table with a picture line by line
familiar objects and give the task to complete certain missing
details for each of the items shown.
Instructions: “Look carefully at this picture. Complete the drawing for everyone
an apple leaf, and each house has a window. Get started
tasks".
Note. It is necessary to analyze the mistakes made along with
child to avoid repeating the same mistakes in the future.
Draw a circle and a triangle
Goal: training of attention distribution.
Equipment: two simple sharpened pencils (2M) and 1/2
landscape sheet (format A-4 size, 20x14.5 cm) for each child.
Description. The child must draw with both hands at the same time, on one
piece of paper: circle - with one hand, triangle - with the other hand (and start
and finish drawing both figures at the same time).
Instructions: “Now you will draw with both hands at once. Take two
pencil. Try drawing on a separate sheet of paper at the same time.
make a circle with one hand and a triangle with the other. It doesn't matter which hand, which one
you will draw the figure. Do as you please! But just remember that
you need to start and finish drawing both figures at the same time.”
Note. The exercise can be used both for individual
work, as well as in group work.
“Listen to the clapping!”
Purpose of the game. Development of active attention. Game procedure. Children move freely in a line or walk in a circle. When the leader claps his hands a certain number of times, the children take the appropriate pose (for 10-20 seconds)
clap - stork pose (the child stands on one leg, tucking the other;
clap - “frog” pose (sit down, heels together, toes apart and knees to the sides, hands between your legs on the floor).
cotton - children resume movement (walking). Notes:
Before starting the game, it is recommended to “learn” each pose and rehearse: clapping - pose. It is desirable that children move freely in games, without regulation. To do this, carry out play activities should be in a large room (hall) and on a carpet or rug. The distance between children should be approximately 0.5 m. If the room is small, “encourage the children to move in a circle.
Each proposed game is “scrolled” several times with different tasks and participants. The total duration of the game is 25 minutes.
"Canon" (25 min.)
Purpose of the game. Development of volitional (voluntary) attention. Game procedure. Music is playing. (“Cavalcade” by F. Burgmüller or any other, but with well-accented bars. It is necessary to choose music in which the emphasis is placed on the first percussion sound tact) Children stand one after another in a circle. On the first beat, the first child raises his hand. On the second - second, on the third - third, etc. When right hand all the children will lift, they also begin to lift in order left hand. After all the children raise their left hand, they begin to raise their right hand again, one after another.
"Gawkers" (25 min.)
Purpose of the game: Development of volitional (voluntary) attention.
Game procedure Children walk in a circle, one after another, holding hands. At the leader’s signal (“Stop!”), they stop, make four claps, turn 180 degrees and begin moving in the other direction. The direction changes after each signal.
If the child gets confused and makes a mistake, he leaves the game and sits on a chair. The game may end when 2-3 children remain in the game. They are solemnly declared the winners, everyone claps.
"Letters of the alphabet" ( 25 min for children who know letters)
Purpose of the game: Development of attention.
Game procedure. Each child is assigned a specific letter of the alphabet. The presenter names the letter, the child to whom the letter is assigned gives one clap.
Check it out, buddy.
Are you ready to start the lesson?
Is everything in place, is everything in order:
Pencils and notebook?
Have you checked? Sit down!
Work hard!
II. Warm up.
1. We continue to solve problems to develop attention. Why does a person need to be Attentive?
We set off on a journey through stormy waters on a beautiful sailboat. What should we call our ship? We are the crew of the sailing ship “Druzhba”. There are many challenges ahead of us. I hope you will overcome them with dignity, and our friendship will help. So, let's go!
4. a/ 2 numbers are planned. These numbers were added and we got 9. What numbers are intended?
b/ 2 numbers are guessed. Their difference is 3. What numbers are these?
lV. Physical education minute. Marina "Let's Play"
Like soldiers on parade
We walk row by row,
Left - once, left - once,
Look at us all.
Everyone clapped their hands -
Friends, have fun!
Our feet began to knock -
Louder and faster!
Let's hit you on the knees -
Hush, hush, hush!
We raise our hands, our hands -
Higher, higher, higher!
Our hands are spinning,
They went down again.
We spun around on the spot
And they stopped.
We are stomping with our feet,
We clap our hands - clap!
We are the eyes of a moment - a moment,
We chuck our shoulders together.
One - here, two - there,
Turn around yourself.
1. So, we have arrived at the port of destination “Attention”. Dictation on a square field in notebooks on page 30.
Vl. Lesson summary.
Our sea voyage has ended, what did you like and remember?
You receive medals to commemorate your exciting voyage.
Well done guys, you coped with all the tests and didn’t sink our sailboat.
Exercises to develop attention in primary school children
Exercise “My favorite fruit”
^ 2. Exercise “I won’t get lost”
^
^
^
^
Types and properties of attention
Attention is closely related to interest and is therefore divided into arbitrary And involuntary. Voluntary attention is subordinated to conscious goals. By first subordinating his attention to the teacher’s verbal instructions, the student gradually learns to formulate the tasks facing him and organizes his attention. Voluntary attention requires certain experience and the ability to organize one’s activities. Therefore, children develop involuntary attention earlier, and only later, in the course of their development, voluntary, intentional attention is formed.
Another property - attention span. This is the number of objects that can simultaneously be in a person’s area of attention. In younger schoolchildren, the attention span does not exceed 3-4 objects, and in some children it is even less. A small attention span does not give the child the opportunity to concentrate on several objects and keep them in mind. Pedagogical correction of attention span has limited possibilities. Therefore, the teacher simply needs to take into account the small amount of attention. It will increase as the child's brain develops. Experienced teachers, knowing this feature, limit visualization in the lesson to 3-4 manuals, do not give different examples of more than a designated number, and even build their explanations of new material into blocks that do not exceed the volume of children's attention.
^ Sustainability of attention -
^ Distribution of attention
^ Concentration of attention
^
^ How to get children's attention?
a) “Attention!” sign- the teacher raises a circle with red exclamation point in the center;
b) “Rainbow of Attention”- this technique is for concentration. To carry it out, you will need simple equipment: 7 white landscape sheets with a colored circle in the center, its diameter is 7 cm. The colors of the circles are: red, orange, yellow, green, blue, indigo, violet. Each color corresponds to a day of the week. The sheet is attached to the board. Pleasant calm music is turned on. Students silently look at the center of the sheet for 30 seconds, then close their eyes and another 30 seconds. hold in front of them the image of a leaf with a circle.
c) “Hunters of the Yumba Tribe”- the teacher invites the children to imagine themselves as Yumba Indians. Their main activity is hunting. Hunters must be very attentive, be able to notice and hear everything that happens around them. Example words from the teacher: “Imagine that you are on a hunt. Let's be silent for a while, so that the class becomes completely quiet. Try to hear all kinds of noises and guess their origin.” To make it more interesting, the teacher can specially organize some noises and sounds.
d) “Who can hear me...” If there is noise in the class and the children will not calm down, the teacher can quietly say the following phrase: “Whoever can hear me, raise your right hand.” Some students will probably hear and raise their right hand. Next, the teacher quietly says: “Whoever can hear me, raise both hands.” Some children will raise both hands. The teacher quietly pronounces the phrase, drawing out the words: “Whoever hears me, clap your hands twice.” Here you will hear popping noises, which alarm even those who have not yet reacted to the teacher’s words. The teacher quietly says: “Whoever can hear me, stand up.” After this, all the students usually stand up, and there is silence in the class. The teacher achieves his goal - the children's attention is drawn to him. This technique, unfortunately, cannot be used often in the same class: a lot here is built on the effect of surprise.
e) “Prohibited movement”- this attention game can be used as the final moment of a physical education lesson. The teacher agrees in advance with the children which movement shown to them will be “forbidden” (for example, you cannot raise your hands up). The teacher shows the students different movements(including prohibited), gradually increasing the pace. The one who repeated the prohibited movement is eliminated from the game.
e) “Please”: the teacher shows various movements; if the word “Please” is pronounced, the movements are repeated by the children; if the word is not spoken, the movement cannot be repeated.
^
Exercises to develop concentration and self-control
"Corrective test": The essence of the technique is that the child is asked to find and cross out certain letters in printed text. You can use newspaper clippings, old unnecessary books, etc. as material. Conditions: daily for 5 minutes. at least 5 times a week for 2-4 months.
^ Rules:
To tro To nt kk jube To wow To ayvya
Mitchu m R m ohe m T m hchf m ts
A golden flower grew,
He became round and fluffy. ("Attention!")
Sasha will blow, laugh,
The fluff will fly with the wind.
^
a) "Copiers" :
b) Munsterberg test: words are hidden among the letter row
Options:
B SUN DEC HEAT EZI FISH JC
SCH RIBINA FHZ VILLAGE UYE APARTMENT LBO CORTINA
PVC DOG AT COW LD BOAR EYTSY HORSE
b) “Encryptions”
c) “Coding” words using numbers. Each letter has its own number.
N M E T R A L O S
^
^
^
- Does green suit you?
- Will this be a ball gown?
- Ballroom.
- Yes(!).
For example, these:
^
^
4. Exercise "Hidden word".
^ 5. Game "What has changed?"
^
Tula, Poltava.
^ 7. Where is whose house?
^
^
^
^
12. Exercise "Numerical table".
^ 13. A bird is not a bird.
“And who is the fly?”
The birds have arrived:
Pigeons, tits,
Flies and swifts...
The birds have arrived:
Pigeons, tits,
Storks, crows,
Jackdaws, pasta.,
The birds have arrived:
Pigeons, tits,
swans, martens,
Jackdaws and swifts,
Seagulls and walruses
The birds have arrived:
Pigeons, tits,
Lapwings, siskins,
Jays and snakes.
The birds have arrived:
Pigeons, tits,
Seagulls, pelicans,
T-shirts and eagles.
Pigeons, tits,
Herons, nightingales,
Perches and sparrows.
The birds have arrived:
Pigeons, tits,
Ducks, geese, owls,
Swallows, cows.
The birds have arrived:
Pigeons, tits,
Sticks and swifts,
Butterflies, siskins,
Storks, cuckoos,
even Scops Owls,
swans and ducks -
and thanks for the joke!
