21.05.2022

Strebeleva formation of thinking. E. A. Strebeleva Formation of thinking in children with developmental disabilities. A book for a teacher-defectologist. Game "build a fence!"

E.A. Strebeleva

Formation of thinking

in children with developmental disabilities

A book for a teacher-defectologist

Strebeleva E.A.

C84 Formation of thinking in children with developmental disabilities: Book. for a teacher-defectologist / E.A. Strebelev. - M.: Humanitarian, ed. center VLADOS, 2005. - 180 p. : ill. - (Correctional pedagogy). 18YOU 5-691-00605-3.

At the end of the manual, two appendices are given with material for educators to understand the creation of a situation for classes with children, and a visual handout for children.

Addressed to teachers-defectologists, psychologists, teachers of colleges and universities, students of seminars and refresher courses, students of pedagogical universities, parents raising preschool children with developmental disabilities.

UDC 376 BBK 74.3

VLADOS Center", 2001 © Series "Correctional Pedagogy"

and serialization.

LLC "Humanitarian Publishing House"

center VLADOS”, 2001 © Art design. OOO

"Humanitarian Publishing Center

VLADOS, 2001
© Layout. LLC Humanitarian Publishing Center VLADOS, 2001
13VN 5-691-00605-3

Foreword

At the heart of correctional and pedagogical work with children with developmental disabilities, the fundamental position of Russian psychology on the genetic connection is implemented. different forms thinking. At preschool age, three main forms closely interact: visual-effective, visual-figurative and verbal-logical thinking. These forms of thinking form that single process of cognition of the real world, in which one or another form of thinking can prevail, and in connection with this cognitive process the real world takes on a specific character. At the same time, one must remember that thinking develops in meaningful, purposeful, objective actions.

Performing actions with real objects, moving them in space, changing their functional dependencies, the child gets the opportunity to overcome the static perception. He is aware of the dynamism of the environment, and most importantly, he recognizes the possibility of influencing the dynamics of an object according to his own plan or in accordance with the tasks that an adult sets for him. Such a situation of the child's direct influence on the surrounding objects creates favorable conditions for the correlation between visual and verbal-logical forms of thinking.

E.A. Strebeleva

Formationthinking

in children with developmental disabilities

A book for a teacher-defectologist

Strebeleva E.A.

At the end of the manual, two appendices are given with material for educators to understand the creation of a situation for classes with children, and a visual handout for children.

UDC 376 BBK 74.3

© Strebeleva E.A., 2001

© OOO "Humanitarian Publishing House"

VLADOS Center", 2001 © Series "Correctional Pedagogy"

and serialization.

LLC "Humanitarian Publishing House"

center VLADOS”, 2001 © Art design. OOO

"Humanitarian Publishing Center

VLADOS, 2001
© Layout. LLC Humanitarian Publishing Center VLADOS, 2001
13VN 5-691-00605-3

Foreword

The most important stage in the development of thinking is associated with the child's mastery of speech. In the process of actions with objects, the child has an incentive motive for his own statements: fixation of the performed action, reasoning, conclusions. Verbal generalization of one's own actions leads to the emergence and improvement of full-fledged images and their manipulation in the mental plane. It is on this basis that images-representations are formed, which become more flexible, dynamic.

The use of the developed system of classes for the development of the mental activity of children with developmental disabilities allows them to form a relationship between the main components of cognition: action, word and image.

Targeted classes in the formation of thinking significantly change the way a child orients himself in the world around him, teaches him to highlight significant connections and relationships between objects, which leads to an increase in his intellectual capabilities. Children begin to focus not only on the goal, but also on ways to achieve it. And this changes their attitude to the task, leads to an assessment of their own actions and the distinction between right and wrong. Children develop a more generalized perception of the surrounding reality, they begin to comprehend their own actions, predict the course of the simplest phenomena, and understand the simplest temporal and causal relationships.

Education aimed at developing thinking has a great influence on speech development child: contributes to the memorization of words, the formation of the main functions of speech (fixing, cognitive, planning). It is important that the desire developed in the course of classes to fix the distinguished and conscious patterns in the word leads to the children's active search for ways of verbal expression, to the use of all their speech possibilities.

The first chapter contains didactic games and exercises that develop visual-effective thinking. The second chapter is devoted to the work on the formation of visual-figurative thinking. In the third chapter, classes are given on the development of elements of logical thinking. Visual material is provided for each chapter.

The educational and methodological manual is addressed to teachers-defectologists, psychologists, teachers of colleges and universities, students of seminars and advanced training courses, students of pedagogical universities, parents raising preschool children with developmental disabilities.

Chapter I

FORMATION OF VISUAL-ACTIVE THINKING

It is important to remember that the achievements of each period of development do not disappear, are not replaced by later stages of the development of thinking, but play their role throughout the entire subsequent life of a person. Therefore, the unformed thinking processes, going both from perception to visual-active, and from perception to visual-figurative thinking, may turn out to be irreparable at a later age.

The development of thinking in early and preschool age. The first thought processes arise in the child as a result of the knowledge of the properties and relations of the objects surrounding him in the process of their perception and in the course of the experience of his own actions with objects, as a result of acquaintance with a number of phenomena occurring in the surrounding reality. Consequently, the development of perception and thinking are closely related, and the first glimpses of children's thinking are of a practical (effective) nature, i.e. they are inseparable from the objective activity of the child. This form of thinking is called "visual-effective" and is the earliest.

Visual-effective thinking arises where a person encounters new conditions and a new way of solving a problematic practical task. The child encounters tasks of this type throughout childhood - in everyday and play situations.

When solving problematic practical problems, the identification, “discovery* of the properties and relations of objects or phenomena, the hidden, internal properties of objects are revealed. The ability to obtain new information in the process of practical transformations is directly related to the development of visual-effective thinking.

How does the child's mind develop? The first manifestations of visual-effective thinking can be observed at the end of the first - beginning of the second year of life. With the mastery of walking, the child's encounters with new objects expand significantly. Moving around the room, touching objects, moving them and manipulating them, the child constantly encounters obstacles, difficulties, looks for a way out, widely using trials, attempts, etc. in these cases. In actions with objects, the child moves away from simple manipulation and proceeds to object-play actions that correspond to the properties of the objects with which they act: for example, he does not knock with a stroller, but rolls it; he puts the doll on the bed; puts the cup on the table; interferes with a spoon in a saucepan, etc. Performing various actions with objects (feeling, stroking, throwing, examining, etc.), he practically learns both the external and hidden properties of objects, discovers some connections that exist between objects. So, when one object hits another, noise occurs, one object can be inserted into another, two objects, colliding, can move in different directions, etc. As a result, the object becomes, as it were, a conductor of the child's influence on another object, i.e. effective actions can be performed not only by direct impact with the hand on the object, but also with the help of another object - indirectly. The object, as a result of the accumulation of some experience in its use, is assigned the role of a means by which one can obtain the desired result. A qualitatively new form of activity is being formed - instrumental, when the child uses auxiliary means to achieve the goal.

Children get acquainted with auxiliary objects first of all in everyday life. Children are fed, and then they themselves eat with a spoon, drink from a cup, etc., they begin to use aids when they need to get something, fix it, move it, etc. The child's experience gained in solving practical problems is fixed in the methods of action. Gradually, the child generalizes his experience and begins to use it in various conditions. For example, if a child has learned to use a stick to bring a toy closer to him, then he takes out a toy that has rolled under the cabinet with the help of another one that is suitable in shape and length: a toy-shovel, net, club, etc. The generalization of the experience of activity with objects prepares the generalization of experience in the word, i.e. prepares the formation of visual-effective thinking in the child.

The development of objective activity and its “verbalization” in a child occurs with the active participation of the people around him. Adults set certain tasks for the child, show ways to solve them, name actions. The inclusion of a word denoting the action being performed qualitatively changes the thought process of the child, even if he does not yet speak colloquial speech. The action denoted by the word acquires the character of a generalized method for solving a group of homogeneous practical problems and is easily transferred to other similar situations. Being included in the practical activity of the child, speech, even at first only audible, as if from within restructures the process of his thinking. Changing the content of thinking requires its more advanced forms, and already in the process of visual-effective thinking, the prerequisites for visual-figurative thinking are formed.

In the younger preschool age, profound changes take place both in the content and in the forms of visual-effective thinking. A change in the content of children's visual-effective thinking leads to a change in its structure. Using his generalized experience, the child can mentally prepare, foresee the nature of subsequent events.

Tasks, can independently find a way out of a problem situation. A problem situation is understood as a situation in which it is impossible to act in the usual ways, but you need to transform your past experience, find new ways to use it.

Following visual-effective thinking, visual-figurative thinking arises, which becomes the main type of thinking in a child at a younger preschool age. He solves “in his mind” only those tasks that he used to solve practically.

The simplest visual-figurative thinking (internal plan of action) is considered as the ability to operate with specific images of objects when solving those. or other tasks. For example, a child can imagine how the boy shown in the picture should act, whose car rolled under the cabinet. The ability to operate with images "in the mind" is not a direct result of the child's assimilation of knowledge and skills. It arises and develops in the process of interaction of certain lines of mental development: the development of objective actions, the action of substitution, speech, imitation, play activity, etc. In turn, images can differ in the degree of generalization, in the ways of formation and functioning. The mental activity itself acts as an operation with images.

In the future, children begin to operate "in the mind" with complex ideas about objects, their properties, connections and relationships. So, they can imagine in advance a whole that can be made up of the available parts (in the representation, these parts are combined into a whole): what construction can be built from a given constructor, what image can be put together from a cut picture, the parts of which are pasted on different cubes; they can imagine the movement of objects or their parts in space, and so on. By the older preschool age, visual-figurative thinking becomes more and more generalized. Children understand complex schematic images, represent a real situation based on them, and even create such images on their own.

The development of visual-figurative thinking is closely connected with speech, which fixes (fixes) images - representations.

On the basis of figurative thinking, verbal-logical thinking begins to form at preschool age, which makes it possible to solve a wider range of problems, assimilate scientific knowledge.

But the development of verbal-logical thinking depends on the level of development of visual forms of thinking, otherwise it is formed slowly and with great difficulty, and as a result it turns out to be inferior. At the same time, it must be remembered that visual forms of thinking in preschool age are the main ones.

There is a deep two-way connection between visual-effective, visual-figurative and verbal-logical thinking. On the one hand, the experience of working with objects in solving practical problems prepares the necessary ground for the emergence of verbal-logical thinking. On the other hand, the development of verbal-logical thinking changes the nature of objective actions and creates the possibility of a transition from solving elementary to solving complex practical problems.

The transition from visual-active to visual-figurative and verbal-logical thinking depends on the degree of formation of higher types of orienting-research activity. This transition is carried out when the character changes approximately - research activities, on the basis of a higher type of orientation in the conditions of the task and the activation of speech tasks in the verbal plan.

Thus, in preschool age, three main forms of thinking closely interact: visual-active, visual-figurative, and verbal-logical. These forms of thinking form that single process of cognition of the real world, in which, under different conditions, either one or another form of thinking can prevail, and, in this regard, the cognitive process as a whole acquires a specific character. At the same time, speech, acting as a carrier of the mode of action in it, is included early in cognitive activity. This mode of action is reinforced and transmitted through speech. At different stages of the development of thinking, the functions of speech change significantly.

Features of the development of thinking in children with developmental disabilities. In such children, visual-effective thinking is characterized by a lag in the pace of development. Children do not independently generalize their experience of everyday action with objects-tools that have a fixed purpose. Therefore, they do not have the stage of understanding the situation that requires the use of a fixed (generally accepted) tool. In cases where children, with the help of an adult, use assistive devices, they do not sufficiently generalize their own experience of actions and cannot use it when solving new problems, i.e. they have no mode of action transfer.

Children with developmental disabilities, unlike normally developing peers, do not know how to navigate in the conditions of a problematic practical task, they do not analyze these conditions. Therefore, when trying to achieve the goal, they do not discard erroneous options, but repeat the same unproductive actions. In fact, they do not have genuine samples.

In addition, problem children are distinguished by the inclusion of speech in the process of solving mental problems. Normally developing children have a constant need to help themselves make sense of the situation by analyzing their actions in external speech. This gives them the opportunity to realize their actions, in which speech begins to perform organizing and regulating functions, i.e. allows the child to plan their actions.

In children with developmental disabilities, this need almost never arises. Therefore, they draw attention to the insufficient connection between practical actions and their verbal designation, there is a clear gap between action and word. Consequently, their actions are not sufficiently conscious, the experience of action is not fixed in the word, and therefore is not generalized, and images - representations are formed slowly and fragmentarily.

Until the end of preschool age, problem children actually lack the ability to solve visual-figurative tasks. When trying to solve such problems, they reveal a lack of connection between the word and the image. In children with developmental disabilities, there is a weak relationship between the main components of mental activity: action, word and image.

In addition, the formation of elements of logical thinking also suffers in them, it develops slowly, and in a different way than in the norm, they develop the ratio of visual and verbal-logical thinking.

The timely formation of visual forms of thinking qualitatively changes the development of the cognitive activity of problem children and constitutes an essential link in preparing them for schooling and socialization.