^ 14. A cow was flying.
A cow flew and said a word.
What word did the cow say?
15. Top clap.
^ 16. Game "Button".
^ 17. Game "Little Beetle".
^
^
^
For example, the teacher reports:
3rd grade- “Given two numbers: 54 and 26... To the second digit of the first number, add the second digit of the second
^
Students are asked to rewrite the following lines without errors:
a) AMMADAMA COAST OF ASSAMASA
^ GESCLALLA ESSANESSAS DETALLATA
b) ENALSSTADE ENADSLAT
CLATIMORE
c) RETABRERTA NORASOTANNA
DEBARUGA KALLIHARRA
PHYLLITADERRA
d) GRUMMOPD
e) WATERPROOFETTA
SERAFINNETASTOLE
EMMASEDATONOV
f) GRACEMBLADOVUNT
g) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATENORRA
h) LIONOSANDER
j) MAZOVRATONILOTOTOZAKON
m) ADSELANOGRIVANTEBYUDAROCHAN
MSTENATUREPVADIOLYUZGLNICHEVYAN
o) OSTIMARE
^
^
^
Stage 1- look at the table and find in order all the black numbers from 1 to 12;
Stage 2- look at the table and find all the red numbers in reverse order from 12 to 1;
Stage 3- you need to alternately look for black numbers in in direct order from 1 to 12, and the red numbers in reverse order from 12 to 1.
3 - A
11 - I
4 - C
6 - G
10 - B
5 - M
8 - E
2 - N
9 - K
4 - F
12 - R
1 - B
8 - H
8 - M
7 - N
7 - F
5 B
11 - L
2 - T
10 - E
9 - A
3 - K
1 - B
6 - X
12 - I
24. Exercises to train the distribution and selectivity of attention.
b Sun itranv table ryudzhimet window ggshshschat car
I'm just saying rose euicide heat mylrkvt bag ldchev fish th
^
Then the game can be complicated.
Attention!
^
For example:
^
food
Full name
Class
Note
Azizova Yana Mustafaevna
2 - B
Abieva Evelina Remzievna
2 - B
Baranova Yulia Vladimirovna
2 - B
Baranovsky Konstantin Alekseevich
2 - B
Vasina Victoria Alexandrovna
2 - B
Grishakin Sergey Anatolievich
2 - B
Gumenyuk Ilya Vladimirovich
2 - B
Doroshenko Alexander Sergeevich
2 - B
Zhdanova Ulyana Yurievna
2 - B
Kaspar Artyom Dmitreevich
2 - B
Kravchuk Anastasia Konstantinovna
2 - B
Kushnir Daniil Sergeevich
2 - B
Lysyuk Andrey Yurievich
2 - B
Moroz Eduard Viktorovich
2 - B
Neroev Maxim Alexandrovich
2 - B
Oleynik Vadim Olegovich
2 - B
Oleinik Polina Vitalievna
2 - B
Pak Andrey Dmitrievich
2 - B
Pronenko Vladislav Sergeevich
2 - B
Razbitskaya Anna Andreevna
2 - B
Romanenko Karina Igorevna
2 - B
Smeshnoy Mikhail Sergeevich
2 - B
Stepanov Oleg Evgenievich
2 - B
Tikhonova Victoria Nikolaevna
2 - B
Shabanova Darina Ruslanovna
2 - B
Shchirskaya Yana Romanovna
2 - B
Boyko Evgeniy Sergeevich
2 - B
List of students provided with free hot drinks
food
Full name
Class
Note
Alexandrovich Olga Vladimirovna
2 - B
Akhmedova Guletar Shavkatovna
2 - B
Vlasenko Vitalina Vitalievna
2 - B
Gryaznova Elizaveta Viktorovna
2 - B
Kostyuk Dmitry Viktorovich
2 - B
Krivoshchekov Alexander Andreevich
2 - B
Manyuk Anna Genrikhovna
2 - B
Ostrovsky Arthur Olegovich
2 - B
Pismennaya Evgeniya Romanovna
2 - B
Poronnik Anna Vasilievna
2 - B
Prikhodko Igor Vyacheslavovich
2 - B
Seliverstova Vlada Valerievna
2 - B
Silina Maria Sergeevna
2 - B
Skalygin Egor Andreevich
2 - B
Stepanishchev Andrey Nikolaevich
2 - B
Timchuk Daniil Andreevich
2 - B
Tyshchenko Rostislav Dmitrievich
2 - B
Famichev Artem Andreevich
2 - B
Yusifova Leila Zagidovna
2 - B
Yatsunenko Polina Vladimirovna
2 - B
Arkhipova Carolina Alekseevna
2 - B
‹ ›
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- Primary classes
Description:
Exercises to develop attention in primary school children
Exercise “My favorite fruit”
The exercise allows the facilitator to create a working mood in the group; memory is also developed and the ability to concentrate for a long time is developed.
Group members introduce themselves in a circle. Having identified themselves by name, each participant names their favorite fruit; the second - the name of the previous one and his favorite fruit, his name and his favorite fruit; the third - the names of the previous two and the names of their favorite fruits, and then your name and your favorite fruit, etc. The latter, therefore, must name the names of the favorite fruits of all group members.
^ 2. Exercise “I won’t get lost”
Exercise to develop concentration and distribution of attention
The psychologist offers the following tasks:
Count aloud from 1 to 31, but the subject should not name numbers that include three or multiples of three. Instead of these numbers, he should say: “I won’t go astray.” For example: “One, two, I won’t get lost, four, five, I won’t get lost...”
Sample correct count: 1, 2, -, 4, 5, -, 7, 8, -, 10, 11, -, -, 14, -, 16, 17, -, 19, 20, -, 22, -, -, 25, 26, -, 28, 29, -, - _the line replaces numbers that cannot be pronounced).
^ 3. Exercise “Observation”
Exercise to develop visual attention. This game reveals the connections between attention and visual memory.
Children are asked to describe in detail from memory the school yard, the path from home to school - something they have seen hundreds of times. Junior schoolchildren make such descriptions orally, and their classmates fill in the missing details.
^ 6. Exercise “Flies - does not fly”
An exercise to develop attention switching and the ability to perform movements.
Children sit down or stand in a semicircle. The presenter names the items. If an object flies, children raise their hands. If it doesn’t fly, the children’s hands are down. The presenter may deliberately make mistakes; many children’s hands will rise involuntarily, due to imitation. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.
^ 7. Exercise “My Birthday”
The exercise will develop memory and the ability to concentrate for long periods of time.
The group members, as in the previous version, take turns saying their names, but each participant adds the date of their birthday to their name. The second is the name of the previous one and the date of his birthday, his name and the date of his birthday, the third is the names and birthdays of the two previous ones and his name and the date of his birthday, etc. The latter, therefore, must name the names and birthdays of all members of the group.
^ 11. Exercise “The most attentive”
Exercise to develop visual attention and memory.
Participants must stand in a semicircle and identify the driver. The driver tries to remember the order of the players for a few seconds. Then, on command, he turns away and names the order in which his comrades stand. All players in turn must take the place of the driver. It is worth rewarding those who do not make a mistake with applause.
Types and properties of attention
Attention is closely related to interest and is therefore divided into voluntary and involuntary. Voluntary attention is subordinated to conscious goals. By first subordinating his attention to the teacher’s verbal instructions, the student gradually learns to formulate the tasks facing him and organizes his attention. Voluntary attention requires certain experience and the ability to organize one’s activities. Therefore, children develop involuntary attention earlier, and only later, in the course of their development, voluntary, intentional attention is formed.
Another property is attention span. This is the number of objects that can simultaneously be in a person’s area of attention. In younger schoolchildren, the attention span does not exceed 3-4 objects, and in some children it is even less. A small attention span does not give the child the opportunity to concentrate on several objects and keep them in mind. Pedagogical correction of attention span has limited possibilities. Therefore, the teacher simply needs to take into account the small amount of attention. It will increase as the child's brain develops. Experienced teachers, knowing this feature, limit visualization in the lesson to 3-4 manuals, do not give different examples of more than a designated number, and even build their explanations of new material into blocks that do not exceed the volume of children's attention.
^ Sustainability of attention - This is the ability to maintain concentration of consciousness on a specific object. In younger schoolchildren, attention span actively increases by the age of 9-10. At the beginning of the educational process, it lasts in the time range from 7 to 12 minutes. For the teacher, this first of all means that the explanation of new material with all the preparatory work should not last more than 7 minutes. It would be a mistake to think that the more we pick up preparatory exercises, the better students will understand new topic. This can only be true if the time limit is not exceeded. Often, when explaining educational material, we see that the child seems to be listening to us, is not distracted, is not talking, but it is clear from his gaze that his concentration has weakened. Psychologists advise stopping the explanation for a few seconds and asking the guys to each ask themselves the question “What am I doing now?” After this, stability of attention returns.
^ Distribution of attention- this is the concentration of consciousness on two different objects at the same time. This property is necessary for younger schoolchildren, for example, when doing annotated writing (the child must simultaneously say what he is writing down and carry out the writing process), when checking his own work (you need to read the written text and at the same time look for spellings, check them and compare them with what is written) , when conducting mathematical dictations. As you can see, this is a very useful and necessary property for studying. However, you need to remember that it is precisely this that is not formed until the age of 7 with the normal mental development of the child. Therefore, in the 1st grade, children, answering at the board, are able to first say and then write a sentence. By the age of 8, the division of attention into 2 educational objects becomes the norm, if one of the necessary actions is at least to some extent automated. If a student has automated the writing process (he does not need to remember every graphic symbol), then he can learn to speak at the same time.
^ Concentration of attention– concentration on the object of attention, the process of immersion. Sometimes a person gets so deep into doing one thing or another, is carried away by reading a book, watching a movie, that he does not see or hear anything around him. We probably all dream of students being so enthusiastic about solving problems or writing exercises. If the student does not know how to concentrate his attention, then his consciousness seems to slide over objects, without stopping for a long time on any of them. As a result, the impression of the object remains vague and unclear. There are several reasons for reducing concentration. Surprisingly, one of the reasons is the presence of adenoids in the child. This inflammatory process does not allow the brain to receive enough oxygen and, as a result, creates absent-minded attention. The biggest problem of modern children is watching TV, and now a computer has also been added. The fact is that flashing frames require a superficial look, while a concentrated look during prolonged viewing causes headache. If children watch a lot of TV, they easily develop a superficial view and transfer it to other activities.
^ Peculiarities of attention of younger schoolchildren
During a child’s education at the elementary level, significant changes occur in the development of the attention process; all its properties are intensively developed: the volume of attention increases especially sharply (2 times); by the age of 9-10, children are able to maintain and carry out an arbitrarily given program of actions for quite a long time. Research shows that different properties of attention have different “contributions” to learning success. Thus, when mastering mathematics, the leading role belongs to the volume of attention, and learning to read is associated with stability of attention. From this we can conclude: by developing various properties of attention, it is possible to increase the performance of schoolchildren in various subjects.
^ How to get children's attention?
All teachers know how difficult it is sometimes to get the classroom back into working order after a break or a physical education lesson. Overexcited kids are unable to immediately concentrate on school assignments. In order to induce a state of so-called pre-attention in children and calm them down a little, you can use the following techniques:
A) “Attention!” sign - the teacher raises a circle with a red exclamation mark in the center;
B) “Attention Rainbow” - this is a technique for concentrating attention. To carry it out, you will need simple equipment: 7 white landscape sheets with a colored circle in the center, its diameter is 7 cm. The colors of the circles are: red, orange, yellow, green, blue, indigo, violet. Each color corresponds to a day of the week. The sheet is attached to the board. Pleasant calm music is turned on. Students silently look at the center of the sheet for 30 seconds, then close their eyes and another 30 seconds. hold in front of them the image of a leaf with a circle.
C) “Hunters of the Yumba Tribe” - the teacher invites the children to imagine themselves as Indians of the Yumba tribe. Their main activity is hunting. Hunters must be very attentive, be able to notice and hear everything that happens around them. Example words from the teacher: “Imagine that you are on a hunt. Let's be silent for a while, so that the class becomes completely quiet. Try to hear all kinds of noises and guess their origin.” To make it more interesting, the teacher can specially organize some noises and sounds.
D) “Who can hear me...” If there is noise in the class and the children will not calm down, the teacher can quietly say the following phrase: “Whoever can hear me, raise your right hand.” Some students will probably hear and raise their right hand. Next, the teacher quietly says: “Whoever can hear me, raise both hands.” Some children will raise both hands. The teacher quietly pronounces the phrase, drawing out the words: “Whoever hears me, clap your hands twice.” Here you will hear popping noises, which alarm even those who have not yet reacted to the teacher’s words. The teacher quietly says: “Whoever can hear me, stand up.” After this, all the students usually stand up, and there is silence in the class. The teacher achieves his goal - the children's attention is drawn to him. This technique, unfortunately, cannot be used often in the same class: a lot here is built on the effect of surprise.
D) “Forbidden movement” - this attention game can be used as the final moment of physical education. The teacher agrees in advance with the children which movement shown to them will be “forbidden” (for example, you cannot raise your hands up). The teacher shows the students different movements (including prohibited ones), gradually increasing the pace. The one who repeated the prohibited movement is eliminated from the game.
E) “Please”: the teacher shows various movements, if the word “Please” is pronounced, the movements are repeated by the children; if the word is not pronounced, the movement cannot be repeated.
^ How to choose the time for testing?
This information may help teachers choose the right times for the most meaningful lessons. Psychologists conducted a special study: they studied the characteristics of attention in the same schoolchildren during their education in grades 1, 2 and 3. It turned out that the majority of first-graders are characterized by a single dynamic of sustained attention throughout the day. Starting work from an initially high level, they demonstrate a tendency to decline in attention after the first lesson. In other words, they only have enough attention span for 35-40 minutes of the 1st lesson. When studying in 2nd grade, the dynamics of attention in these same children during the day looks different. For most children, peak activity occurs during lessons 2-3. Approximately the same picture is observed in grades 3-4.
This can be explained as follows: first-graders, who go to school with great readiness, are already preparing for work in advance, anticipating the new, interesting, and unexpected. This all-encompassing mindset leads to rapid exhaustion and fatigue. Starting from the 2nd grade, direct interest in school cools down somewhat, but some skills in academic work appear, among them the skill of managing one’s attention and synchronizing it with the tasks of academic work.
Exercises to develop concentration and self-control
“Proofreading test”: the essence of the technique is that the child is asked to find and cross out certain letters in a printed text. You can use newspaper clippings, old unnecessary books, etc. as material. Conditions: daily for 5 minutes. at least 5 times a week for 2-4 months.
^ Rules:
The game is held in a friendly atmosphere, children can be additionally interested, first find out who they want to be, say that this training will help them become good drivers, doctors, etc.
Losing should not cause you to feel displeased.
The volume of the text viewed does not matter and may vary for different children: from 3-4 sentences to several paragraphs.
As you master the game, the rules become more complicated: the letters being searched change, they are crossed out in different ways, 2 letters are searched at the same time, one is crossed out, the other is underlined (syllables, circling, ticking, etc.)
Option: underline the first letter in each line:
k trok ntkk jubk uik ayvya
mitchum rm ochem tm ychfm ts
Another option: first we underline one letter (C), and cross out the other (O), then at the command “Attention!” a line is drawn and the second part of the work begins: C – now we cross out, and O – we underline:
A golden flower grew,
He became round and fluffy. ("Attention!")
Sasha will blow, laugh,
The fluff will fly with the wind.
A similar exercise can be carried out on educational material, offering students a grammatical analysis of several texts. In the text, nouns should be underlined with one line, and adjectives with two. Then, at the command “Attention!” - on the contrary - nouns have two lines, and adjectives have one.
Analysis of the results shows that after some time the use of such exercises, the teacher’s call “Be careful!” can induce a state of concentration in children. Simultaneously with the introduction of such play exercises, the child’s attitude towards reading a textbook on the Russian language should be changed. Children are taught that exercises in a Russian language textbook, unlike reading, must be read aloud as they are written - orthographically. Based on the results of the work, the number of omissions and incorrectly crossed out letters is calculated. The indicator of normal concentration of attention of younger schoolchildren at first is 4 or less absences, more than 4 - weak concentration. The test can take place as follows: first, this role is assigned to the teacher, and later to the neighbor at the desk. The winners can, for example, receive a token, at the end of the week the number of tokens is counted, and the best one can be rewarded. If you carry out similar exercises regularly for 2-4 months, the number of errors in students’ written work is reduced by approximately 2-3 times.
^ Exercises for concentration and attention span
A) “Copiers”: schoolchildren are asked to rewrite the following lines without errors:
Ammadda bereyure avvamava essesnessas detailata;
- etaltarrs usokgata enazloby klatimori liddozoka;
- minotsaprimapavotil schonerkapridyurakeda kuftiroladzloekunm
B) “Münsterberg” test: words hidden among a series of letters
Options:
The hidden words are in italics:
THE SUN DEKJAR EZIRYBA YTS
Find among the letters vocabulary words and fix errors:
SCHRIBINA FHZDIVILLE UYYEKVORTYRA BBOKORTINA
Among the letters, find and underline the words, find the extra word:
ZHEZHEDOBAKA PRIKOROVA LDKABAN ETSYHORSE
Separate words from each other in a continuous text and write down a saying (you can add completing a grammar task related to the topic of the lesson - for example, determining the tense of verbs, declension of nouns, etc.)
UNDERLYING STONE WATER DOESN’T FLOW /Water does not flow under a lying stone./
B) “Encryptions”
Decipher the words, find the odd one out:
IAKBNI /Bianki/ KVASLADO /Sladkov/ URCHSHINA /Charushin/ KOVYLR /Krylov/
C) “Coding” words using numbers. Each letter has its own number.
For example: encrypt the words METRO, CAKE.
N M E T R A L O S
1 2 3 4 5 6 7 8 0 23458 , 4854
Replace them with the sum of the bit terms;
Name the total number of hundreds, tens, etc. ;
Find out how much the first number is greater than the second.
^ Exercises to develop auditory attention
These are arithmetic dictations that are well known to us, but the point of the exercise is that each task consists of several actions. The teacher can give the following instruction: “Now I will read arithmetic problems to you. You have to solve them in your mind. The numbers you receive must also be kept in mind. Write down the results of calculations only when I say: “Write!” The content of the tasks itself depends on the age of the children, their preparedness and program material. For example:
Grade 1 – Given two numbers 6 and 3. Add these numbers, subtract 2 from the resulting number, then another 4. Write. /answer 3/
Grade 2 – Given two numbers 15 and 23. Add the first digit of the second number to the first digit of the first number, subtract 2 from the resulting number, and now add 4. Write. /answer 5/
Grade 3 – Given two numbers 27 and 32. Multiply the 1st digit of the second number by the 1st digit of the first number and subtract the second digit of the number from the resulting product. Write. /answer 4/
Grade 4 – Given two numbers 54 and 26. To the second digit of the first number, add the second digit of the second number and divide the resulting amount by the first digit of the second number. Write /5/
^ Exercises to increase the level of attention distribution(ability to perform several actions simultaneously)
The sentence is read aloud to the children. Reading is accompanied by soft tapping of a pencil on the table. Children must memorize the text and count the number of beats.
The child draws circles in a notebook and at the same time counts the claps with which the teacher accompanies the drawing. Execution time – 1 minute. The number of circles and the counted number of strokes are counted. The more circles are drawn and the claps are counted correctly, the higher the score.
- “Counting with interference”: the child names numbers from 1 to 20, while simultaneously writing this sequence on a piece of paper or board, but in reverse order: says 1, writes 20, says 2, writes 19, etc. Then the execution time and the number of errors are calculated.
^ Educational games and exercises
1. Exercise “Watch your speech.”
In the twenties of the last century, this attention game was very popular. The presenter says: “The lady bought a toilet. There are 100 rubles in the toilet, buy whatever you want, don’t say yes and no, don’t buy black and white.” And begins to ask tricky questions, trying to “snatch” forbidden words from the respondent.