Ways of forming visual-effective thinking of children with developmental disabilities. When choosing the ways and methods for shaping the thinking of problem preschoolers, we proceeded from the fact that the child's thinking is formed in the process of various kinds activities (subject, game), communication, in unity with the process of mastering speech.

The basis for the formation of visual-effective thinking of preschoolers is the development of independent orientation and research activities in solving problem-practical problems, as well as the formation of the main functions of speech. In turn, this makes it possible to strengthen the weak relationship between the main components of cognition: action, word, and image.

In the process of acting with objects, the preschooler has a motive for his own statements: reasoning, conclusions. On this basis, images-representations are formed, which become more flexible, dynamic. When performing actions with objects and changing the real situation, the child creates a fundamental basis for the formation of images-representations. Thus, the visual-practical situation is a kind of stage in the establishment of a strong connection between action and word in a preschooler. Based on this connection, full-fledged images-representations can be built.

A system of game-exercises has been developed, aimed at developing the orientation and research activities of children with developmental disabilities.

Exercise games are grouped into four sections.

IN first section preparatory games-exercises are recommended, during which children form generalized ideas about auxiliary means and fixed-purpose tools that a person uses in everyday life.

In second section games-exercises are included, during which children are introduced to problematic practical situations, they are taught to analyze these situations and use substitute objects.

Third section make up exercise games, during which preschoolers form ways of orienting themselves in the conditions of a problematic practical task, as well as the trial method as the main way to solve visual-effective tasks.

Fourth section contains games-exercises to determine the cause that violated the usual course of an action or phenomenon.

The system of games-exercises is presented taking into account the following principles: game motivation of actions; availability of tasks; gradual complication of practical tasks; repeatability, the possibility of independent search for a solution to the problem by each child; children's observation of the actions of their peers in order to reinforce their own experience with the experience of observation, which provides material for generalization; the inclusion of speech in the process of solving problem-practical problems.

At each of these stages, the role of the teacher changes. At the initial stage, when purposeful actions are formed in children, the teacher makes extensive use of joint actions with the child, the ability to imitate. At the same time, the adult generalizes all actions in his speech statements. Then, independent search methods of orientation and practical actions of the child in a problem-practical situation are activated, which the child fixes in active speech. In the future, he develops the ability to plan his practical actions in solving problem-practical problems.

Chapter1

Games-exercises for the formation of ideas about the use of objects with a fixed purpose

Despite the fact that children use all these aids and adaptations to objects in the process of actions in everyday life, during games, they do not generalize the experience of actions and do not comprehend it. The task of the teacher is to generalize this experience, to bring it to the awareness of each child.

Games-exercises are carried out at the initial stage of correctional and pedagogical work with children.

GAME "CATCH THE BALL!"

Equipment: two boxes, balloon, ribbon.

Progress The teacher shows the children a beautiful box, knocks on it and asks: “What is there?” One child opens the box and takes out a balloon. The teacher emotionally reacts to the appearance of the ball, rejoices and says: “We will play with the ball. It must be inflated, and then you can throw and catch. After that, in front of the children, inflates the balloon and draws the attention of the children to the fact that it is quickly blown away. This is repeated 2-3 times. Then the teacher asks the children: “What to do? How are we going to play with this ball? » Shows the children another box and invites the child to knock on the box and ask, "What's in there?" He opens the box and takes out a ribbon. The teacher exclaims: “Here it is, the ribbon! We will tie it to the ball and we will play, ”and he ties the ribbon to the ball, paying attention to the fact that the ball does not deflate. Then the children are invited to the circle to play with the ball. The teacher calls the name of each child and tells him: “Catch the ball!”

The game can be repeated on a walk.

GAME "FEED THE BEAR!"

Equipment: a set of children's dishes, a set of children's furniture, a bear.

Course progress. The teacher plays with the arrival of the bear to the children. Someone knocks on the door, the teacher asks: “Who is coming to visit us?” He opens the door and exclaims: “This bear came to play with us!” Then he puts the bear at the table and puts a dinner set in front of him, which lacks a spoon and a cup. The teacher invites the children to feed the bear. If the children do not realize that a spoon is needed for feeding, he takes it out of the cupboard and gives it to the child. Then the teacher says that the bear asks for a drink. Offers the children a jug of water and asks the children: “Where to pour the water? » In case of difficulty, he asks the children to get a cup from the sideboard and give the bear a drink. After performing game actions, the teacher fixes the method of action in the word: “You need to feed with a spoon; drink from a cup."

GAME "LET'S RIDE BUNNS!"

Equipment: two bunnies; two carts - one with a rope, the other without a rope.

Course progress. The teacher invites the children to the play area. Two bunnies come to visit the children. They want to ride in carts. The teacher puts the bunnies in both carts, invites two children and asks the bunnies to ride. He draws the attention of all children to the fact that it is inconvenient to carry a cart without a rope, so you need to tie the rope to the cart. The teacher ties a rope to the cart, showing the children how to properly grasp the rope. Children take turns rolling bunnies.

GAME "BAKE PIES!"

Equipment: sand molds, scoops.

Course progress. The game is played outside. In warm weather, the teacher organizes the children near the sandbox and invites them to bake pies for dolls. The teacher distributes the molds to the children. If they start to take sand with their hands, the teacher stops them and says: “You can’t take sand with your hands. How can you take sand? He distributes scoops to children, shows how to collect sand, pour it into molds and “bake pies”. The teacher clarifies that the sand must be collected with a scoop.

GAME "WE'LL TRANSPORT THE TOYS!"

Equipment: car, rope, bricks, kittens.

Course progress. The teacher invites the children to the play corner and says that they have brought new toys today (bricks and kittens). Toys lie at the door on a napkin. These toys should be moved to the play area and the children will play with them. The teacher tells the children that it is convenient to transport them by car, showing it (a car without a rope). Invites the child to load a few bricks and bring them. If the child does not pay attention to the fact that the car does not have a rope, the teacher does not stop him, but makes sure that it is inconvenient to carry the car without a rope. Then he fixes the attention of all children on the rope and ties it to the car. Children take turns transporting toys and then building a path for the kittens with bricks.

GAME "CATCH THE FISH!"

Equipment: a pool (or a plastic basin), plastic fish, a net.

Course progress. The teacher invites the children to the pool and says that there are fish there, shows and says that the fish swim quickly when you blow on them. Children blow on fish. Then the teacher invites them to catch a fish, drawing the attention of the children to the net, shows the action with it: “Here, the fish was caught!” Every child catches a fish. In case of difficulty, the teacher helps. Then the teacher summarizes: "It is convenient to catch a fish with a net." At the end of the game, the children will hide the fish in their palms and perform imitation actions - “the fish swims”.

LESSON "WHAT ARE WE SITTING ON?"

Equipment: trays, small toys: mushrooms, Christmas trees.

Course progress. The teacher invites the children to the study room, in which all the chairs are hidden. There are toys on trays on the tables. The teacher sits down in his chair and invites the children to sit down too. Not paying attention to the fact that the children are standing, the teacher reports: “You have beautiful toys on the trays - Christmas trees and mushrooms. Trees need to be planted today. Leave the mushrooms on the trays.” Then he asks: “Children, why are you standing? Sit down!" If the children do not say that they do not have chairs, the teacher says: “Here I am sitting - I am comfortable. What am I sitting on? Where are your chairs? Let's eat them." After the children find and put their chairs, the teacher says: “How convenient it is for all children to sit on the chairs, now you can plant Christmas trees.” At the end of the lesson, the teacher asks the children: “What is comfortable to sit on?” - and concludes that it is comfortable for people to sit on chairs.

Equipment: grooves, plastic balls, a net, a can (5 l) of water.

Course progress. It is carried out on a carpet. The teacher shows the children a groove and says that today they will roll the balls along the groove. And the balls are in the bank, you need to get them. The teacher gives the child a net and asks him to get the ball. Then the children take turns taking out the balls with a net. The teacher specifies how convenient it is to get the balls out of the jar with a net. Then he distributes grooves to the children, and they roll their balls.

GAME "DOLLS COME TO VISIT"

Equipment: children's furniture, children's dishes, sweets, two dolls.

Course progress. It takes place in the play area. The teacher plays up the unexpected arrival of two dolls to visit the children. Then he says that the guests should be treated to tea. The teacher puts the dolls at the table and asks the children what should be put on the table in order to treat the dolls with tea. If the children do not answer, the teacher asks: “What do they drink tea from?” Then he asks the children to get cups, saucers, spoons, a vase from the cupboard and put everything on the table. One child pours tea (from a teapot), the other one stirs it in cups, the third one treats the dolls with sweets. At the end of the game, the teacher clarifies that people drink tea from cups, and dolls also need to be watered from cups.

TASK "FLOWER FIELDS!"

Equipment: a set of items: a watering can, a jar, a cup; indoor plant.

Course progress. The children sit at the tables, in front of them they put a houseplant on the table. In the far corner of the room there is a bucket of water. Aside, on the other table there are a cup, a watering can, a jar. The teacher asks the children to water the flower. In case of difficulty, the teacher asks the child (or two children) to draw water from a bucket into their hands, draws the children's attention to the fact that water is pouring out of their hands. Then he says that there are different objects - it is convenient to draw water in them. The teacher asks the children to take turns bringing water in different objects. After actions of children, he summarizes in a word the practical experience gained by children: "Water should be taken with a cup, a watering can, a jar. It is most convenient to water a flower from a watering can."

Foreword

At the heart of correctional and pedagogical work with children with developmental disabilities, the fundamental position of Russian psychology about the genetic connection of different forms of thinking has been implemented. At preschool age, three main forms closely interact: visual-effective, visual-figurative and verbal-logical thinking. These forms of thinking form that single process of cognition of the real world, in which one or another form of thinking can prevail, and in connection with this, the cognitive process of the real world acquires a specific character. At the same time, one must remember that thinking develops in meaningful, purposeful, objective actions.
Performing actions with real objects, moving them in space, changing their functional dependencies, the child gets the opportunity to overcome the static perception. He is aware of the dynamism of the environment, and most importantly, he recognizes the possibility of influencing the dynamics of an object according to his own plan or in accordance with the tasks that an adult sets for him. Such a situation of the child's direct influence on the surrounding objects creates favorable conditions for the correlation between visual and verbal-logical forms of thinking.
The most important stage in the development of thinking is associated with the child's mastery of speech. In the process of actions with objects, the child has an incentive motive for his own statements: fixation of the performed action, reasoning, conclusions. Verbal generalization of one's own actions leads to the emergence and improvement of full-fledged images and their manipulation in the mental plane. It is on this basis that images-representations are formed, which become more flexible, dynamic.
The use of the developed system of classes for the development of the mental activity of children with developmental disabilities allows them to form a relationship between the main components of cognition: action, word and image.
A long-term study has shown the great role of purposeful classes in the formation of thinking, their huge contribution to the mental education of a child with developmental disabilities. Systematic correctional work arouses in children an interest in the environment, leads to independence of their thinking, children stop waiting for solutions to all issues from an adult.
Purposeful classes in the formation of thinking significantly change the way a child orients himself in the world around him, teaches him to highlight significant connections and relationships between objects, which leads to an increase in his intellectual capabilities. Children begin to focus not only on the goal, but also on ways to achieve it. And this changes their attitude to the task, leads to an assessment of their own actions and the distinction between right and wrong. Children develop a more generalized perception of the surrounding reality, they begin to comprehend their own actions, predict the course of the simplest phenomena, and understand the simplest temporal and causal relationships.
Education aimed at the development of thinking has a great influence on the speech development of the child: it helps to memorize words, the formation of the main functions of speech (fixing, cognitive, planning). It is important that the desire developed in the course of classes to fix the distinguished and conscious patterns in the word leads to the children's active search for ways of verbal expression, to the use of all their speech possibilities.
The first chapter contains didactic games and exercises that develop visual-effective thinking. The second chapter is devoted to the work on the formation of visual-figurative thinking. In the third chapter, classes are given on the development of elements of logical thinking. Visual material is provided for each chapter.
The educational and methodological manual is addressed to teachers-defectologists, psychologists, teachers of colleges and universities, students of seminars and advanced training courses, students of pedagogical universities, parents raising preschool children with developmental disabilities.