You want to buy black dress?
- I want to buy a green dress.
- Does green suit you?
- I just like green velvet.
- Will this be a ball gown?
- Ballroom.
- Should your green dress be long?
- Yes(!).
Losing. For example, you should have said “Of course.”
This is a game, on the one hand, to develop the ability to ask psychologically complex, “raining down” questions, thereby diverting the attention of the person answering to thinking about a complex answer from not using forbidden words, and on the other hand, to develop the attention of the person answering the questions.
You can simply agree on which words or parts of speech cannot be said and then ask a variety of questions. There should be a lot of questions. This is a frank test of attention.
For example, these:
Did you have breakfast today? Do you like your hairstyle?
Are you late for class today? Are you left-handed? Do you like cinema?
What flowers do you like and what do you dislike? Why?
^ 2. Exercise "Forbidden letter".
In this game, everyone will have to watch themselves so as not to spill the beans.
And it’s not surprising to let it slip, as we’ll see now.
One of the game participants is appointed as the driver. Turning to the players one by one, the driver asks each of them some simple question, demanding an immediate answer. For example: “How old are you?”, “Who do you sit at your desk with?”, “What kind of jam do you like?” etc. The one to whom the question is addressed must immediately give any answer, but without using in his phrase a letter that, by agreement, is declared prohibited. Let's assume that the letter "A" is declared prohibited.
Of course, the driver will try to find tricky questions, answering which without the letter “A” would be difficult. "What is your name?" And he will ask, say, a comrade whose name is Vanya. It is clear that he cannot give his name. He'll have to get off with a joke. "I can't remember!" - he will answer, resourcefully avoiding the trap prepared for him. Then the driver will turn to another participant in the game with the same unexpected question.
The game is played at a fast pace, you are not allowed to think for a long time. If you hesitate, don’t answer right away, or, confused, use a forbidden letter in your answer, take the place of the driver and ask questions. We will consider those who never fell into a trap and gave quick, resourceful answers as winners.
As a variant of the game, the condition may be not to pronounce the forbidden letter, i.e. it must be replaced in words with any other.
^ 3. Exercise "Hidden hint".
In this game you are allowed to give hints, although not in the usual way.
We choose a driver and declare him a guesser. Let's ask the guesser to leave the room for a minute or step aside. In the meantime, let's think of a word. This should be a singular noun, consisting of four to five letters, and all the letters in it should be different, for example “table”, “mosquito”, “board”, “sail”, etc. There are many such words, choose they won't take long.
The driver's task is to guess the word we have in mind. Since this is difficult, you will have to help him, that is, suggest something, but, of course, not directly, but in some indirect way, relying on his intelligence and attention.
Let's assume that the hidden word is "mosquito". It is unknown to the guesser.
Please tell me the first letter,” he addresses the players.
It is his right to demand a hint, and any three participants in the game can give hints, each in their own way.
The first letter of the hidden word is "K".
How can you suggest it without directly naming it?
This is how it is done. Three players take turns pronouncing one word, one or two syllables, containing the letter “K”. Let's say one says the word "compass", another - "marmot", the third - "drop".
The letter "K" is repeated in all three words.
The guesser will highlight this letter and remember it.
Give us the second letter! - he demands.
Three other players will tell him the second letter, say, with the following words: “lesson”, “elephant”, “mole”. Having highlighted the letter “O” repeated three times in them, the guesser will also try to remember it.
If the guesser is attentive and does not get confused in our clues, then we will give him the right to appoint a new driver himself to continue the game. And if he doesn’t guess the word we’ve planned, we’ll make him drive again: let him train his attention some more.
4. Exercise "Hidden word".
In games, people often look for a hidden object.
But you can hide and find not only objects. In the game we are about to introduce, you will have to look for hidden words. And we will hide them among other words.
In such a game, keen eyesight and observation will no longer help; other qualities will be needed: concentration, attention and resourcefulness. The game begins, as usual, with the choice of driver. We will “hide” the words, he will “look for” them.
Let's ask the driver to leave the room for a while and say some well-known proverb or line from a familiar poem. Let’s say we decided to hide the proverb “Language will take you to Kyiv.” Let's break this text into parts: “language”, “to Kyiv”, “will bring”. Why such a breakdown is needed will become clear from the further description of the game.
The driver returns. He is informed that a proverb is “hidden” and that, when starting to search for it, he can ask any three questions to any three participants in the game. The driver will understand that the text of the hidden proverb is divided into three parts and that the first one to whom he turns with a question must insert the first part of the hidden text into his response phrase, the second - the second part of the text and the third - the last part of the text.
Let's see how it turns out.
"What did you see in your dream today?" - suppose the driver asks one of the participants in the game. Tom needs to enter into his answer the first part of the hidden text - the word “language”, but in such a way as to better hide it among other words. He can say: “I saw in a dream that I arrived in a foreign city, went into the dining room, and there they served me such a dish that it was impossible to pronounce its name: you would break your tongue.” "Where do lemons grow?" - let’s say the driver asks the other. He can get off with a joke: “In warm countries and in my grandfather’s garden: he lives on a collective farm, twenty kilometers short of Kyiv.”
The phrase seems to be smooth, but the words “to Kyiv” may make the driver be wary and take note of them. The last question, whatever it may be, can be given an evasive answer: “Don’t be so curious, it won’t lead to any good.” Now let the driver guess what proverb we have made.
^ 5. Game "What has changed?"
The game is played like this. Small objects (eraser, pencil, notepad, match, etc. in the amount of 10-15 pieces) are laid out on the table and covered with newspaper. Whoever wants to test their powers of observation first, please come to the table! He is asked to take 30 seconds (count to 30) to familiarize himself with the arrangement of objects; then he must turn his back to the table, and at this time three or four objects are transferred to other places. Again, 30 seconds are given to inspect the objects, after which they are again covered with a sheet of newspaper. Now let's ask the player: what has changed in the arrangement of objects, which of them have been rearranged?
Don't think that answering this question will always be easy! Answers are scored in points. For each correctly indicated item, the player receives 1 point as a win, but for each mistake, 1 point is deducted from the winnings. An error is considered when an item is named that was not moved to another place.
Let’s mix up our “collection”, arranging the items in a different order, and call another participant in the game to the table. So, one by one, all team members will pass the test.
The conditions of the game should be the same for everyone: if four objects were swapped for the first player, then the same number was swapped for the rest.
In this case best result- 4 points won. Everyone who passes the test with this result will be considered winners of the game.
^ 6. Exercise “I remember everything” (development of attention and memory).
This fun game You can do it with two, three or even four people, competing in the ability to remember words in a given order.
Compliance with this condition is monitored by the referee, who keeps a check sheet during the game, writing down the words named by the players. Words are selected on a specific topic, such as the names of cities, names of plants or animals. Let's say that the theme of the game is the names of cities. Of course, it is better to name cities that are well-known; they are easier to remember.
So, let's start the game. The participants sit in a circle.
Tula, says one. The judge immediately writes this word down on the control sheet.
The second player, repeating the named city, adds the name of another city to it:
Tula, Poltava.
Tula, Poltava, Omsk, - announces the third.
If there are three players, then the turn goes back to the first. It should add one more name to the list of cities. For example.
Tula, Poltava, Omsk, Vladivostok.
So, each time adding one city, the players on their next turn must repeat all the cities named earlier, mentioning them in the same order and without skipping a single one.
At first this comes relatively easily, but when the list of names exceeds a dozen, you will inevitably begin to stumble. And the judge, adding each newly added word to his check sheet, vigilantly watches to see if anyone misses at least one of them.
The one who makes a mistake is eliminated from the game.
The rest continue the competition until one of them is the winner.
Divide everyone who wants to take part in this game into threes. In every three, someone will be the winner. And then arrange a final meeting of the winners for the title of champion in this interesting game.
^ 7. Where is whose house?
A game for developing sustained attention. Offer your child a drawing depicting seven different animals, each of which is hurrying to its own house. Lines connect animals to their houses. You need to determine where whose house is without drawing a pencil along the lines. If the task is difficult for the baby, then allow it, but eventually put the pencil aside.
^ 8. Exercises to develop stability and switching attention.
You can play like this. Call your child various words: table, bed, cup, pencil, bear, fork, etc. The baby listens carefully and claps his hands when he comes across a word that means, for example, an animal. If the baby gets confused, repeat the game from the beginning.
Another time, suggest that your child stand up every time he hears a plant word. Then combine the first and second tasks, i.e. The baby claps his hands when he hears words for animals, and stands up when pronouncing words for a plant. These and similar exercises develop attentiveness, speed of distribution and switching of attention, and, in addition, expand the child’s horizons and cognitive activity. It’s good to play such games with several children; desire, excitement and a prize for the winner will make them even more exciting.
To develop sustained attention, give your child a small text (newspaper, magazine) and ask him to cross out a letter (for example, a) while looking through each line. Record the time and number of errors. Graph your results daily and analyze them. Rejoice in your child's successes. Then, to train distribution and switching of attention, change the task. For example, like this: “In each line, cross out the letter a, and underline the letter p.” Or like this: “Cross out the letter a if it is preceded by the letter r, and underline the letter a if it is preceded by the letter n.” Record time and errors. Don't forget to praise your baby.
^ 9. Exercise "What has changed?" (development of observation).
A game for training observation skills. It is best to play with several children. Everyone stands in one line. The presenter calls one child and asks him to remember appearance each participant in the game. This will take 1-2 minutes. After this, the baby turns away or goes into another room. The remaining participants in the game make minor changes to the costume or hairstyle: you can pin on a badge or, conversely, remove it, unbutton or fasten a button, change places with each other, change your hairstyle, etc. Then the person remembering must name those changes in the costumes of his comrades that he was able to notice.
If you do not have the opportunity to gather a large company, you can modify this exciting game: Place 10 objects on the table in front of the child, ask him to turn away and at this moment change the arrangement of the objects. Then offer to answer what has changed.