Chapter I
FORMATION OF VISUAL-ACTIVE THINKING

Thinking develops in two ways: the first - from perception to visual-effective thinking, and then to visual-figurative and logical; the second - from perception to visual-figurative and logical thinking. Both ways of development exist simultaneously and, although they merge at a certain stage, they have their own specifics and play their own special role in human cognitive activity.
It is important to remember that the achievements of each period of development do not disappear, are not replaced by later stages of the development of thinking, but play their role throughout the entire subsequent life of a person. Therefore, the unformed thinking processes, going both from perception to visual-active, and from perception to visual-figurative thinking, may turn out to be irreparable at a later age.
The development of thinking in early and preschool age. The first thought processes arise in the child as a result of the knowledge of the properties and relations of the objects surrounding him in the process of their perception and in the course of the experience of his own actions with objects, as a result of acquaintance with a number of phenomena occurring in the surrounding reality. Consequently, the development of perception and thinking are closely linked, and the first glimpses of a child's thinking are of a practical (effective) nature, i.e., they are inseparable from the child's objective activity. This form of thinking is called "visual-effective" and is the earliest.
Visual-effective thinking arises where a person encounters new conditions and a new way of solving a problematic practical task. The child encounters tasks of this type throughout childhood - in everyday and play situations.
An important feature of visual-effective thinking is that practical action, which is carried out by the trial method, serves as a way to transform the situation. When revealing the hidden properties and connections of an object, children use the trial and error method, which in certain life circumstances is necessary and the only one. This method is based on discarding incorrect options for action and fixing the correct, effective ones and, thus, performs the role of a mental operation.
When solving problematic practical problems, the identification, “discovery” of the properties and relations of objects or phenomena occurs, hidden, internal properties of objects are discovered. The ability to obtain new information in the process of practical transformations is directly related to the development of visual-effective thinking.
How does thinking develop? at child? The first manifestations of visual-effective thinking can be observed at the end of the first - beginning of the second year of life. With the mastery of walking, the child's encounters with new objects expand significantly. Moving around the room, touching objects, moving them and manipulating them, the child constantly encounters obstacles, difficulties, looks for a way out, making extensive use in these cases of trials, attempts, etc. In actions with objects, the child moves away from simple manipulation and moves on to object-playing actions corresponding to the properties of the objects with which they act: for example, he does not knock with a stroller, but rolls it; puts the doll on the bed; puts the cup on the table; interferes with a spoon in a saucepan, etc. Performing various actions with objects (feeling, stroking, throwing, examining, etc.), he practically learns both the external and hidden properties of objects, discovers some connections that exist between objects. So, when one object strikes another, noise arises, one object can be inserted into another, two objects, colliding, can move in different directions, etc. As a result, the object becomes, as it were, a conductor of the child’s influence on another object, i.e. effective actions can be performed not only by direct impact with the hand on the object, but also with the help of another object - indirectly. The object, as a result of the accumulation of some experience in its use, is assigned the role of a means by which one can obtain the desired result. A qualitatively new form of activity is being formed - instrumental, when the child uses auxiliary means to achieve the goal.
Children get acquainted with auxiliary objects first of all in everyday life. Children are fed, and then they themselves eat with a spoon, drink from a cup, etc., they begin to use aids when they need to get something, fix it, move it, etc. The child’s experience gained in solving practical problems, fixed in the ways of action. Gradually, the child generalizes his experience and begins to use it in various conditions. For example, if a child has learned to use a stick to bring a toy closer to him, then he takes out a toy that has rolled under a cabinet with the help of another one that is suitable in shape and length: a toy-shovel, net, club, etc. Generalization of the experience of activity with objects prepares the generalization of experience in the word, i.e., it prepares the formation of visual-effective thinking in the child.
The development of objective activity and its “verbalization” in a child occurs with the active participation of the people around him. Adults set certain tasks for the child, show ways to solve them, name actions. The inclusion of a word denoting the action being performed qualitatively changes the thought process of the child, even if he does not yet speak colloquial speech. The action denoted by the word acquires the character of a generalized method for solving a group of homogeneous practical problems and is easily transferred to other similar situations. Being included in the practical activity of the child, speech, even at first only audible, as if from within restructures the process of his thinking. Changing the content of thinking requires its more advanced forms, and already in the process of visual-effective thinking, the prerequisites for visual-figurative thinking are formed.
In the younger preschool age, profound changes take place both in the content and in the forms of visual-effective thinking. A change in the content of children's visual-effective thinking leads to a change in its structure. Using his generalized experience, the child can mentally prepare, foresee the nature of subsequent events.
Visual-effective thinking contains all the main components of mental activity: goal setting, analysis of conditions, choice of means of achievement. When solving a practical problem task, orienting actions are manifested not only on the external properties and qualities of objects, but also on the internal relationships of objects in a certain situation. At preschool age, the child is already freely oriented in the conditions of the practical tasks that arise before him, he can independently find a way out of the problem situation. Under problem situation understand a situation in which it is impossible to act in the usual ways, but you need to transform your past experience, find new ways to use it.
Following visual-effective thinking, visual-figurative thinking arises, which becomes the main type of thinking in a child at a younger preschool age. He solves “in his mind” only those tasks that he used to solve practically.
The simplest visual-figurative thinking (internal plan of action) is considered as the ability to operate with specific images of objects in solving certain problems. For example, a child can imagine how the boy shown in the picture should act, whose car rolled under the cabinet. The ability to operate with images "in the mind" is not a direct result of the child's assimilation of knowledge and skills. It arises and develops in the process of interaction of certain lines mental development: the development of objective actions, substitution actions, speech, imitation, play activity, etc. In turn, images can differ in the degree of generalization, in the ways of formation and functioning. The mental activity itself acts as an operation with images.
In the future, children begin to operate "in the mind" with complex ideas about objects, their properties, connections and relationships. So, they can imagine in advance a whole that can be made up of the available parts (in the representation, these parts are combined into a whole): what construction can be built from a given constructor, what image can be put together from a cut picture, the parts of which are pasted on different cubes; they can imagine the movement of objects or their parts in space, etc. By the older preschool age, visual-figurative thinking becomes more and more generalized. Children understand complex schematic images, represent a real situation based on them, and even create such images on their own.
The development of visual-figurative thinking is closely connected with speech, which fixes (reinforces) images - representations.
On the basis of figurative thinking, verbal-logical thinking begins to form at preschool age, which makes it possible to solve a wider range of problems, assimilate scientific knowledge.
But the development of verbal-logical thinking depends on the level of development of visual forms of thinking, otherwise it is formed slowly and with great difficulty, and as a result it turns out to be inferior. At the same time, it must be remembered that visual forms of thinking in preschool age are the main ones.
There is a deep two-way connection between visual-effective, visual-figurative and verbal-logical thinking. On the one hand, the experience of working with objects in solving practical problems prepares the necessary ground for the emergence of verbal-logical thinking. On the other hand, the development of verbal-logical thinking changes the nature of objective actions and creates the possibility of moving from solving elementary to solving complex practical problems.
The transition from visual-active to visual-figurative and verbal-logical thinking depends on the degree of formation of higher types of orienting-research activity. This transition is carried out when the nature of the orienting-research activity changes, on the basis of a higher type of orientation in the conditions of the task and the activation of speech tasks in the verbal plan.
Thus, in preschool age, three main forms of thinking closely interact: visual-active, visual-figurative, and verbal-logical. These forms of thinking form that single process of cognition of the real world, in which, under different conditions, either one or another form of thinking can prevail, and, in this regard, the cognitive process as a whole acquires a specific character. At the same time, speech, acting as a carrier of the mode of action in it, is included early in cognitive activity. This mode of action is reinforced and transmitted through speech. At different stages of the development of thinking, the functions of speech change significantly.
Features of the development of thinking in children with developmental disabilities. In such children, visual-effective thinking is characterized by a lag in the pace of development. Children do not independently generalize their experience of everyday action with objects-tools that have a fixed purpose. Therefore, they do not have the stage of understanding the situation that requires the use of a fixed (generally accepted) tool. In cases where children, with the help of an adult, use assistive devices, they do not sufficiently generalize their own experience of actions and cannot use it in solving new problems, that is, they do not have a transfer of the mode of action.
Children with developmental disabilities, unlike normally developing peers, do not know how to navigate in the conditions of a problematic practical task, they do not analyze these conditions. Therefore, when trying to achieve the goal, they do not discard erroneous options, but repeat the same unproductive actions. In fact, they do not have genuine samples.
In addition, problem children are distinguished by the inclusion of speech in the process of solving mental problems. Normally developing children have a constant need to help themselves make sense of the situation by analyzing their actions in external speech. This gives them the opportunity to become aware of their actions, in which speech begins to perform organizing and regulating functions, that is, it allows the child to plan his actions.
In children with developmental disabilities, this need almost never arises. Therefore, they draw attention to the insufficient connection between practical actions and their verbal designation, there is a clear gap between action and word. Consequently, their actions are not sufficiently conscious, the experience of action is not fixed in the word, and therefore is not generalized, and images - representations are formed slowly and fragmentarily.
Until the end of preschool age, problem children actually lack the ability to solve visual-figurative tasks. When trying to solve such problems, they reveal a lack of connection between the word and the image. In children with developmental disabilities, there is a weak relationship between the main components of mental activity: action, word and image.
In addition, the formation of elements of logical thinking also suffers in them, it develops slowly, and in a different way than in the norm, they develop the ratio of visual and verbal-logical thinking.
The timely formation of visual forms of thinking qualitatively changes the development of the cognitive activity of problem children and constitutes an essential link in preparing them for schooling and socialization.
Ways of forming visual-effective thinking of children with developmental disabilities. When choosing the ways and methods of forming the thinking of problem preschoolers, we proceeded from the fact that the child's thinking is formed in the process of various types of activities (objective, play), communication, in unity with the process of mastering speech.
The basis for the formation of visual-effective thinking of preschoolers is the development of independent orientation and research activities in solving problem-practical problems, as well as the formation of the main functions of speech. In turn, this makes it possible to strengthen the weak relationship between the main components of cognition: action, word, and image.
In the process of acting with objects, the preschooler has a motive for his own statements: reasoning, conclusions. On this basis, images-representations are formed, which become more flexible, dynamic. When performing actions with objects and changing the real situation, the child creates a fundamental basis for the formation of images-representations. Thus, the visual-practical situation is a kind of stage in the establishment of a strong connection between action and word in a preschooler. Based on this connection, full-fledged images-representations can be built.
A system of game-exercises has been developed, aimed at developing the orientation and research activities of children with developmental disabilities.
Exercise games are grouped into four sections.
IN first section preparatory games-exercises are recommended, during which children form generalized ideas about auxiliary means and fixed-purpose tools that a person uses in everyday life.
In second section games-exercises are included, during which children are introduced to problematic practical situations, they are taught to analyze these situations and use substitute objects.
Third section make up exercise games, during which preschoolers form ways of orienting themselves in the conditions of a problematic practical task, as well as the trial method as the main way to solve visual-effective tasks.
Fourth section contains games-exercises to determine the cause that violated the usual course of an action or phenomenon.
The system of games-exercises is presented taking into account the following principles: game motivation of actions; availability of tasks; gradual complication of practical tasks; repeatability, the possibility of independent search for a solution to the problem by each child; children's observation of the actions of their peers in order to reinforce their own experience with the experience of observation, which provides material for generalization; the inclusion of speech in the process of solving problem-practical problems.
At each of these stages, the role of the teacher changes. At the initial stage, when purposeful actions are formed in children, the teacher makes extensive use of joint actions with the child, the ability to imitate. At the same time, the adult generalizes all actions in his speech statements. Then, independent search methods of orientation and practical actions of the child in a problem-practical situation are activated, which the child fixes in active speech. In the future, he develops the ability to plan his practical actions in solving problem-practical problems.

Section 1. Games-exercises for the formation of ideas about the use of objects with a fixed purpose

First of all, it is necessary to teach children to use objects that have a fixed purpose, to form an idea about the use of objects-tools in activities, to teach them to imitate the actions of an adult. It is important to show children that most of the activities in everyday life related to work, with the satisfaction of vital needs, are performed by a person using such auxiliary means as a chair, spoon, cup, pencil, rope, scissors, watering can and other items that have a fixed purpose. It is also necessary to draw the attention of children to such simple adaptations to objects as a handle, a handle, a handle, a rope, etc.
Despite the fact that children use all these aids and adaptations to objects in the process of actions in everyday life, during games, they do not generalize the experience of actions and do not comprehend it. The task of the teacher is to generalize this experience, to bring it to the awareness of each child.
Games-exercises are carried out at the initial stage of correctional and pedagogical work with children.

GAME "CATCH THE BALL!"
Equipment: two boxes, a balloon, a ribbon.
Course progress. The teacher shows the children a beautiful box, knocks on it and asks: “What is there?” One child opens the box and takes out a balloon. The teacher emotionally reacts to the appearance of the ball, rejoices and says: “We will play with the ball. It must be inflated, and then you can throw and catch. After that, in front of the children, inflates the balloon and draws the attention of the children to the fact that it is quickly blown away. This is repeated 2-3 times. Then the teacher asks the children: “What to do? How are we going to play with this ball? Shows the children another box and invites the child to knock on the box and ask, "What's in there?" He opens the box and takes out a ribbon. The teacher exclaims: “Here it is, the ribbon! We will tie it to the ball and we will play, ”and he ties the ribbon to the ball, paying attention to the fact that the ball does not deflate. Then the children are invited to the circle to play with the ball. The teacher calls the name of each child and tells him: “Catch the ball!”
The game can be repeated on a walk.

GAME "FEED THE BEAR!"
Equipment: a set of children's dishes, a set of children's furniture, a bear.
Course progress. The teacher plays with the arrival of the bear to the children. Someone knocks on the door, the teacher asks: “Who is coming to visit us?” He opens the door and exclaims: “This bear came to play with us!” Then he puts the bear at the table and puts a dinner set in front of him, which lacks a spoon and a cup. The teacher invites the children to feed the bear. If the children do not realize that a spoon is needed for feeding, he takes it out of the cupboard and gives it to the child. Then the teacher says that the bear asks for a drink. Offers the children a jug of water and asks the children: “Where to pour the water?” In case of difficulty, he asks the children to get a cup from the sideboard and give the bear a drink. After performing game actions, the teacher fixes the method of action in the word: “You need to feed with a spoon; drink from a cup."