^ 10. Pictures "Find the difference".
All the kids enjoy looking at the pictures. You can combine business with pleasure. Invite your child to look at pictures that, for example, show two gnomes (or two kittens, or two fish). At first glance they are exactly the same. But, looking more closely, you can see that this is not so. Let your child try to spot the differences. You can also select several pictures with ridiculous content and ask your child to find the inconsistencies.
^ 11. Exercise "Color your other half."
There are also exercises to develop concentration. You need to prepare several half-colored pictures. And the child must color the second half of the picture in the same way as the first half was painted. This task can be complicated by asking the child to first complete the second half of the picture and then color it. (This could be a butterfly, dragonfly, house, Christmas tree, etc.).
12. Exercise "Numerical table".
Show your child a table with a set of numbers from 1 to 25, which are arranged in random order. But first, make sure your baby knows all these numbers. Tell him: “Try to find, show and say out loud the numbers from 1 to 25 as quickly as possible.” Most children 5-7 years old complete this task in 1.5-2 minutes and almost without errors.
Another variation of this game: prepare a table with 25 cells, on which numbers from 1 to 35 are written in random order, of which 10 numbers are missing. Ask your child to find and show all the numbers in a row, and write down the missing numbers (if he cannot write down the numbers, then just have him tell them to you). Record the time it took your child to complete this task.
If these exercises turned out to be difficult for your son or daughter, make a simpler table, for example, with 9 cells.
^ 13. A bird is not a bird.
A fun game for attention and knowledge of birds.
An adult reads poems. The children's task is to listen carefully and, if a word is heard that does not mean a bird, give a signal - stomp or clap. Be sure to ask your child what is wrong. Specify:
“And who is the fly?”
The birds have arrived:
Pigeons, tits,
Flies and swifts...
The birds have arrived:
Pigeons, tits,
Storks, crows,
Jackdaws, pasta.,
The birds have arrived:
Pigeons, tits,
swans, martens,
Jackdaws and swifts,
Seagulls and walruses
The birds have arrived:
Pigeons, tits,
Lapwings, siskins,
Jays and snakes.
The birds have arrived:
Pigeons, tits,
Seagulls, pelicans,
T-shirts and eagles.
Pigeons, tits,
Herons, nightingales,
Perches and sparrows.
The birds have arrived:
Pigeons, tits,
Ducks, geese, owls,
Swallows, cows.
The birds have arrived:
Pigeons, tits,
Sticks and swifts,
Butterflies, siskins,
Storks, cuckoos,
even Scops Owls,
swans and ducks -
and thanks for the joke!
^ 14. A cow was flying.
There must be at least three players. Everyone sits in a circle and, turning their right hand palm down and their left hand palm up, connect their palms with the palms of their neighbors. They take turns pronouncing a word of the verse, clapping the right neighbor’s palm in time with the word:
A cow flew and said a word.
What word did the cow say?
Whoever gets the turn to answer names any word, for example, “grass.” His neighbor, along with a clap, says the first letter of this word - “t”, the next one - the second, and so on until the end of the word, until the last “a”. The task of the last player is not to gape and have time to remove his hand from under the final clap.
15. Top clap.
A game to develop attention and memory.
The presenter pronounces phrases-concepts - correct and incorrect.
If the expression is correct, the children clap, if it is not correct, they stomp.
Examples: “It always snows in summer.” "They eat potatoes raw." "The crow is a migratory bird." It is clear that the older the children, the more complex the concepts should be.
^ 16. Game "Button".
Two people play. In front of them lie two identical sets of buttons, in each of which not a single button is repeated. Each player has a playing field - it is a square divided into cells. The player who starts the game places 3 buttons on his field, the second player must look and remember where each button is. After this, the first player covers his playing field with a piece of paper, and the second must repeat the same arrangement of buttons on his field.
The more cells and buttons used in the game, the more difficult the game becomes.
The same game can be used to develop memory, spatial perception and thinking.
^ 17. Game "Little Beetle".
“Now we are going to play this game. You see, in front of you is a field lined with squares. A beetle is crawling across this field. The beetle moves on command. It can move down, up, right, left. I will dictate your moves, and you will move the beetle across the field in the desired direction. Do it mentally. You cannot draw or move your finger across the field!
Attention? Let's start. One cell up, one cell left. One cell down. One cell to the left. One cell down. Show me where the beetle stopped."
(If the child finds it difficult to complete the task mentally, then first you can let him show each movement of the beetle with his finger, or make a beetle and move it across the field. It is important that as a result the child learns to mentally navigate the cellular field).
You can come up with a variety of tasks for the beetle. When the field of 16 cells has been mastered, proceed to move along the field of 25, 36 cells, complicate the tasks with moves: 2 cells diagonally to the right and down, 3 cells to the left, etc.
^
18. Exercise aimed at increasing the level of attention distribution
(ability to do several things at the same time).
Read a short sentence out loud. Reading is accompanied by soft tapping of a pencil on the table. Children must memorize the text and count the number of beats.
You can conduct this exercise as a competition: whoever counts correctly wins. The winners receive, for example, a red circle. Since it is better to play several times during a lesson, winnings are counted at the end of the lesson, and the winners are somehow rewarded.
As classes progress, the number of sentences used in the text increases.
^ 19. Exercise on distribution of attention.
The exercise is aimed at developing the child’s ability to perform two different actions at the same time.
A) The child draws circles in a notebook and at the same time counts the claps with which the adult accompanies the drawing. Task completion time - 1 min.
The number of circles and the number of strokes counted are counted. The more circles are drawn and the more correctly the claps are counted, the higher the score.
B) The task is similar to the previous one. Within 1 minute you need to simultaneously draw with both hands: with your left - circles, with your right - triangles. At the end, the number of drawn triangles and circles is counted.
(Triangles with “rounded” vertices do not count, as do circles with “corners”. The child’s task is to draw as many triangles and circles as possible.)
Parents can come up with tasks of this type themselves. This can be drawing and oral solution of simple examples; recording words and listening to a piece of a poem, etc. It is important to develop such a quality as noise immunity in a child.
^ 20. Exercise to enhance the concentration of auditory attention.
For this, it is very convenient to conduct arithmetic dictations, but the point of the exercise is that each task consists of several actions.
For example, the teacher reports:
Grade 3 - “Given two numbers: 54 and 26... To the second digit of the first number, add the second digit of the second
numbers... and divide the resulting amount by the first digit of the second number... Write!.." (answer: 5)
"Given two numbers: 56 and 92... Divide the second digit of the first number by the second digit of the second number... Multiply the resulting quotient by the first digit of the second number... Write!.." (answer: 27)
In such exercises, you can introduce a game element: a magician and a magician who can guess numbers: “Guess a number... add 5 to it, now subtract 2... subtract the number you have in mind... and multiply the resulting difference by 4 ...You did it..."
The given exercises allow you to maintain and concentrate attention, and the data obtained may indicate a slow involvement in work (if the first tasks are solved incorrectly and the subsequent ones are solved correctly) or about the rapid exhaustion of attention, the inability to maintain its concentration (if the first tasks are solved correctly and the subsequent ones are solved incorrectly) , which allows the teacher to adjust his work depending on the results obtained.
^ 21. Exercise for concentration and stability of attention.
Students are asked to rewrite the following lines without errors:
A) AMMADAMA COAST OF ASSAMASA
^
GESCLALLA ESSANESSAS DETALLATA
B) ENALSSTADE ENADSLAT
ETALTARRS USOCGATA LIMMODORA
CLATIMORE
B) RETABRERTA NORASOTANNA
DEBARUGA KALLIHARRA
PHYLLITADERRA
D) GRUMMOPD
D) WATERPROOFETTE
SERAFINNETASTOLE
EMMASEDATONOV
E) GRACEMBLADOVUNT
G) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATENORRA
H) LIONOSANDER
I) MINOSEPRITAMATORENTALI TELIGRANTOLIADZE
K) MAZOVRATONILOTOTOZAKON
K) MUSERLONGRINAWUPTIMONATOLIG RAFUNITARE
M) ADSELANOGRIVANTEBUDAROCHAN
N) BERMOTINAVUCHIGTODEBSHOZHANUJ
MSTENATUREPVADIOLYUZGLNICHEVYAN
O) OSTIMARE
^ 22. Exercise “Follow the example” (training concentration).
The exercise includes the task of drawing fairly complex but repeating patterns.
Each of the patterns requires increased attention of the child, because... requires him to perform several sequential actions:
A) analysis of each element of the pattern;
b) correct reproduction of each element;
c) maintaining a sequence for a long time.
When performing this type of task, it is important not only how accurately the child reproduces the sample (concentration), but also how long he can work without errors. Therefore, each time try to gradually increase the time it takes to complete one pattern. To get started, 5 minutes is enough.
Once the “checkered” patterns are mastered, move on to more complex patterns on a blank sheet of paper.
To complete this kind of task, it is convenient to make forms in advance with different numbers of rows of circles, triangles or squares. Forms can be presented with a mixed set of figures. For example, a series of squares, a series of circles, a series of triangles, etc.
The task can be supplemented by asking the child to check the correctness of the pattern and correct mistakes.
^ 23. An exercise aimed at training switching attention.
To train attention switching, exercises based on the “Red-Black Tables” test are used.
For the lesson, tables with numbers in black and red are used, the order of which is constantly changing. The order of work remains unchanged:
^ Stage 1 - look at the table and find in order all the black numbers from 1 to 12;
Stage 2 - look at the table and find all the red numbers in reverse order from 12 to 1;
Stage 3 - you need to alternately look for black numbers in direct order from 1 to 12, and red numbers in reverse order from 12 to 1.
After the child has satisfactory results on the number of numbers suggested above, their number can be increased first to 16 (both) and then to 24 (i.e. black - from 1 to 24, red - from 24 to 1).
The same task can be modified by replacing numbers with letters. For example, black letters need to be written in alphabetical order, and the red ones are in the opposite direction. Since this task is more difficult than the previous ones, it is advisable to use it after the children have learned to cope well with numerical options; the table itself should consist of no more than 9-16 cells (i.e. the number of black letters does not exceed 8, and the number of red - 7).