GAME "LET'S RIDE BUNNS!"
Equipment: two bunnies; two carts - one with a rope, the other without a rope.
Course progress. The teacher invites the children to the play area. Two bunnies come to visit the children. They want to ride in carts. The teacher puts the bunnies in both carts, invites two children and asks the bunnies to ride. He draws the attention of all children to the fact that it is inconvenient to carry a cart without a rope, so you need to tie the rope to the cart. The teacher ties a rope to the cart, showing the children how to properly grasp the rope. Children take turns rolling bunnies.

GAME "BAKE PIES!"
Equipment: sand molds, scoops.
Course progress. The game is played outside. In warm weather, the teacher organizes the children near the sandbox and invites them to bake pies for dolls. The teacher distributes the molds to the children. If they start to take sand with their hands, the teacher stops them and says: “You can’t take sand with your hands. How can you take sand? He distributes scoops to children, shows how to collect sand, pour it into molds and “bake pies”. The teacher clarifies that the sand must be collected with a scoop.

E.A. Strebeleva
Formation of thinking
in children with developmental disabilities
A book for a teacher-defectologist

Strebeleva E.A.
C84 Formation of thinking in children with developmental disabilities: Book. for a teacher-defectologist / E.A. Strebelev. - M.: Humanitarian, ed. center VLADOS, 2005. - 180 p. : ill. - (Correctional pedagogy). 18YOU 5-691-00605-3.
The book presents a system of correctional and pedagogical work on the formation of the mental activity of children with mental disabilities. A detailed description is given of more than 200 didactic games, exercises, stories, tasks and riddles that contribute to the activation of the cognitive activity of preschool children.
At the end of the manual, two appendices are given with material for educators to understand the creation of a situation for classes with children, and a visual handout for children.
Addressed to teachers-defectologists, psychologists, teachers of colleges and universities, students of seminars and advanced training courses, students of pedagogical universities, parents raising preschool children with developmental disabilities.
UDC 376 BBK 74.3

© Strebeleva E.A., 2001
© OOO "Humanitarian Publishing House"
VLADOS Center", 2001 © Series "Correctional Pedagogy"
and serialization.
LLC "Humanitarian Publishing House"
center VLADOS”, 2001 © Art design. OOO
"Humanitarian Publishing Center
VLADOS", 2001© Model. LLC Humanitarian Publishing Center VLADOS, 200113VN 5-691-00605-3

Foreword

A long-term study has shown the great role of purposeful classes in the formation of thinking, their huge contribution to the mental education of a child with developmental disabilities. Systematic correctional work arouses in children an interest in the environment, leads to independence of their thinking, children stop waiting for solutions to all issues from an adult.
Targeted classes in the formation of thinking significantly change the way a child orients himself in the world around him, teaches him to highlight significant connections and relationships between objects, which leads to an increase in his intellectual capabilities. Children begin to focus not only on the goal, but also on ways to achieve it. And this changes their attitude to the task, leads to an assessment of their own actions and the distinction between right and wrong. Children develop a more generalized perception of the surrounding reality, they begin to comprehend their own actions, predict the course of the simplest phenomena, and understand the simplest temporal and causal relationships.
Education aimed at the development of thinking has a great influence on the speech development of the child: it helps to memorize words, the formation of the main functions of speech (fixing, cognitive, planning). It is important that the desire developed in the course of classes to fix the distinguished and conscious patterns in the word leads to the children's active search for ways of verbal expression, to the use of all their speech possibilities.
The first chapter contains didactic games and exercises that develop visual-effective thinking. The second chapter is devoted to the work on the formation of visual-figurative thinking. In the third chapter, classes are given on the development of elements of logical thinking. Visual material is provided for each chapter.
The educational and methodological manual is addressed to teachers-defectologists, psychologists, teachers of colleges and universities, students of seminars and advanced training courses, students of pedagogical universities, parents raising preschool children with developmental disabilities.

Chapter I
FORMATION OF VISUAL-ACTIVE THINKING

An important feature of visual-effective thinking is that practical action, which is carried out by the trial method, serves as a way to transform the situation. When revealing the hidden properties and connections of an object, children use the trial and error method, which in certain life circumstances is necessary and the only one. This method is based on discarding incorrect options for action and fixing the correct, effective ones and, thus, performs the role of a mental operation.
When solving problematic practical problems, the identification, “discovery* of the properties and relations of objects or phenomena, the hidden, internal properties of objects are revealed. The ability to obtain new information in the process of practical transformations is directly related to the development of visual-effective thinking.
How does the child's mind develop? The first manifestations of visual-effective thinking can be observed at the end of the first - beginning of the second year of life. With the mastery of walking, the child's encounters with new objects expand significantly. Moving around the room, touching objects, moving them and manipulating them, the child constantly encounters obstacles, difficulties, looks for a way out, widely using trials, attempts, etc. in these cases. In actions with objects, the child moves away from simple manipulation and proceeds to object-play actions that correspond to the properties of the objects with which they act: for example, he does not knock with a stroller, but rolls it; he puts the doll on the bed; puts the cup on the table; interferes with a spoon in a saucepan, etc. Performing various actions with objects (feeling, stroking, throwing, examining, etc.), he practically learns both the external and hidden properties of objects, discovers some connections that exist between objects. So, when one object hits another, noise occurs, one object can be inserted into another, two objects, colliding, can move in different directions, etc. As a result, the object becomes, as it were, a conductor of the child's influence on another object, i.e. effective actions can be performed not only by direct impact with the hand on the object, but also with the help of another object - indirectly. The object, as a result of the accumulation of some experience in its use, is assigned the role of a means by which one can obtain the desired result. A qualitatively new form of activity is being formed - instrumental, when the child uses auxiliary means to achieve the goal.
Children get acquainted with auxiliary objects first of all in everyday life. Children are fed, and then they themselves eat with a spoon, drink from a cup, etc., they begin to use aids when they need to get something, fix it, move it, etc. The child's experience gained in solving practical problems is fixed in the methods of action. Gradually, the child generalizes his experience and begins to use it in various conditions. For example, if a child has learned to use a stick to bring a toy closer to him, then he takes out a toy that has rolled under the cabinet with the help of another one that is suitable in shape and length: a toy-shovel, net, club, etc. The generalization of the experience of activity with objects prepares the generalization of experience in the word, i.e. prepares the formation of visual-effective thinking in the child.
The development of objective activity and its “verbalization” in a child occurs with the active participation of the people around him. Adults set certain tasks for the child, show ways to solve them, name actions. The inclusion of a word denoting the action being performed qualitatively changes the thought process of the child, even if he does not yet speak colloquial speech. The action denoted by the word acquires the character of a generalized method for solving a group of homogeneous practical problems and is easily transferred to other similar situations. Being included in the practical activity of the child, speech, even at first only audible, as if from within restructures the process of his thinking. Changing the content of thinking requires its more advanced forms, and already in the process of visual-effective thinking, the prerequisites for visual-figurative thinking are formed.
In the younger preschool age, profound changes take place both in the content and in the forms of visual-effective thinking. A change in the content of children's visual-effective thinking leads to a change in its structure. Using his generalized experience, the child can mentally prepare, foresee the nature of subsequent events.
Visual-effective thinking contains all the main components of mental activity: goal setting, analysis of conditions, choice of means of achievement. When solving a practical problem task, orienting actions are manifested not only on the external properties and qualities of objects, but also on the internal relationships of objects in a certain situation. At preschool age, the child is already freely oriented in the conditions of practical situations that arise before him.
tasks, can independently find a way out of a problem situation. A problem situation is understood as a situation in which it is impossible to act in the usual ways, but you need to transform your past experience, find new ways to use it.
Following visual-effective thinking, visual-figurative thinking arises, which becomes the main type of thinking in a child at a younger preschool age. He solves “in his mind” only those tasks that he used to solve practically.
The simplest visual-figurative thinking (internal plan of action) is considered as the ability to operate with specific images of objects when solving those. or other tasks. For example, a child can imagine how the boy shown in the picture should act, whose car rolled under the cabinet. The ability to operate with images "in the mind" is not a direct result of the child's assimilation of knowledge and skills. It arises and develops in the process of interaction of certain lines of mental development: the development of objective actions, the action of substitution, speech, imitation, play activity, etc. In turn, images can differ in the degree of generalization, in the ways of formation and functioning. The mental activity itself acts as an operation with images.
In the future, children begin to operate "in the mind" with complex ideas about objects, their properties, connections and relationships. So, they can imagine in advance a whole that can be made up of the available parts (in the representation, these parts are combined into a whole): what construction can be built from a given constructor, what image can be put together from a cut picture, the parts of which are pasted on different cubes; they can imagine the movement of objects or their parts in space, and so on. By the older preschool age, visual-figurative thinking becomes more and more generalized. Children understand complex schematic images, represent a real situation based on them, and even create such images on their own.
The development of visual-figurative thinking is closely connected with speech, which fixes (fixes) images - representations.
On the basis of figurative thinking, verbal-logical thinking begins to form at preschool age, which makes it possible to solve a wider range of problems, assimilate scientific knowledge.
But the development of verbal-logical thinking depends on the level of development of visual forms of thinking, otherwise it is formed slowly and with great difficulty, and as a result it turns out to be inferior. At the same time, it must be remembered that visual forms of thinking in preschool age are the main ones.
There is a deep two-way connection between visual-effective, visual-figurative and verbal-logical thinking. On the one hand, the experience of working with objects in solving practical problems prepares the necessary ground for the emergence of verbal-logical thinking. On the other hand, the development of verbal-logical thinking changes the nature of objective actions and creates the possibility of a transition from solving elementary to solving complex practical problems.
The transition from visual-active to visual-figurative and verbal-logical thinking depends on the degree of formation of higher types of orienting-research activity. This transition is carried out when the nature of orienting-research activity changes, on the basis of a higher type of orientation in the conditions of the task and the activation of speech tasks in the verbal plan.
Thus, in preschool age, three main forms of thinking closely interact: visual-active, visual-figurative, and verbal-logical. These forms of thinking form that single process of cognition of the real world, in which, under different conditions, either one or another form of thinking can prevail, and, in this regard, the cognitive process as a whole acquires a specific character. At the same time, speech, acting as a carrier of the mode of action in it, is included early in cognitive activity. This mode of action is reinforced and transmitted through speech. At different stages of the development of thinking, the functions of speech change significantly.
Features of the development of thinking in children with developmental disabilities. In such children, visual-effective thinking is characterized by a lag in the pace of development. Children do not independently generalize their experience of everyday action with objects-tools that have a fixed purpose. Therefore, they do not have the stage of understanding the situation that requires the use of a fixed (generally accepted) tool. In cases where children, with the help of an adult, use assistive devices, they do not sufficiently generalize their own experience of actions and cannot use it when solving new problems, i.e. they have no mode of action transfer.
Children with developmental disabilities, unlike normally developing peers, do not know how to navigate in the conditions of a problematic practical task, they do not analyze these conditions. Therefore, when trying to achieve the goal, they do not discard erroneous options, but repeat the same unproductive actions. In fact, they do not have genuine samples.
In addition, problem children are distinguished by the inclusion of speech in the process of solving mental problems. Normally developing children have a constant need to help themselves make sense of the situation by analyzing their actions in external speech. This gives them the opportunity to realize their actions, in which speech begins to perform organizing and regulating functions, i.e. allows the child to plan their actions.
In children with developmental disabilities, this need almost never arises. Therefore, they draw attention to the insufficient connection between practical actions and their verbal designation, there is a clear gap between action and word. Consequently, their actions are not sufficiently conscious, the experience of action is not fixed in the word, and therefore is not generalized, and images - representations are formed slowly and fragmentarily.
Until the end of preschool age, problem children actually lack the ability to solve visual-figurative tasks. When trying to solve such problems, they reveal a lack of connection between the word and the image. In children with developmental disabilities, there is a weak relationship between the main components of mental activity: action, word and image.
In addition, the formation of elements of logical thinking also suffers in them, it develops slowly, and in a different way than in the norm, they develop the ratio of visual and verbal-logical thinking.
The timely formation of visual forms of thinking qualitatively changes the development of the cognitive activity of problem children and constitutes an essential link in preparing them for schooling and socialization.
Ways of forming visual-effective thinking of children with developmental disabilities. When choosing the ways and methods of forming the thinking of problem preschoolers, we proceeded from the fact that the child's thinking is formed in the process of various types of activities (objective, play), communication, in unity with the process of mastering speech.
The basis for the formation of visual-effective thinking of preschoolers is the development of independent orientation and research activities in solving problem-practical problems, as well as the formation of the main functions of speech. In turn, this makes it possible to strengthen the weak relationship between the main components of cognition: action, word, and image.
In the process of acting with objects, the preschooler has a motive for his own statements: reasoning, conclusions. On this basis, images-representations are formed, which become more flexible, dynamic. When performing actions with objects and changing the real situation, the child creates a fundamental basis for the formation of images-representations. Thus, the visual-practical situation is a kind of stage in the establishment of a strong connection between action and word in a preschooler. Based on this connection, full-fledged images-representations can be built.
A system of game-exercises has been developed, aimed at developing the orientation and research activities of children with developmental disabilities.
Exercise games are grouped into four sections.
The first section recommends preparatory games-exercises, during which children form generalized ideas about auxiliary means and fixed-purpose tools that a person uses in everyday life.
The second section includes exercise games, during which children are introduced to problematic practical situations, taught to analyze these situations and use substitute objects.
The third section is made up of exercise games, during which preschoolers form ways of orienting themselves in the conditions of a problematic practical task, as well as the trial method as the main way to solve visual-effective tasks.
The fourth section contains games-exercises to determine the cause that violated the usual course of an action or phenomenon.
The system of games-exercises is presented taking into account the following principles: game motivation of actions; availability of tasks; gradual complication of practical tasks; repeatability, the possibility of independent search for a solution to the problem by each child; children's observation of the actions of their peers in order to reinforce their own experience with the experience of observation, which provides material for generalization; the inclusion of speech in the process of solving problem-practical problems.
At each of these stages, the role of the teacher changes. At the initial stage, when purposeful actions are formed in children, the teacher makes extensive use of joint actions with the child, the ability to imitate. At the same time, the adult generalizes all actions in his speech statements. Then, independent search methods of orientation and practical actions of the child in a problem-practical situation are activated, which the child fixes in active speech. In the future, he develops the ability to plan his practical actions in solving problem-practical problems.

Section 1
Games-exercises for the formation of ideas about the use of objects with a fixed purpose
First of all, it is necessary to teach children to use objects that have a fixed purpose, to form an idea about the use of objects-tools in activities, to teach them to imitate the actions of an adult. It is important to show children that most of the activities in everyday life related to work, with the satisfaction of vital needs, are performed by a person using such auxiliary means as a chair, spoon, cup, pencil, rope, scissors, watering can and other items that have a fixed purpose. It is also necessary to draw the attention of children to such simple adaptations to objects as a handle, a handle, a handle, a rope, etc.
Despite the fact that children use all these aids and adaptations to objects in the process of actions in everyday life, during games, they do not generalize the experience of actions and do not comprehend it. The task of the teacher is to generalize this experience, to bring it to the awareness of each child.
Games-exercises are carried out at the initial stage of correctional and pedagogical work with children.

GAME "CATCH THE BALL!"
Equipment: two boxes, balloon, ribbon.
Progress The teacher shows the children a beautiful box, knocks on it and asks: “What is there?” One child opens the box and takes out a balloon. The teacher emotionally reacts to the appearance of the ball, rejoices and says: “We will play with the ball. It must be inflated, and then you can throw and catch. After that, in front of the children, inflates the balloon and draws the attention of the children to the fact that it is quickly blown away. This is repeated 2-3 times. Then the teacher asks the children: “What to do? How are we going to play with this ball? » Shows the children another box and invites the child to knock on the box and ask, "What's in there?" He opens the box and takes out a ribbon. The teacher exclaims: “Here it is, the ribbon! We will tie it to the ball and we will play, ”and he ties the ribbon to the ball, paying attention to the fact that the ball does not deflate. Then the children are invited to the circle to play with the ball. The teacher calls the name of each child and tells him: “Catch the ball!”
The game can be repeated on a walk.

GAME "FEED THE BEAR!"
Equipment: a set of children's dishes, a set of children's furniture, a bear.
Course progress. The teacher plays with the arrival of the bear to the children. Someone knocks on the door, the teacher asks: “Who is coming to visit us?” He opens the door and exclaims: “This bear came to play with us!” Then he puts the bear at the table and puts a dinner set in front of him, which lacks a spoon and a cup. The teacher invites the children to feed the bear. If the children do not realize that a spoon is needed for feeding, he takes it out of the cupboard and gives it to the child. Then the teacher says that the bear asks for a drink. Offers the children a jug of water and asks the children: “Where to pour the water? » In case of difficulty, he asks the children to get a cup from the sideboard and give the bear a drink. After performing game actions, the teacher fixes the method of action in the word: “You need to feed with a spoon; drink from a cup."

GAME "LET'S RIDE BUNNS!"
Equipment: two bunnies; two carts - one with a rope, the other without a rope.
Course progress. The teacher invites the children to the play area. Two bunnies come to visit the children. They want to ride in carts. The teacher puts the bunnies in both carts, invites two children and asks the bunnies to ride. He draws the attention of all children to the fact that it is inconvenient to carry a cart without a rope, so you need to tie the rope to the cart. The teacher ties a rope to the cart, showing the children how to properly grasp the rope. Children take turns rolling bunnies.

GAME "BAKE PIES!"
Equipment: sand molds, scoops.
Course progress. The game is played outside. In warm weather, the teacher organizes the children near the sandbox and invites them to bake pies for dolls. The teacher distributes the molds to the children. If they start to take sand with their hands, the teacher stops them and says: “You can’t take sand with your hands. How can you take sand? He distributes scoops to children, shows how to collect sand, pour it into molds and “bake pies”. The teacher clarifies that the sand must be collected with a scoop.

GAME "WE'LL TRANSPORT THE TOYS!"
Equipment: car, rope, bricks, kittens.
Course progress. The teacher invites the children to the play corner and says that they have brought new toys today (bricks and kittens). Toys lie at the door on a napkin. These toys should be moved to the play area and the children will play with them. The teacher tells the children that it is convenient to transport them by car, showing it (a car without a rope). Invites the child to load a few bricks and bring them. If the child does not pay attention to the fact that the car does not have a rope, the teacher does not stop him, but makes sure that it is inconvenient to carry the car without a rope. Then he fixes the attention of all children on the rope and ties it to the car. Children take turns transporting toys and then building a path for the kittens with bricks.

GAME "CATCH THE FISH!"
Equipment: a pool (or a plastic basin), plastic fish, a net.
Course progress. The teacher invites the children to the pool and says that there are fish there, shows and says that the fish swim quickly when you blow on them. Children blow on fish. Then the teacher invites them to catch a fish, drawing the attention of the children to the net, shows the action with it: “Here, the fish was caught!” Every child catches a fish. In case of difficulty, the teacher helps. Then the teacher summarizes: "It is convenient to catch a fish with a net." At the end of the game, the children will hide the fish in their palms and perform imitation actions - “the fish swims”.

LESSON "WHAT ARE WE SITTING ON?"
Equipment: trays, small toys: mushrooms, Christmas trees.
Course progress. The teacher invites the children to the study room, in which all the chairs are hidden. There are toys on trays on the tables. The teacher sits down in his chair and invites the children to sit down too. Not paying attention to the fact that the children are standing, the teacher reports: “You have beautiful toys on the trays - Christmas trees and mushrooms. Trees need to be planted today. Leave the mushrooms on the trays.” Then he asks: “Children, why are you standing? Sit down!" If the children do not say that they do not have chairs, the teacher says: “Here I am sitting - I am comfortable. What am I sitting on? Where are your chairs? Let's eat them." After the children find and put their chairs, the teacher says: “How convenient it is for all children to sit on the chairs, now you can plant Christmas trees.” At the end of the lesson, the teacher asks the children: “What is comfortable to sit on?” - and concludes that it is comfortable for people to sit on chairs.
Equipment: grooves, plastic balls, a net, a can (5 l) of water.
Course progress. It is carried out on a carpet. The teacher shows the children a groove and says that today they will roll the balls along the groove. And the balls are in the bank, you need to get them. The teacher gives the child a net and asks him to get the ball. Then the children take turns taking out the balls with a net. The teacher clarifies how convenient it is to get the balls out of the jar with a net. Then he distributes grooves to the children, and they roll their balls.
GAME "DOLLS COME TO VISIT"
Equipment: children's furniture, children's dishes, sweets, two dolls.
Course progress. It takes place in the play area. The teacher plays up the unexpected arrival of two dolls to visit the children. Then he says that the guests should be treated to tea. The teacher puts the dolls at the table and asks the children what should be put on the table in order to treat the dolls with tea. If the children do not answer, the teacher asks: “What do they drink tea from?” Then he asks the children to get cups, saucers, spoons, a vase from the cupboard and put everything on the table. One child pours tea (from a teapot), the other one stirs it in cups, the third one treats the dolls with sweets. At the end of the game, the teacher clarifies that people drink tea from cups, and dolls also need to be watered from cups.
TASK "FLOWER FIELDS!"
Equipment: a set of items: a watering can, a jar, a cup; indoor plant.
Course progress. The children sit at the tables, in front of them they put a houseplant on the table. In the far corner of the room there is a bucket of water. Aside, on the other table there are a cup, a watering can, a jar. The teacher asks the children to water the flower. In case of difficulty, the teacher asks the child (or two children) to draw water from a bucket into their hands, draws the children's attention to the fact that water is pouring out of their hands. Then he says that there are different objects - it is convenient to draw water in them. The teacher asks the children to take turns bringing water in different objects. After actions of children, he summarizes in a word the practical experience gained by children: "Water should be taken with a cup, a watering can, a jar. It is most convenient to water a flower from a watering can."
Section 2
Games-exercises for the formation of ideas about the use of aids in a problematic practical situation
The purpose of the classes is to acquaint children with various auxiliary means or tools, with ways to use them in cases where the object-tool is not specially made and the method of action with it is not provided. The child reveals internal connections between the object-goal and the object-means in a certain situation and uses these connections (for example, a ball that has rolled far under a cabinet, the child takes out a club).
It is necessary not only to give children an idea about problematic practical tasks, about the use of auxiliary means and tools, but also to ensure the transfer of the received ideas to various situations in which children have to independently achieve goals with the help of substitute objects. Such situations can be specially created in the classroom or use situations created by life itself in everyday life and on walks (for example, the need to get a bag of toys, get a ball rolled under the veranda, etc.).
It is necessary to explain and show children that different tools can serve the same purpose and, conversely, the same tool can be used to achieve different goals. For example, a shovel is an object that has a fixed purpose - to dig. But in the event that an object hangs on a tree, on a bough, a spatula can be used instead of a stick. Or a toy rolled under the cabinet - then you can use a spatula to get this toy.
It is important to teach children to transfer the way of using auxiliary items (tools) from one situation to another, similar one. Therefore, classes must be held in various premises of a preschool institution: a methodological room, a music room, training and group rooms, on a walking platform, etc.
GAME "GET THE KEY"

Course progress. The teacher shows the child a new clockwork toy. The key to the toy hangs so high that, standing on the floor, the child cannot reach it. The task is to use the chair as an aid to achieve the goal (to get the key). The chair is in the field of view of the child (Fig. 1).
The teacher asks the child to get the key. It gives the child the opportunity to try various methods: jumping up, standing on his toes, reaching out with his hand - and helps the child to conclude that the key cannot be reached in this way, because it hangs high. Then the teacher invites the child to think and look for what can help him get the key, i.e. directs the child to actively search for an aid. If the child himself does not guess to take a chair, the teacher prompts him. After the child takes out the key, the teacher fixes his attention at all stages of solving the problem. He says, “Well done. You should have got the key. You couldn't reach it with your hand, the key hung high. So you found a chair, stood on it, and took out the key.” The teacher helps the child to get a toy and gives the opportunity to play with it. After the game, he asks the child to talk about his actions.
Note. A group of children is outside the classroom with a teacher. The teacher invites one child at a time. Each child who completes the task remains in the study room and observes the actions of the next child. The teacher teaches to show restraint and not to tell other children how to complete the task. At the end of the game, the teacher involves all children in verbal comprehension and generalization of the experience of action.
. GAME "GET A BALL TO THE BEAR!"
Equipment: bear, ball, stick.
Progress The teacher invites the child to play ball with the bear, rolls the ball under the cupboard so that it cannot be reached by hand. The bear "asks" the ball from the child. The child must guess to use a stick to get the ball. The stick is in the child's field of vision. If the child does not guess to use a stick, the teacher helps to analyze the conditions. He gestures to the stick and says, “We couldn't get the ball with our hand. We were looking for something to help, and we found a stick. We got the ball with a stick." Then the teacher plays a ball with the child and the bear. At the end of the game, the teacher summarizes: “If you can’t get it with your hand, you need to look for something that will help.”
GAME "GET A BALL TO THE DOLL!"
Equipment: doll, plastic ball, groove.
Progress The teacher shows the child a doll and a groove, says: “The doll wants to play with you. Gotta get the ball. Get the ball!" (Fig. 2).
The ball lies on the cupboard so high that, standing on the floor, the child cannot reach the ball. To do this, he must take a chair that is in his field of vision. If the child does not think of using a chair, the teacher helps him analyze the conditions of the problem: “Can you get the ball with your hand? Think about what will help you get the ball? At the same time, the teacher points to a chair with a gesture. If after that the child does not complete the task