When children achieve significant success in working with the tables described above, the task can be complicated.
Children must find red and black numbers alternately on the table offered to them and write down only the letters corresponding to these numbers, and the red numbers must be found in descending order, and the black ones in ascending order. The first proposed tables should contain no more than 13 black pairs of numbers - letters and 12 red pairs of numbers - letters. The work goes like this:
Red number 12, write the letter P, then black number 1, write the letter B, then red number 11, write the letter I, black number 2, write the letter H...
At successful work For children, the number of pairs can be increased to 24 red pairs of numbers - letters and 24 black pairs of numbers - letters.
24. Exercises to train the distribution and selectivity of attention.
Words are inserted among the alphabetic text. The child must find and underline these words.
Example (words that the child needs to underline are in italics):
Sun and tranv table
prstyyurozae
^
25. Exercise “Proofreading test” (developing the ability to analyze written words).
This exercise is aimed at developing the ability to analyze written words, “see” the letters in them, and as a result, develop attentiveness. It is a game that is based on a proofreading test. For it, old books with large print, suitable only for waste paper, are taken. Within 5 minutes (only 5), children are asked to cross out all the letters “a” they encounter. At the same time, it is agreed that if the guys miss more than four letters, then they lose, four or fewer misses - they win. The winners receive, for example, green chips. Since it’s better to play every day, it’s better to count winnings once a week, and the winners are rewarded with something...
The assignments are checked by the guys themselves - neighbor to neighbor. If they do not notice any omissions, although at this age children are more partial to other people’s work than to their own, then this does not matter, the main thing is that for several minutes the child will be in a state of concentration.
Then the game can be complicated.
For example, cross out in each line the letter that appears first in it:
The next step is to cross out one letter in the line and underline the other.
For example, “e” is crossed out, and the letter “m” is underlined.”
Another option: “First we underline one letter and cross out the other, then on the command: “Attention!” work in progress on the contrary, we cross out the first and underline the second.”
For example, “1st part of the work: “C” - underline, “O” - cross out, at the command: “Attention!”,” a line is drawn and the 2nd part of the work begins: the letter “C” is now crossed out, and the letter “O” "We emphasize."
Attention!
^ 26. Exercise to develop attentiveness among students at school.
A similar exercise can be carried out on educational material, offering students a grammatical analysis of several texts. In the text, you need to underline nouns with one line, and adjectives with two, then at the command “Attention!” - on the contrary: nouns - two, and adjectives - one.
For example:
^ Exercises to develop self-control.
Lack of attention is one of the reasons for poor learning in children of primary school age. A child with attention deficit has difficulty concentrating on the material being presented and has difficulty remembering. Therefore, it is so important to develop this quality in children. Experts recommend engaging your child in special games and exercises to develop attention, which can be done at home. But in order to properly organize such activities, parents must understand what the concept of “attention” is.
What is attention
Attention is one of the most important human qualities. It characterizes the process of selecting necessary information and discarding unnecessary information. The human brain receives thousands of signals from the surrounding world every second. Attention is a kind of filter that “sifts through” all incoming information, protecting our brain from “overload.”
Scientists have identified properties of attention that can lead to deviations in a child’s activities and behavior:
- attention span – when it decreases, the baby cannot concentrate on several objects at the same time, or keep them in mind;
- selectivity of attention - if it is lacking, the baby is not able to concentrate on that part of the material that is needed to solve the task;
- stability and concentration - when they decrease, the child cannot maintain attention for a long time and is constantly distracted;
- switchability of attention - with poor development of this property, it is difficult for the baby to switch from one type of activity to another;
- distribution of attention - with its insufficient development, it is difficult for a child to perform several tasks at the same time;
- arbitrariness of attention - if there is a lack of attention, it is difficult for the baby to concentrate attention on demand.
To overcome the above disadvantages, properly organized work is necessary.
The main rule of playing games and exercises to develop attention is systematicity. It is advisable to exercise every day, taking 1-2 days off a week. The duration of classes in the first days should be no more than 15-20 minutes, gradually increasing.
Exercises to develop attention for younger schoolchildren
It is very important to interest the child from the first lessons. At primary school age, children perceive classes better if they take place in a playful way and allow them to show initiative and imagination.
Here are the most popular exercises for developing attention for younger schoolchildren.
"What changed?" Small objects are laid out on the table, for example, a pencil, a match, an eraser. The total number of them should be 10-15 pieces. For 30 seconds (can be counted up to 30), the child must examine the arrangement of objects. Then he turns his back to the table, and three or four items are moved to another place. After this, the child turns to the table and looks at the objects again for 30 seconds. The items on the table are covered with a sheet of newspaper, and the baby describes which of them were moved and where exactly.
"Find a house." The child is offered a drawing that depicts 7-8 different animals, each of which is looking for its own house. It is possible for the animal and the house to be connected by lines. Ask your child, without drawing a pencil along the lines, to determine whose house is whose. If it is difficult for him to do this during the first lessons, let him use a pencil. In subsequent lessons, he needs to find the house without the help of a pencil.
“Color the other half.” Prepare a half-colored picture. Ask your child to color the second half exactly as the first half was painted. In the next lessons, complicate the task. Invite your child to first complete the second half of the picture and then color it. For such drawings, choose symmetrical images, for example, a butterfly, a house, a dragonfly, a Christmas tree.
"Edible - inedible." Throw the ball to the child, while naming the objects (edible and inedible). If the object is edible, the child must catch the ball; if it is inedible, the pass with the ball is allowed.
“I won’t get lost.” The child counts out loud from 1 to 31. Instead of numbers that include three, or multiples of three, you need to say: “I won’t get lost.” For example: “One, two, I won’t get lost, four, five, I won’t get lost, seven, …”. An exercise to develop attention, memory and thinking for children after seven years of age.
"Find differences". The student is shown a series of written numbers, for example, 45789132. They let him look at them, then the numbers are covered. The child must answer what numbers he remembers, how many numbers are written down, and name the neighbors of the numbers 7, 9, 3.
"Counting with interference." A child of primary school age is given a piece of paper and a pen. He must name numbers from 1 to 20, while simultaneously writing the same number sequence, but in reverse order. Thus, when pronouncing “1”, he writes “20” and so on.
“What happens?” The child is asked to answer questions, looking for the maximum number of answers. You can ask the following questions:
- what is high? (pillar, tree, house, person);
- What is wide?
- what is long?
- what is round?
- what is fluffy?
- What happens when it's cold?
This is a good exercise for developing attention, memory and thinking for children of primary school age.
Development of attention in children of preschool and primary school age (from 3 to 10 years)
Summary: Development of attention and observation in children of preschool and primary school age (from 3 to 10 years). Educational games and exercises. Formation of attentiveness in primary schoolchildren.
Other publications on developing attention:
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Attention is the most important quality that characterizes the process of selecting the necessary information and discarding the unnecessary. The fact is that the human brain receives thousands of signals from the outside world every second. If attention (a kind of filter) did not exist, then our brain would not be able to avoid overload.
Attention has certain properties: volume, stability, concentration, selectivity, distribution, switchability and arbitrariness. Violation of each of these properties leads to deviations in the child’s behavior and activities.
A small attention span is the inability to concentrate on several objects at the same time and keep them in mind.
Insufficient concentration and stability of attention - it is difficult for a child to maintain attention for a long time without being distracted or weakening it.
Insufficient selectivity of attention - the child cannot concentrate on exactly that part of the material that is necessary to solve the task.
Poorly developed ability to switch attention - it is difficult for a child to switch from performing one type of activity to another. For example, if you first checked how your baby did homework in mathematics, and then, at the same time, they decided to examine him in the Russian language, then he will not be able to answer you well. The child will make many mistakes, although he knows the right answers. It’s just hard for him to quickly switch from one type of task (mathematics) to another (in the Russian language).
Poorly developed ability to distribute attention - the inability to effectively (without errors) perform several tasks simultaneously.
Insufficient voluntary attention - the child finds it difficult to concentrate attention on demand.
Such deficiencies cannot be eliminated by fragmentary “attention exercises” included in the process of working with a child and, as research shows, require specially organized work to overcome them.
This work should be carried out in two directions:
1. Using special exercises that train the basic properties of attention: volume, distribution, concentration, stability and switching.
2. The use of exercises on the basis of which mindfulness is formed as a personality trait. Typically, the reason for global inattention lies in the orientation of children towards the general meaning of a text, phrase, word, arithmetic problem or expression - children grasp this meaning and, being content with it, “neglect the particulars”. In this regard, the main task of such classes is to overcome this global perception, an attempt to teach one to perceive content taking into account the elements against the background of the meaning of the whole.
This section provides some exercises for training the basic properties of attention.
Educational games and exercises
1. Exercise “Watch your speech.”
In the twenties of the last century, this attention game was very popular. The presenter says: “The lady bought a toilet. There are 100 rubles in the toilet, buy whatever you want, don’t say yes and no, don’t buy black and white.” And he begins to ask tricky questions, trying to “snatch” forbidden words from the answerer.
Do you want to buy a black dress?
- I want to buy a green dress.
- Does green suit you?
- I just like green velvet.
- Will this be a ball gown?
- Ballroom.
- Should your green dress be long?
- Yes(!).
Losing. For example, you should have said “Of course.”
This is a game, on the one hand, to develop the ability to ask psychologically complex, “raining down” questions, thereby diverting the attention of the person answering to thinking about a complex answer from not using forbidden words, and on the other hand, to develop the attention of the person answering the questions.
You can simply agree on which words or parts of speech cannot be said and then ask a variety of questions. There should be a lot of questions. This is a frank test of attention.
For example, these:
Did you have breakfast today? Do you like your hairstyle?
Are you late for class today? Are you left-handed? Do you like cinema?
What flowers do you like and what do you dislike? Why?
2. Exercise "Forbidden letter".
In this game, everyone will have to watch themselves so as not to spill the beans.
And it’s not surprising to let it slip, as we’ll see now.