nie, showing and explaining are used. Then the children roll the ball along the groove. At the end of the game, the teacher clarifies: “What helped you get the ball? The ball lay high, and you are small. You stood up on a chair and stood taller. The chair helped you get the ball.
GAME "GET THE TOY!"
Equipment: clockwork toy, key.
Course progress. The teacher invites the child and gives him the key to the clockwork toy. A clockwork toy in a transparent bag hangs high. The child must get it, using a banquette as an aid.
The teacher offers to get a clockwork toy and play with it. In case of difficulty, the teacher helps the child analyze the situation: “Can you get a toy with your hand? Why? You are small and the toy is high. Let's look for something to stand on to get the toy. Here, let's take this banquette, you will stand on it and try to get it. After
after the child gets the toy, the teacher helps to start it with a key. The child winds up the toy several times, they rejoice together. Then the teacher clarifies the actions: “If the toy is high, you need to look for something you can stand on in order to get taller and get the toy.”
GAME "PUSH THE BALL!"
Equipment: basket, stick, ball (Fig. 3).
Course progress. The teacher places the child near the edge of the table. At the opposite edge of the table there is a ball at such a distance that the child cannot reach it with his hand. Next to the child, on the table, lies a stick. The teacher asks him to push the ball into the basket, which is on the floor near the table. The child is not allowed to get up from the chair. If he does not immediately think of taking a stick to push the ball, the teacher says: “Think about how to push. Look, maybe something will help you to push the ball” - he points to the stick with a gesture. If necessary, the teacher shows how to complete the task. At the end of the game, he summarizes: “What helped you push the ball? If you can’t reach it with your hand, you need to look for something that will help. ”
Equipment: clockwork machine, spatula with a long stick.
Course progress. The teacher starts the typewriter, which "accidentally" drives under the cabinet. The child cannot reach the toy with his hand. The teacher asks him to get the typewriter, and then play with it. To do this, the child must use the spatula, which lies out of sight of him, on the windowsill. If the child tries to get the toy with his hand, you need to let him make sure that it is impossible to get the toy with his hand. The teacher directs the child to search for tools and says: "Let's look for what will help you get the typewriter." If necessary, he gestures to the spatula: “Look, maybe there is something there that will help you.” In case of difficulty, the teacher says: “Take this shovel, try to get the machine with this shovel.” Then a game with a clockwork machine is organized. At the end of the game, the teacher reminds: “We must always look for what will help to get a toy.”
GAME "GET THE BALL!"
Equipment: ball, net with a long stick.
Course progress. The game is played in the hall. While playing ball with the children, the teacher “accidentally” rolls it under the cupboard. To get the ball, children must use a net with a long stick, which must be brought from the group room. In case of difficulty, the teacher reminds the children that there is an object in the group room that will help them get the ball. After completing the task, the teacher summarizes: “If you can’t get it with your hand, you must always look for something that will help.”
GAME "BALLOONS"
Equipment: six balloons with long ribbons.
Course progress. The teacher brings some balloons into the classroom. Long ribbons are pre-attached to the balls. Children throw balls up and try to catch them. Several balls fall on the cabinet. The teacher invites the children to get the balls from the closet. Children pull the balls by the ribbons, if they can get it, but if not, they should guess to use an auxiliary tool: a bench, chair, bench, etc.
If children do not use these aids, the teacher comes to the rescue. At the end of the game, the teacher summarizes the actions of the children: “If the ribbon hangs down, it is convenient to get the ball by the ribbon, and if the ribbon is not visible, you need to look for a chair, a bench.”
TASK "LET'S DECORATE THE ROOM!"
Equipment: plastic snowflakes with strings (or lanterns with strings).
Course progress. The teacher informs the children that there will be a holiday soon - New Year; you need to decorate the room, hang snowflakes. He says that snowflakes should be hung in different places in the room: on a high bar near the board, on a carnation near a picture, on a carnation near a bookshelf, etc. Then the children are given snowflakes and offered to hang them. Children should use various aids - chairs, a bench, a bench, which are out of their field of vision. In case of difficulty, the teacher helps to find these funds and complete the task for each child. Everyone is happy about the decorations, and each child tells what helped him to hang a snowflake so high.

GAME "GET THE PEbbles!"
Equipment: an aquarium, a jar of pebbles, a wooden spoon with a long stick.
Course progress. The teacher draws the attention of the children to the aquarium and says: “The fish live in the aquarium. And there are stones in the bank. We need to get the pebbles out of the jar and lower them into the aquarium. There is a spoon next to the jar. If the children reach out with their hands to get the pebbles, the teacher says: “No, it’s uncomfortable with the hand, the sleeve can be soaked. You need to think about how it is convenient to get the pebbles. Let's try to get them with a spoon. The teacher shows the course of action. Children take it in turns to take out the pebbles and lower them into the aquarium. The teacher reports: “It is convenient to get pebbles out of the jar with a spoon.”
Note. After a series of games, where children were faced with solving problematic practical problems, they should be brought to the understanding that if the object is high, you need to stand on a chair, bench, bench, etc. If the toys fall under some object or in a gap where you can’t get in with your hand, you need to look for auxiliary means: a net, a spatula, a club, etc.
Thus, at the end of a series of games played, the teacher verbally summarizes the methods of orienting and research activities and methods for solving practical problems.

Section 3
Games-exercises for the formation of the trial method as the main way to solve visual-effective problems
At the previous stage, situations were created in which only one auxiliary tool was in the child’s field of vision (a stick, when it was necessary to get a toy that had rolled under the cabinet; a chair, when it was necessary to get a toy lying high, etc.). Now it is necessary to create a situation in which there are several objects in the child's field of vision and from them it is necessary to choose the most suitable one - in size, shape, purpose. For example, the teacher invites the children to get a toy rolled under the closet. To do this, they must choose an auxiliary object: sticks of different lengths, a brush, a net, a spatula, etc. In another case, the child is offered to bring a cart with a rod closer to him, which can be brought closer with a stick with a ring. He should choose one stick from several: a stick with a hook, a stick with a net, a stick with a ring, and just a stick. It is possible to accurately select a suitable tool only if the level of visual perception of the child is high enough and allows at a distance to correlate the properties of the object-goal and the object-means. However, the visual perception of a child with developmental disabilities does not reach this level by this time of training. Therefore, the main way in which children should be armed is the method of targeted trials.

GAME "RING, BELL!"
Equipment: a board with a bell attached to it with a string tied to the tongue and two "false" strings.
Course progress. A plaque with a bell is hung in a visible and easily accessible place. It hangs in such a way that the child cannot reach the rope with his hand and ring the bell. Two "false" ropes, longer than tied, are attached to the board on both sides of the bell. To ring the bell, the child must pull on the string that is attached to the tongue. At first, the child is given only general instruction: "Ring the bell!" If he starts to bounce, trying to grab the tongue of the bell, the teacher says: “Think about what can help you ring the bell.” The child most often begins to pull on the longest rope. But the bell does not ring. Having given the child the opportunity to independently pull the “false” rope several times, the teacher says: “You hear that the bell does not ring, try to pull the other rope!” - and gives the child the opportunity to try to pull all the ropes. Finally, when the bell rings, the teacher asks, “Now why is the bell ringing?” - and helps the child to see that this rope is directly attached to the bell, and the other two are not. At the end of the game, the teacher asks the child to consistently tell about his actions and verbally fix the correct methods of action. “At first you pulled on an unattached rope, and the bell did not ring. Then you pulled the tied one - the bell rang.
GAME "GET THE PEbbles!"
Equipment: a jar of water, pebbles, various sticks: with a hook, net, ring, fork (Fig. 4).
Course progress. There are pebbles in a jar of water. Not far from the jar, sticks are laid out on the table - with a hook, a net, a ringlet, a fork. The child is asked to take the pebbles out of the jar and put them in the aquarium without getting their hands wet. If the child tries to put his hands in the jar, but does not reach the pebbles, the teacher invites him to think about how to get the pebbles. The child is given the opportunity to try all the tools lying on the table until he himself is convinced that the pebbles can only be obtained with a net. At the same time, the teacher necessarily fixes the result of the action with each object-tool: “You see, you can’t get a pebble with this stick with a hook. Try to get it with a net." After the child takes the net and gets the first pebble, the teacher fixes

success achieved: "That's good, you can get all the pebbles with a net." Then the child acts with the net several times and fixes the correct way of action in the verbal report.
GAME "GUESS WHAT IS IN THE PIPE?"
Equipment: transparent tube with holes at both ends; a bundle in which a small machine; short and long sticks.
Course progress. The teacher shows the child a transparent tube, paying attention to the fact that something lies in the middle of the tube. Having interested the child, the teacher offers to get the bundle and see what lies there. The child must find a suitable tool for pushing the bundle out of the tube. In case of difficulty, the teacher shows him how the task can be completed by the trial method. First he takes a short stick and tries to push the bundle out with it. At the same time, he says: “You see, the wand does not reach the bundle.” Then he takes a long stick and pushes out the bundle, exclaiming: “Got it!” At the same time, he draws the attention of children to the properties of the object-tool: "If you can’t get it with one stick, you need to look for another, try with another stick." After that, the teacher gives the child to play with the machine.
GAME "GET THE TROLLEY"
Equipment: a trolley with a ring, braid (Fig. 5).
Course progress. On the table, at a distance inaccessible to the outstretched hand of the child, there is a cart with a ring. Attractive little toys lie on the trolley, and a freely sliding band is threaded through the loop, both free ends of which are separated (by 30 cm) and are easily accessible to the child. To pull the toy cart, use both ends at the same time. The child must guess to pull the cart towards him by both ends of the braid at the same time. If he pulls on the braid at one end, it slips out of the ring, and the cart remains out of reach. It is important that the child himself makes sure that you need to pull on both ends of the braid. Therefore, it is necessary to give him the opportunity to achieve the goal several times on his own. If he still did not guess to pull both ends, the teacher slowly shows the method of action. After that, the child is given the opportunity to independently complete the task. At the end of the game, the teacher summarizes the correct method of action in a speech: “This braid must be pulled at both ends, and if you pull at one end, the other end slips out.”

GAME "DRINK THE BIRD!"
Equipment: bird toy, plate, braid (Fig. 6).
Course progress. The teacher invites the child to play and puts him at the table. A bird is placed on the table in front of him, with a braid tied to its leg. Nearby, somewhat obliquely from the attached ribbon, there are “false” ribbons. The ends of the ribbons are within the reach of the child's hand, the bird is not. The child must guess to use the attached ribbon to achieve the goal (the bird). The teacher offers the child to get a bird and drink it from a plate. Previously, he explains that it is impossible to get up from the chair. In case of difficulty, the teacher points to the ribbons and asks to pull one of them. If the child pulls on the “false” braid, the teacher says: “Try it, pull on another one.” After the child pulls on the attached ribbon, he helps the child summarize his actions: “You see, this ribbon is tied, and these are not tied. For what braid can you get a bird? The game is repeated.

GAME "RIDE MATRYOSHKA!"
Equipment: trolley with rod; two double nesting dolls; a stick with a ring, a stick with a hook, a spatula (Fig. 7).

Rice. 7
Course progress. At a distance inaccessible to the outstretched hand of the child, there is a cart with a rod. There are nesting dolls in the cart. On the edge of the table, to the right, close to the child, lie a stick with a ring, a stick with a hook, a spatula. The teacher asks the child to get the cart and roll the matryoshkas. The child must guess to use a stick with a ring to get a cart with a rod. Children are given the opportunity to solve the problem by trial method. Then the teacher asks to explain why the child used a wand with a ring. After that, the child plays with nesting dolls (disassembles, folds, rolls).
GAME "FEED THE RABBIT!"
Equipment: a cage with a rabbit (or a bunny toy); objects: fork, spoon, stick with a ring, stick with a hook (Fig. 8).

Rice. 8
Course progress.

The book presents a system of correctional and pedagogical work on the formation of the mental activity of children with mental disabilities. A detailed description is given of more than 200 didactic games, exercises, stories, tasks and riddles that contribute to the activation of the cognitive activity of preschool children. At the end of the manual, two appendices are given with material for educators to understand the creation of a situation for classes with children, and a visual handout for children. Addressed to teachers-defectologists, psychologists, teachers of colleges and universities, students of seminars and advanced training courses, students of pedagogical universities, parents raising preschool children with developmental disabilities.

A series: Correctional Pedagogy (Vlados)

* * *

by the LitRes company.

FORMATION OF VISUAL-ACTIVE THINKING

The development of thinking in early and preschool age. The first thought processes arise in the child as a result of the knowledge of the properties and relations of the objects surrounding him in the process of their perception and in the course of the experience of his own actions with objects, as a result of acquaintance with a number of phenomena occurring in the surrounding reality. Consequently, the development of perception and thinking are closely linked, and the first glimpses of a child's thinking are of a practical (effective) nature, i.e., they are inseparable from the child's objective activity. This form of thinking is called "visual-effective" and is the earliest.

When solving problematic practical problems, the identification, “discovery” of the properties and relations of objects or phenomena occurs, hidden, internal properties of objects are discovered. The ability to obtain new information in the process of practical transformations is directly related to the development of visual-effective thinking.

How does thinking develop? at child? The first manifestations of visual-effective thinking can be observed at the end of the first - beginning of the second year of life. With the mastery of walking, the child's encounters with new objects expand significantly. Moving around the room, touching objects, moving them and manipulating them, the child constantly encounters obstacles, difficulties, looks for a way out, making extensive use in these cases of trials, attempts, etc. In actions with objects, the child moves away from simple manipulation and moves on to object-playing actions corresponding to the properties of the objects with which they act: for example, he does not knock with a stroller, but rolls it; puts the doll on the bed; puts the cup on the table; interferes with a spoon in a saucepan, etc. Performing various actions with objects (feeling, stroking, throwing, examining, etc.), he practically learns both the external and hidden properties of objects, discovers some connections that exist between objects. So, when one object strikes another, noise arises, one object can be inserted into another, two objects, colliding, can move in different directions, etc. As a result, the object becomes, as it were, a conductor of the child’s influence on another object, i.e. effective actions can be performed not only by direct impact with the hand on the object, but also with the help of another object - indirectly. The object, as a result of the accumulation of some experience in its use, is assigned the role of a means by which one can obtain the desired result. A qualitatively new form of activity is being formed - instrumental, when the child uses auxiliary means to achieve the goal.

Children get acquainted with auxiliary objects first of all in everyday life. Children are fed, and then they themselves eat with a spoon, drink from a cup, etc., they begin to use aids when they need to get something, fix it, move it, etc. The child’s experience gained in solving practical problems, fixed in the ways of action. Gradually, the child generalizes his experience and begins to use it in various conditions. For example, if a child has learned to use a stick to bring a toy closer to him, then he takes out a toy that has rolled under a cabinet with the help of another one that is suitable in shape and length: a toy-shovel, net, club, etc. Generalization of the experience of activity with objects prepares the generalization of experience in the word, i.e., it prepares the formation of visual-effective thinking in the child.

Visual-effective thinking contains all the main components of mental activity: goal setting, analysis of conditions, choice of means of achievement. When solving a practical problem task, orienting actions are manifested not only on the external properties and qualities of objects, but also on the internal relationships of objects in a certain situation. At preschool age, the child is already freely oriented in the conditions of the practical tasks that arise before him, he can independently find a way out of the problem situation. Under problem situation understand a situation in which it is impossible to act in the usual ways, but you need to transform your past experience, find new ways to use it.

The simplest visual-figurative thinking (internal plan of action) is considered as the ability to operate with specific images of objects in solving certain problems. For example, a child can imagine how the boy shown in the picture should act, whose car rolled under the cabinet. The ability to operate with images "in the mind" is not a direct result of the child's assimilation of knowledge and skills. It arises and develops in the process of interaction of certain lines of mental development: the development of objective actions, the action of substitution, speech, imitation, play activity, etc. In turn, images can differ in the degree of generalization, in the ways of formation and functioning. The mental activity itself acts as an operation with images.

In the future, children begin to operate "in the mind" with complex ideas about objects, their properties, connections and relationships. So, they can imagine in advance a whole that can be made up of the available parts (in the representation, these parts are combined into a whole): what construction can be built from a given constructor, what image can be put together from a cut picture, the parts of which are pasted on different cubes; they can imagine the movement of objects or their parts in space, etc. By the older preschool age, visual-figurative thinking becomes more and more generalized. Children understand complex schematic images, represent a real situation based on them, and even create such images on their own.

The development of visual-figurative thinking is closely connected with speech, which fixes (reinforces) images - representations.

On the basis of figurative thinking, verbal-logical thinking begins to form at preschool age, which makes it possible to solve a wider range of problems, assimilate scientific knowledge.

There is a deep two-way connection between visual-effective, visual-figurative and verbal-logical thinking. On the one hand, the experience of working with objects in solving practical problems prepares the necessary ground for the emergence of verbal-logical thinking. On the other hand, the development of verbal-logical thinking changes the nature of objective actions and creates the possibility of moving from solving elementary to solving complex practical problems.

The transition from visual-active to visual-figurative and verbal-logical thinking depends on the degree of formation of higher types of orienting-research activity. This transition is carried out when the nature of the orienting-research activity changes, on the basis of a higher type of orientation in the conditions of the task and the activation of speech tasks in the verbal plan.

Features of the development of thinking in children with developmental disabilities. In such children, visual-effective thinking is characterized by a lag in the pace of development. Children do not independently generalize their experience of everyday action with objects-tools that have a fixed purpose. Therefore, they do not have the stage of understanding the situation that requires the use of a fixed (generally accepted) tool. In cases where children, with the help of an adult, use assistive devices, they do not sufficiently generalize their own experience of actions and cannot use it in solving new problems, that is, they do not have a transfer of the mode of action.

In addition, problem children are distinguished by the inclusion of speech in the process of solving mental problems. Normally developing children have a constant need to help themselves make sense of the situation by analyzing their actions in external speech. This gives them the opportunity to become aware of their actions, in which speech begins to perform organizing and regulating functions, that is, it allows the child to plan his actions.

Ways of forming visual-effective thinking of children with developmental disabilities. When choosing the ways and methods of forming the thinking of problem preschoolers, we proceeded from the fact that the child's thinking is formed in the process of various types of activities (objective, play), communication, in unity with the process of mastering speech.

A system of game-exercises has been developed, aimed at developing the orientation and research activities of children with developmental disabilities.

Exercise games are grouped into four sections.

IN first section preparatory games-exercises are recommended, during which children form generalized ideas about auxiliary means and fixed-purpose tools that a person uses in everyday life.

In second section games-exercises are included, during which children are introduced to problematic practical situations, they are taught to analyze these situations and use substitute objects.

Fourth section contains games-exercises to determine the cause that violated the usual course of an action or phenomenon.

Section 1. Games-exercises for the formation of ideas about the use of objects with a fixed purpose

Games-exercises are carried out at the initial stage of correctional and pedagogical work with children.

GAME "CATCH THE BALL!"

Equipment: two boxes, a balloon, a ribbon.

Course progress. The teacher shows the children a beautiful box, knocks on it and asks: “What is there?” One child opens the box and takes out a balloon. The teacher emotionally reacts to the appearance of the ball, rejoices and says: “We will play with the ball. It must be inflated, and then you can throw and catch. After that, in front of the children, inflates the balloon and draws the attention of the children to the fact that it is quickly blown away. This is repeated 2-3 times. Then the teacher asks the children: “What to do? How are we going to play with this ball? Shows the children another box and invites the child to knock on the box and ask, "What's in there?" He opens the box and takes out a ribbon. The teacher exclaims: “Here it is, the ribbon! We will tie it to the ball and we will play, ”and he ties the ribbon to the ball, paying attention to the fact that the ball does not deflate. Then the children are invited to the circle to play with the ball. The teacher calls the name of each child and tells him: “Catch the ball!”

The game can be repeated on a walk.

GAME "FEED THE BEAR!"

Equipment: a set of children's dishes, a set of children's furniture, a bear.

Course progress. The teacher plays with the arrival of the bear to the children. Someone knocks on the door, the teacher asks: “Who is coming to visit us?” He opens the door and exclaims: “This bear came to play with us!” Then he puts the bear at the table and puts a dinner set in front of him, which lacks a spoon and a cup. The teacher invites the children to feed the bear. If the children do not realize that a spoon is needed for feeding, he takes it out of the cupboard and gives it to the child. Then the teacher says that the bear asks for a drink. Offers the children a jug of water and asks the children: “Where to pour the water?” In case of difficulty, he asks the children to get a cup from the sideboard and give the bear a drink. After performing game actions, the teacher fixes the method of action in the word: “You need to feed with a spoon; drink from a cup."

GAME "LET'S RIDE BUNNS!"

Equipment: two bunnies; two carts - one with a rope, the other without a rope.

Course progress. The teacher invites the children to the play area. Two bunnies come to visit the children. They want to ride in carts. The teacher puts the bunnies in both carts, invites two children and asks the bunnies to ride. He draws the attention of all children to the fact that it is inconvenient to carry a cart without a rope, so you need to tie the rope to the cart. The teacher ties a rope to the cart, showing the children how to properly grasp the rope. Children take turns rolling bunnies.

GAME "BAKE PIES!"

Equipment: sand molds, scoops.

Course progress. The game is played outside. In warm weather, the teacher organizes the children near the sandbox and invites them to bake pies for dolls. The teacher distributes the molds to the children. If they start to take sand with their hands, the teacher stops them and says: “You can’t take sand with your hands. How can you take sand? He distributes scoops to children, shows how to collect sand, pour it into molds and “bake pies”. The teacher clarifies that the sand must be collected with a scoop.

GAME "WE'LL TRANSPORT THE TOYS!"

Equipment: car, rope, bricks, kittens.

Course progress. The teacher invites the children to the play corner and says that they have brought new toys today (bricks and kittens). Toys lie at the door on a napkin. These toys should be moved to the play area and the children will play with them. The teacher tells the children that it is convenient to transport them by car, showing it (a car without a rope). Invites the child to load a few bricks and bring them. If the child does not pay attention to the fact that the car does not have a rope, the teacher does not stop him, but makes sure that it is inconvenient to carry the car without a rope. Then he fixes the attention of all children on the rope and ties it to the car. Children take turns transporting toys and then building a path for the kittens with bricks.

GAME "CATCH THE FISH!"

Equipment: pool (or plastic basin), plastic fish, net.

Course progress. The teacher invites the children to the pool and says that there are fish there, shows and says that the fish swim quickly when you blow on them. Children blow on fish. Then the teacher invites them to catch a fish, drawing the attention of the children to the net, shows the action with it: “Here, the fish is caught!” Every child catches a fish. In case of difficulty, the teacher helps. Then the teacher summarizes: "It is convenient to catch a fish with a net." At the end of the game, the children will hide the fish in their hands and perform imitative actions - “the fish swims”.

LESSON "WHAT ARE WE SITTING ON?"

Equipment: trays, small toys: mushrooms, Christmas trees.

Course progress. The teacher invites the children to the study room, in which all the chairs are hidden. There are toys on trays on the tables. The teacher sits down in his chair and invites the children to sit down too. Not paying attention to the fact that the children are standing, the teacher reports: “You have beautiful toys on the trays - Christmas trees and mushrooms. Trees need to be planted today. Leave the mushrooms on the trays. Then he asks: “Children, why are you standing? Sit down!" If the children do not say that they do not have chairs, the teacher says: “Here I am sitting - it is convenient for me. What am I sitting on? Where are your chairs? Let's eat them." After the children find and put their chairs, the teacher says: “How convenient it is for all children to sit on the chairs, now you can plant Christmas trees.” At the end of the lesson, the teacher asks the children: “What is comfortable to sit on?” - and concludes that people are comfortable sitting on chairs.

GAME "GET THE BALLS!"

Equipment: grooves, plastic balls, a net, a can (5 l) of water.

Course progress. It is carried out on a carpet. The teacher shows the children a groove and says that today they will roll the balls along the groove. And the balls are in the bank, you need to get them. The teacher gives the child a net and asks him to get the ball. Then the children take turns taking out the balls with a net. The teacher clarifies how convenient it is to get the balls out of the jar with a net. Then he distributes the grooves to the children, and they roll their balls.

GAME "DOLLS COME TO VISIT"

Equipment: children's furniture, children's dishes, sweets, two dolls.

Course progress. It takes place in the play area. The teacher plays up the unexpected arrival of two dolls to visit the children. Then he says that the guests should be treated to tea. The teacher puts the dolls at the table and asks the children what should be put on the table in order to treat the dolls with tea. If the children do not answer, the teacher asks: “What do they drink tea from?” Then he asks the children to get cups, saucers, spoons, a vase from the cupboard and put everything on the table. One child pours tea (from a teapot), the other one stirs it in cups, the third one treats the dolls with sweets. At the end of the game, the teacher clarifies that people drink tea from cups, and dolls also need to be watered from cups.

TASK "FLOWER FIELDS!"

Equipment: set of items: watering can, jar, cup; indoor plant.

Course progress. Children sit at tables, a houseplant is placed on the table in front of them. In the far corner of the room is a bucket of water. Away, on another table are a cup, a watering can, a jar. The teacher asks the children to water the flower. In case of difficulty, the teacher asks the child (or two children) to draw water from the bucket into their hands, draws the attention of the children to the fact that water is pouring out of their hands. Then he says that there are different objects - it is convenient to draw water in them. The teacher asks the children to take turns bringing water in different objects. After the action of the children, he summarizes in a word the practical experience gained by the children: “Water must be taken with a cup, a watering can, a jar. Watering a flower is most convenient from a watering can.

Section 2

The purpose of the lessons is to acquaint children with various auxiliary means or tools, with ways to use them in cases where the object-tool is not specially made and the method of action with it is not provided. The child reveals internal connections between the object-goal and the object-means in a certain situation and uses these connections (for example, a ball that has rolled far under a cabinet, the child takes out a club).

It is necessary not only to give children an idea about problematic practical tasks, about the use of auxiliary means and tools, but also to ensure the transfer of the received ideas to various situations in which children have to independently achieve goals with the help of substitute objects. Such situations can be specially created in the classroom or use situations created by life itself in everyday life and on walks (for example, the need to get a bag of toys, get a ball rolled under the veranda, etc.).

It is necessary to explain and show children that different tools can serve the same purpose and, conversely, the same tool can be used to achieve different goals. For example, a shovel is an object that has a fixed purpose - to dig. But in the event that an object hangs on a tree, on a bough, a spatula can be used instead of a stick. Or a toy rolled under the cabinet - then you can use a spatula to get this toy.

It is important to teach children to transfer the way of using auxiliary items (tools) from one situation to another, similar one. Therefore, classes must be carried out in various premises of a preschool institution: a methodological room, a music room, training and group rooms, on a walking platform, etc.

GAME "GET THE KEY!"

Equipment: clockwork toy, key.