One of the game participants is appointed as the driver. Turning to the players one by one, the driver asks each of them some simple question, demanding an immediate answer. For example: “How old are you?”, “Who do you sit at your desk with?”, “What kind of jam do you like?” etc. The one to whom the question is addressed must immediately give any answer, but without using in his phrase a letter that, by agreement, is declared prohibited. Let's assume that the letter "A" is declared prohibited.
Of course, the driver will try to find tricky questions, answering which without the letter “A” would be difficult. "What is your name?" And he will ask, say, a comrade whose name is Vanya. It is clear that he cannot give his name. He'll have to get off with a joke. "I can't remember!" - he will answer, resourcefully avoiding the trap prepared for him. Then the driver will turn to another participant in the game with the same unexpected question.
The game is played at a fast pace, you are not allowed to think for a long time. If you hesitate, don’t answer right away, or, confused, use a forbidden letter in your answer, take the place of the driver and ask questions. We will consider those who never fell into a trap and gave quick, resourceful answers as winners.
As a variant of the game, the condition may be not to pronounce the forbidden letter, i.e. it must be replaced in words with any other.
3. Exercise "Hidden hint".
In this game you are allowed to give hints, although not in the usual way.
We choose a driver and declare him a guesser. Let's ask the guesser to leave the room for a minute or step aside. In the meantime, let's think of a word. This should be a singular noun, consisting of four to five letters, and all the letters in it should be different, for example “table”, “mosquito”, “board”, “sail”, etc. There are many such words, choose they won't take long.
The driver's task is to guess the word we have in mind. Since this is difficult, you will have to help him, that is, suggest something, but, of course, not directly, but in some indirect way, relying on his intelligence and attention.
Let's assume that the hidden word is "mosquito". It is unknown to the guesser.
Please tell me the first letter,” he addresses the players.
It is his right to demand a hint, and any three participants in the game can give hints, each in their own way.
The first letter of the hidden word is "K".
How can you suggest it without directly naming it?
This is how it is done. Three players take turns pronouncing one word, one or two syllables, containing the letter “K”. Let's say one says the word "compass", another - "marmot", the third - "drop".
The letter "K" is repeated in all three words.
The guesser will highlight this letter and remember it.
Give us the second letter! - he demands.
Three other players will tell him the second letter, say, with the following words: “lesson”, “elephant”, “mole”. Having highlighted the letter “O” repeated three times in them, the guesser will also try to remember it.
If the guesser is attentive and does not get confused in our clues, then we will give him the right to appoint a new driver himself to continue the game. And if he doesn’t guess the word we’ve planned, we’ll make him drive again: let him train his attention some more.
4. Exercise "Hidden word".
In games, people often look for a hidden object.
But you can hide and find not only objects. In the game we are about to introduce, you will have to look for hidden words. And we will hide them among other words.
In such a game, keen eyesight and observation will no longer help; other qualities will be needed: concentration, attention and resourcefulness. The game begins, as usual, with the choice of driver. We will “hide” the words, he will “look for” them.
Let's ask the driver to leave the room for a while and say some well-known proverb or line from a familiar poem. Let's say we decide to hide the proverb " Language will bring you to Kyiv". Let's break this text into parts: "language", "to Kyiv", "will bring". Why such a breakdown is needed will become clear from the further description of the game.
The driver returns. He is informed that a proverb is “hidden” and that, when starting to search for it, he can ask any three questions to any three participants in the game. The driver will understand that the text of the hidden proverb is divided into three parts and that the first one to whom he turns with a question must insert the first part of the hidden text into his response phrase, the second - the second part of the text and the third - the last part of the text.
Let's see how it turns out.
"What did you see in your dream today?" - suppose the driver asks one of the participants in the game. Tom needs to enter into his answer the first part of the hidden text - the word “language”, but in such a way as to better hide it among other words. He can say: “I saw in a dream that I arrived in a foreign city, went into the dining room, and there they served me such a dish that it was impossible to pronounce its name: you would break your tongue.” "Where do lemons grow?" - let’s say the driver asks the other. He can get off with a joke: “In warm countries and in my grandfather’s garden: he lives on a collective farm, twenty kilometers before reaching Kyiv.”
The phrase seems to be smooth, but the words “to Kyiv” may make the driver be wary and take note of them. The last question, whatever it may be, can be given an evasive answer: “Don’t be so curious, it won’t lead to any good.” Now let the driver guess what proverb we have made.
5. Game "What has changed?"
The game is played like this. Small objects (eraser, pencil, notepad, match, etc. in the amount of 10-15 pieces) are laid out on the table and covered with newspaper. Whoever wants to test their powers of observation first, please come to the table! He is asked to take 30 seconds (count to 30) to familiarize himself with the arrangement of objects; then he must turn his back to the table, and at this time three or four objects are transferred to other places. Again, 30 seconds are given to inspect the objects, after which they are again covered with a sheet of newspaper. Now let's ask the player: what has changed in the arrangement of objects, which of them have been rearranged?
Don't think that answering this question will always be easy! Answers are scored in points. For each correctly indicated item, the player receives 1 point as a win, but for each mistake, 1 point is deducted from the winnings. An error is considered when an item is named that was not moved to another place.
Let’s mix up our “collection”, arranging the items in a different order, and call another participant in the game to the table. So, one by one, all team members will pass the test.
The conditions of the game should be the same for everyone: if four objects were swapped for the first player, then the same number was swapped for the rest.
In this case, the best result is 4 points won. Everyone who passes the test with this result will be considered winners of the game.
6. Exercise “I remember everything” (development of attention and memory).
This fun game can be played by two, three or even four people, competing in the ability to remember words in a given order.
Compliance with this condition is monitored by the referee, who keeps a check sheet during the game, writing down the words named by the players. Words are selected on a specific topic, such as the names of cities, names of plants or animals. Let's say that the theme of the game is the names of cities. Of course, it is better to name cities that are well-known; they are easier to remember.
So, let's start the game. The participants sit in a circle.
Tula, says one. The judge immediately writes this word down on the control sheet.
The second player, repeating the named city, adds the name of another city to it:
Tula, Poltava.
- Tula, Poltava, Omsk, - announces the third.
If there are three players, then the turn goes back to the first. It should add one more name to the list of cities. For example.
- Tula, Poltava, Omsk, Vladivostok.
So, each time adding one city, the players on their next turn must repeat all the cities named earlier, mentioning them in the same order and without skipping a single one.
At first this comes relatively easily, but when the list of names exceeds a dozen, you will inevitably begin to stumble. And the judge, adding each newly added word to his check sheet, vigilantly watches to see if anyone misses at least one of them.
The one who makes a mistake is eliminated from the game.
The rest continue the competition until one of them is the winner.
Divide everyone who wants to take part in this game into threes. In every three, someone will be the winner. And then arrange a final meeting of the winners for the title of champion in this interesting game.
7. Where is whose house?
A game for developing sustained attention. Offer your child a drawing depicting seven different animals, each of which is hurrying to its own house. Lines connect animals to their houses. You need to determine where whose house is without drawing a pencil along the lines. If the task is difficult for the baby, then allow it, but eventually put the pencil aside.
8. Exercises to develop stability and switching attention.
You can play like this. Call your child various words: table, bed, cup, pencil, bear, fork, etc. The baby listens carefully and claps his hands when he comes across a word that means, for example, an animal. If the baby gets confused, repeat the game from the beginning.
Another time, suggest that your child stand up every time he hears a plant word. Then combine the first and second tasks, i.e. The baby claps his hands when he hears words for animals, and stands up when pronouncing words for a plant. These and similar exercises develop attentiveness, speed of distribution and switching of attention, and, in addition, expand the child’s horizons and cognitive activity. It’s good to play such games with several children; desire, excitement and a prize for the winner will make them even more exciting.
To develop sustained attention, give your child a small text (newspaper, magazine) and ask him to cross out a letter (for example, a) while looking through each line. Record the time and number of errors. Graph your results daily and analyze them. Rejoice in your child's successes. Then, to train distribution and switching of attention, change the task. For example, like this: “In each line, cross out the letter a, and underline the letter p.” Or like this: “Cross out the letter a if it is preceded by the letter r, and underline the letter a if it is preceded by the letter n.” Record time and errors. Don't forget to praise your baby.
9. Exercise "What has changed?" (development of observation).
A game for training observation skills. It is best to play with several children. Everyone stands in one line. The presenter calls one child and offers to remember the appearance of each participant in the game. This will take 1-2 minutes. After this, the baby turns away or goes into another room. The remaining participants in the game make minor changes to the costume or hairstyle: you can pin on a badge or, conversely, remove it, unbutton or fasten a button, change places with each other, change your hairstyle, etc. Then the person remembering must name those changes in the costumes of his comrades that he was able to notice.
If you do not have the opportunity to gather a large company, you can modify this exciting game: place 10 objects on the table in front of the child, ask him to turn away and at this moment change the arrangement of the objects. Then offer to answer what has changed.
10. Pictures "Find the difference".
All the kids enjoy looking at the pictures. You can combine business with pleasure. Invite your child to look at pictures that, for example, show two gnomes (or two kittens, or two fish). At first glance they are exactly the same. But, looking more closely, you can see that this is not so. Let your child try to spot the differences. You can also select several pictures with ridiculous content and ask your child to find the inconsistencies.
11. Exercise "Color your other half."
There are also exercises to develop concentration. You need to prepare several half-colored pictures. And the child must color the second half of the picture in the same way as the first half was painted. This task can be complicated by asking the child to first complete the second half of the picture and then color it. (This could be a butterfly, dragonfly, house, Christmas tree, etc.).
12. Exercise "Numerical table".
Show your child a table with a set of numbers from 1 to 25, which are arranged in random order. But first, make sure your baby knows all these numbers. Tell him: “Try to find, show and say out loud the numbers from 1 to 25 as quickly as possible.” Most children 5-7 years old complete this task in 1.5-2 minutes and almost without errors.
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Another variation of this game: prepare a table with 25 cells, on which numbers from 1 to 35 are written in random order, of which 10 numbers are missing. Ask your child to find and show all the numbers in a row, and write down the missing numbers (if he cannot write down the numbers, then just have him tell them to you). Record the time it took your child to complete this task.
If these exercises turned out to be difficult for your son or daughter, make a simpler table, for example, with 9 cells.
13. A bird is not a bird.
A fun game for attention and knowledge of birds.
An adult reads poems. The children's task is to listen carefully and, if a word is heard that does not mean a bird, give a signal - stomp or clap. Be sure to ask your child what is wrong. Specify:
“And who is the fly?”
The birds have arrived:
Pigeons, tits,
Flies and swifts...
The birds have arrived:
Pigeons, tits,
Storks, crows,
Jackdaws, pasta.,
The birds have arrived:
Pigeons, tits,
swans, martens,
Jackdaws and swifts,
Seagulls and walruses
The birds have arrived:
Pigeons, tits,
Lapwings, siskins,
Jays and snakes.
The birds have arrived:
Pigeons, tits,
Seagulls, pelicans,
T-shirts and eagles.
Pigeons, tits,
Herons, nightingales,
Perches and sparrows.
The birds have arrived:
Pigeons, tits,
Ducks, geese, owls,
Swallows, cows.
The birds have arrived:
Pigeons, tits,
Sticks and swifts,
Butterflies, siskins,
Storks, cuckoos,
even Scops Owls,
swans and ducks -
and thanks for the joke!
14. A cow was flying.
There must be at least three players. Everyone sits in a circle and, turning their right hand palm down and their left hand palm up, connect their palms with the palms of their neighbors. They take turns pronouncing a word of the verse, clapping the right neighbor’s palm in time with the word:
A cow flew and said a word.
What word did the cow say?
Whoever gets the turn to answer calls out any word, for example, “grass”. His neighbor, along with a clap, says the first letter of this word - “t”, the next one - the second, and so on until the end of the word, until the last “a”. The task of the last player is not to gape and have time to remove his hand from under the final clap.
15. Top clap.
A game to develop attention and memory.
The presenter pronounces phrases-concepts - correct and incorrect.
If the expression is correct, the children clap, if it is not correct, they stomp.
Examples: " It always snows in summer". "Potatoes are eaten raw". "Crow - migratory bird"It is clear that the older the children, the more complex the concepts should be.
16. Game "Button".
Two people play. In front of them lie two identical sets of buttons, in each of which not a single button is repeated. Each player has a playing field - it is a square divided into cells. The player who starts the game places 3 buttons on his field, the second player must look and remember where each button is. After this, the first player covers his playing field with a piece of paper, and the second must repeat the same arrangement of buttons on his field.
The more cells and buttons used in the game, the more difficult the game becomes.
The same game can be used to develop memory, spatial perception and thinking.
17. Game "Little Beetle".
“Now we are going to play this game. You see, in front of you is a field lined with squares. A beetle is crawling across this field. The beetle moves on command. It can move down, up, right, left. I will dictate your moves, and you will move the beetle across the field in the desired direction. Do it mentally. You cannot draw or move your finger across the field!
Attention? Let's start. One cell up, one cell left. One cell down. One cell to the left. One cell down. Show me where the beetle stopped."
(If the child finds it difficult to complete the task mentally, then first you can let him show each movement of the beetle with his finger, or make a beetle and move it across the field. It is important that as a result the child learns to mentally navigate the cellular field).
You can come up with a variety of tasks for the beetle. When the field of 16 cells has been mastered, proceed to move along the field of 25, 36 cells, complicate the tasks with moves: 2 cells diagonally to the right and down, 3 cells to the left, etc.
18. Exercise aimed at increasing the level of attention distribution
(ability to do several things at the same time).
Read a short sentence out loud. Reading is accompanied by soft tapping of a pencil on the table. Children must memorize the text and count the number of beats.
You can conduct this exercise as a competition: whoever counts correctly wins. The winners receive, for example, a red circle. Since it is better to play several times during a lesson, winnings are counted at the end of the lesson, and the winners are somehow rewarded.
As classes progress, the number of sentences used in the text increases.
19. Exercise on distribution of attention.
The exercise is aimed at developing the child’s ability to perform two different actions at the same time.
a) The child draws circles in a notebook and at the same time counts the claps with which the adult accompanies the drawing. Task completion time - 1 min.
The number of circles and the number of strokes counted are counted. The more circles are drawn and the more correctly the claps are counted, the higher the score.
b) The task is similar to the previous one. Within 1 minute you need to simultaneously draw with both hands: with your left - circles, with your right - triangles. At the end, the number of drawn triangles and circles is counted.
(Triangles with “rounded” vertices do not count, as do circles with “corners”. The child’s task is to draw as many triangles and circles as possible.)
Parents can come up with tasks of this type themselves. This can be drawing and oral solution of simple examples; recording words and listening to a piece of a poem, etc. It is important to develop such a quality as noise immunity in a child.
20. Exercise to enhance the concentration of auditory attention.
For this, it is very convenient to conduct arithmetic dictations, but the point of the exercise is that each task consists of several actions.
For example, the teacher reports:
1 class- “Given two numbers: 6 and 3... Add the first number and the second... and subtract from the resulting number
2... Then subtract another 4... Write!..” (answer: 3)
“Given two numbers: 15 and 23... Add the first digit of the second number to the first digit of the first number... subtract 2 from the resulting number, and now add 7... Write!..” (answer: 8)
2nd grade- “Given two numbers: 27 and 32... Multiply the first digit of the second number by the first digit of the first
numbers... and from the resulting product subtract the second digit of the second number... Write!..” (answer: 4)
"Given two numbers: 82... and 68... To the first digit of the second number, add the second digit of the first number... and divide the resulting amount by 4... Write!.." (answer: 2)
3rd grade- “Given two numbers: 54 and 26... To the second digit of the first number, add the second digit of the second
numbers... and divide the resulting amount by the first digit of the second number... Write!.." (answer: 5)
"Given two numbers: 56 and 92... Divide the second digit of the first number by the second digit of the second number... Multiply the resulting quotient by the first digit of the second number... Write!.." (answer: 27)
In such exercises, you can introduce a game element: a magician and a magician who can guess numbers: “Guess a number... add 5 to it, now subtract 2... subtract the number you have in mind... and multiply the resulting difference by 4 ...You did it..."
The given exercises allow you to maintain and concentrate attention, and the data obtained may indicate a slow involvement in work (if the first tasks are solved incorrectly and the subsequent ones are solved correctly) or about the rapid exhaustion of attention, the inability to maintain its concentration (if the first tasks are solved correctly and the subsequent ones are solved incorrectly) , which allows the teacher to adjust his work depending on the results obtained.
21. Exercise for concentration and stability of attention.
Students are asked to rewrite the following lines without errors:
a) AMMADAMA COAST OF ASSAMASA
GESCLALLA ESSANESSAS DETALLATA
B) ENALSSTADE ENADSLAT
ETALTARRS USOCGATA LIMMODORA
CLATIMORE
B) RETABRERTA NORASOTANNA
DEBARUGA KALLIHARRA
PHYLLITADERRA
D) GRUMMOPD
D) WATERPROOFETTE
SERAFINNETASTOLE
EMMASEDATONOV
E) GRACEMBLADOVUNT
G) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATENORRA
H) LIONOSANDER
I) MINOSEPRITAMATORENTALI TELIGRANTOLIADZE
K) MAZOVRATONILOTOTOZAKON
K) MUSERLONGRINAWUPTIMONATOLIG RAFUNITARE
M) ADSELANOGRIVANTEBUDAROCHAN
N) BERMOTINAVUCHIGTODEBSHOZHANUJ
MSTENATUREPVADIOLYUZGLNICHEVYAN
O) OSTIMARE
22. Exercise “Follow the example” (training concentration).
The exercise includes the task of drawing fairly complex but repeating patterns.
Each of the patterns requires increased attention of the child, because... requires him to perform several sequential actions:
a) analysis of each element of the pattern;
b) correct reproduction of each element;
c) maintaining a sequence for a long time.
When performing this type of task, it is important not only how accurately the child reproduces the sample (concentration), but also how long he can work without errors. Therefore, each time try to gradually increase the time it takes to complete one pattern. To get started, 5 minutes is enough.
Once the “checkered” patterns are mastered, move on to more complex patterns on a blank sheet of paper.
To complete this kind of task, it is convenient to make forms in advance with different numbers of rows of circles, triangles or squares. Forms can be presented with a mixed set of figures. For example, a series of squares, a series of circles, a series of triangles, etc.
The task can be supplemented by asking the child to check the correctness of the pattern and correct mistakes.
23. An exercise aimed at training switching attention.
To train attention switching, exercises based on the “Red-Black Tables” test are used.
For the lesson, tables with numbers in black and red are used, the order of which is constantly changing. The order of work remains unchanged:
Stage 1- look at the table and find in order all the black numbers from 1 to 12;
Stage 2- look at the table and find all the red numbers in reverse order from 12 to 1;
Stage 3- you need to alternately look for black numbers in direct order from 1 to 12, and red numbers in reverse order from 12 to 1.
After the child has satisfactory results on the number of numbers suggested above, their number can be increased first to 16 (both) and then to 24 (i.e. black - from 1 to 24, red - from 24 to 1).
The same task can be modified by replacing numbers with letters. For example, black letters need to be written in alphabetical order, and red letters in reverse order. Since this task is more difficult than the previous ones, it is advisable to use it after the children have learned to cope well with numerical options; the table itself should consist of no more than 9-16 cells (i.e. the number of black letters does not exceed 8, and the number of red - 7).
When children achieve significant success in working with the tables described above, the task can be complicated.
Children must find red and black numbers alternately on the table offered to them and write down only the letters corresponding to these numbers, and the red numbers must be found in descending order, and the black ones in ascending order. The first proposed tables should contain no more than 13 black pairs of numbers - letters and 12 red pairs of numbers - letters. The work goes like this:
Red number 12, write the letter P, then black number 1, write the letter B, then red number 11, write the letter I, black number 2, write the letter H...
If the children work successfully, the number of pairs can be increased to 24 red pairs of numbers - letters and 24 black pairs of numbers - letters.
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