Course progress. The teacher shows the child a new clockwork toy. The key to the toy hangs so high that, standing on the floor, the child cannot reach it. The task is to use the chair as an aid to achieve the goal (to get the key). The chair is in the field of view of the child (Fig. 1).

The teacher asks the child to get the key. It allows the child to try various methods: jumping up, standing on his toes, reaching out with his hand - and helps the child to conclude that the key cannot be reached in this way, because it hangs high. Then the teacher invites the child to think and look for what can help him get the key, that is, he directs the child to actively search for an aid. If the child himself does not guess to take a chair, the teacher prompts him. After the child takes out the key, the teacher fixes his attention at all stages of solving the problem. He says, “Well done. You should have got the key. You couldn't reach it with your hand, the key hung high. So you found a chair, stood on it, and took out the key.” The teacher helps the child to get a toy and gives the opportunity to play with it. After the game, he asks the child to talk about his actions.

Note. A group of children is outside the classroom with a teacher. The teacher invites one child at a time. Each child who completes the task remains in the study room and observes the actions of the next child. The teacher teaches to show restraint and not to tell other children how to complete the task. At the end of the game, the teacher involves all children in verbal comprehension and generalization of the experience of action.

GAME "GET A BALL TO THE BEAR!"

Equipment: bear, ball, stick.

Course progress. The teacher invites the child to play ball with the bear, rolls the ball under the cupboard so that it cannot be reached by hand. The bear "asks" the ball from the child. The child must guess to use a stick to get the ball. The stick is in the child's field of vision. If the child does not guess to use a stick, the teacher helps to analyze the conditions. He gestures to the stick and says, “We couldn't get the ball with our hand. We were looking for something to help, and we found a stick. We got the ball with a stick." Then the teacher plays a ball with the child and the bear. At the end of the game, the teacher summarizes: “If you can’t get it with your hand, you need to look for something that will help.”

GAME "GET A BALL TO THE DOLL!"

Equipment: doll, plastic ball, groove.

Course progress. The teacher shows the child a doll and a groove, says: “The doll wants to play with you. Gotta get the ball. Get the ball!" (Fig. 2).

The ball lies on the cupboard so high that, standing on the floor, the child cannot reach the ball. To do this, he must take a chair that is in his field of vision. If the child does not think of using a chair, the teacher helps him analyze the conditions of the problem: “Can you get the ball with your hand? Think about what will help you get the ball? At the same time, the teacher points to a chair with a gesture. If after that the child does not complete the task, demonstration and explanation are used. Then the children roll the ball along the groove. At the end of the game, the teacher clarifies: “What helped you get the ball? The ball lay high, and you are small. You stood up on a chair and stood taller. The chair helped you get the ball.

GAME "GET THE TOY!"

Equipment: clockwork toy, key.

Course progress. The teacher invites the child and gives him the key to the clockwork toy. A clockwork toy in a transparent bag hangs high. The child must get it, using a banquette as an aid.

The teacher offers to get a clockwork toy and play with it. In case of difficulty, the teacher helps the child analyze the situation: “Can you get a toy with your hand? Why? You are small and the toy is high. Let's look for something to stand on to get the toy. Here, let's take this banquette, you will stand on it and try to get it. After the child gets the toy, the teacher helps to start it with a key. The child winds up the toy several times, they rejoice together. Then the teacher clarifies the actions: “If the toy is high, you need to look for something you can stand on in order to get taller and get the toy.”

GAME "PUSH THE BALL!"

Equipment: basket, stick, ball (Fig. 3).

Course progress. The teacher places the child near the edge of the table. At the opposite edge of the table there is a ball at such a distance that the child cannot reach it with his hand. Next to the child, on the table, lies a stick. The teacher asks him to push the ball into the basket, which is on the floor near the table. The child is not allowed to get up from the chair. If he does not immediately think of taking a stick to push the ball, the teacher says: “Think about how to push. Look, maybe something will help you to push the ball,” he points to the stick with a gesture. If necessary, the teacher shows how to complete the task. At the end of the game, he summarizes: “What helped you push the ball? If you can’t reach it with your hand, you need to look for something that will help. ”

GAME "GET THE CAR!"

Equipment: clockwork machine, spatula with a long stick.

Course progress. The teacher starts the typewriter, which "accidentally" drives under the cabinet. The child cannot reach the toy with his hand. The teacher asks him to get the typewriter, and then play with it. To do this, the child must use the spatula, which lies out of sight of him, on the windowsill. If the child tries to get the toy with his hand, you need to let him make sure that it is impossible to get the toy with his hand. The teacher directs the child to search for tools and says: "Let's look for what will help you get the typewriter." If necessary, he gestures to the spatula: “Look, maybe there is something there that will help you.” In case of difficulty, the teacher says: “Take this shovel, try to get the machine with this shovel.” Then a game with a clockwork machine is organized. At the end of the game, the teacher reminds: “We must always look for what will help to get a toy.”

GAME "GET THE BALL!"

Equipment: ball, net with a long stick.

Course progress. The game is played in the hall. While playing ball with the children, the teacher “accidentally” rolls it under the cupboard. To get the ball, children must use a net with a long stick, which must be brought from the group room. In case of difficulty, the teacher reminds the children that there is an object in the group room that will help them get the ball. After completing the task, the teacher summarizes: “If you can’t get it with your hand, you must always look for something that will help.”

GAME "BALLOONS"

Equipment: six balloons with long ribbons.

Course progress. The teacher brings some balloons into the classroom. Long ribbons are pre-attached to the balls. Children throw balls up and try to catch them. Several balls fall on the cabinet. The teacher invites the children to get the balls from the closet. Children pull the balls by the ribbons, if they can get it, but if not, they should guess to use an auxiliary tool: a bench, a chair, a bench, etc.

If children do not use these aids, the teacher comes to the rescue. At the end of the game, the teacher summarizes the actions of the children: “If the ribbon hangs down, it is convenient to get the ball by the ribbon, and if the ribbons are not visible, you need to look for a chair, a bench.”

TASK "LET'S DECORATE THE ROOM!"

Equipment: plastic snowflakes with strings (or lanterns with strings).

Course progress. The teacher informs the children that there will soon be a holiday - the New Year; you need to decorate the room, hang snowflakes. He says that snowflakes should be hung in different places in the room: on a high bar near the board, on a carnation near a picture, on a carnation near a bookshelf, etc. Then the children are given snowflakes and offered to hang them. Children should use various aids - chairs, a bench, a bench, which are out of their field of vision. In case of difficulty, the teacher helps to find these funds and complete the task for each child. Everyone is happy about the decorations, and each child tells what helped him to hang a snowflake so high.

GAME "GET THE PEbbles!"

Equipment: an aquarium, a jar of pebbles, a wooden spoon with a long stick.

Course progress. The teacher draws the attention of the children to the aquarium and says: “The fish live in the aquarium. And there are stones in the bank. We need to get the pebbles out of the jar and lower them into the aquarium. There is a spoon next to the jar. If the children reach out with their hands to get the pebbles, the teacher says: “No, it’s uncomfortable with the hand, the sleeve can be soaked. You need to think about how it is convenient to get the pebbles. Let's try to get them with a spoon. The teacher shows the course of action. Children take it in turns to take out the pebbles and lower them into the aquarium. The teacher reports: “It is convenient to get pebbles out of the jar with a spoon.”

Note. After a series of games, where children were faced with solving problematic practical problems, they should be brought to the understanding that if the object is high, you need to stand on a chair, bench, bench, etc. If the toys fall under any object or in a gap where it is impossible to penetrate with a hand, one must look for auxiliary means: a net, a spatula, a stick, etc.

Thus, at the end of a series of games played, the teacher verbally summarizes the methods of orienting and research activities and methods for solving practical problems.

Section 3

At the previous stage, situations were created in which only one auxiliary tool was in the child’s field of vision (a stick, when it was necessary to get a toy that had rolled under the cabinet; a chair, when it was necessary to get a toy lying high, etc.). Now it is necessary to create a situation in which there are several objects in the child's field of vision and from them it is necessary to choose the most suitable one - in size, shape, purpose. For example, the teacher invites the children to get a toy rolled under the closet. To do this, they must choose an auxiliary object: sticks of different lengths, a brush, a net, a spatula, etc. In another case, the child is offered to bring a cart with a rod closer to him, which can be brought closer with a stick with a ring. He should choose one stick from several: a stick with a hook, a stick with a net, a stick with a ring, and just a stick. It is possible to accurately select a suitable tool only if the level of visual perception of the child is high enough and allows at a distance to correlate the properties of the object-goal and the object-means. However, the visual perception of a child with developmental disabilities does not reach this level by this time of training. That's why main way, with which children should be armed, targeted sampling method.

GAME "RING, BELL!"

Equipment: a plank with a bell attached to it with a string tied to the tongue, and two "false" strings.

Course progress. A plaque with a bell is hung in a visible and easily accessible place. It hangs in such a way that the child cannot reach the rope with his hand and ring the bell. Two "false" ropes, longer than the tied one, are attached to the board on both sides of the bell. To ring the bell, the child must pull on the string that is attached to the tongue. At first, the child is given only a general instruction: "Ring the bell!" If he starts to bounce, trying to grab the tongue of the bell, the teacher says: “Think about what can help you ring the bell.” The child most often begins to pull on the longest rope. But the bell does not ring. Having given the child the opportunity to independently pull the “false” rope several times, the teacher says: “You hear that the bell does not ring, try to pull the other rope!” - and gives the child the opportunity to try to pull all the ropes. Finally, when the bell rings, the teacher asks, “Now why is the bell ringing?” - and helps the child to see that this rope is directly attached to the bell, and the other two are not. At the end of the game, the teacher asks the child to consistently tell about his actions and verbally fix the correct methods of action. “At first you pulled on an unattached rope, and the bell did not ring. Then you pulled the tied one - the bell rang.

GAME "GET THE PEbbles!"

Equipment: a jar of water, pebbles, various sticks: with a hook, a net, a ring, a fork (Fig. 4).

Course progress. There are pebbles in a jar of water. Not far from the jar, sticks are laid out on the table - with a hook, a net, a ringlet, a fork. The child is asked to take the pebbles out of the jar and put them in the aquarium without getting their hands wet. If the child tries to put his hands in the jar, but does not reach the pebbles, the teacher invites him to think about how to get the pebbles. The child is given the opportunity to try all the tools lying on the table until he himself is convinced that the pebbles can only be obtained with a net. At the same time, the teacher necessarily fixes the result of the action with each object-tool: “You see, you can’t get a pebble with this stick with a hook. Try to get it with a net." After the child takes the net and gets the first pebble, the teacher consolidates the success achieved: “That's good, you can get all the pebbles with the net.” Then the child acts with the net several times and fixes the correct way of action in the verbal report.

GAME "GUESS WHAT IS IN THE PIPE?"

Equipment: transparent tube with holes at both ends; a bundle in which a small machine; short and long sticks.

Course progress. The teacher shows the child a transparent tube, paying attention to the fact that something lies in the middle of the tube. Having interested the child, the teacher offers to get the bundle and see what lies there. The child must find a suitable object-tool for pushing the bundle out of the tube. In case of difficulty, the teacher shows him how the task can be completed by the trial method. First he takes a short stick and tries to push the bundle out with it. At the same time, he says: “You see, the wand does not reach the bundle.” Then he takes a long stick and pushes out the bundle, exclaiming: “Got it!” At the same time, he draws the attention of children to the properties of the object-tool: "If you can’t get it with one stick, you need to look for another, try with another stick." After that, the teacher gives the child to play with the machine.

GAME "GET THE TROLLEY!"

Equipment: trolley with a ring, braid (Fig. 5).

Course progress. On the table, at a distance inaccessible to the outstretched hand of the child, there is a cart with a ring. Attractive little toys lie on the trolley, and a freely sliding band is threaded through the loop, both free ends of which are separated (by 30 cm) and are easily accessible to the child. To pull the toy cart, use both ends at the same time. The child must guess to pull the cart towards him by both ends of the braid at the same time. If he pulls on the braid at one end, it slips out of the ring, and the cart remains out of reach. It is important that the child himself makes sure that you need to pull on both ends of the braid. Therefore, it is necessary to give him the opportunity to achieve the goal several times on his own. If he still did not guess to pull both ends, the teacher slowly shows the method of action. After that, the child is given the opportunity to independently complete the task. At the end of the game, the teacher summarizes the correct method of action in a speech: “This braid must be pulled at both ends, and if you pull at one end, the other end slips out.”

GAME "DRINK THE BIRD!"

Equipment: bird toy, plate, braid (Fig. 6).

Course progress. The teacher invites the child to play and puts him at the table. A bird is placed on the table in front of him, with a braid tied to its leg. Nearby, somewhat obliquely from the attached ribbon, there are “false” ribbons. The ends of the ribbons are within the reach of the child's hand, the bird is not. The child must guess to use the attached ribbon to achieve the goal (the bird). The teacher offers the child to get a bird and drink it from a plate. Previously, he explains that it is impossible to get up from the chair. In case of difficulty, the teacher points to the ribbons and asks to pull one of them. If the child pulls on the “false” braid, the teacher says: “Try it, pull on another one.” After the child pulls on the attached ribbon, he helps the child summarize his actions: “You see, this ribbon is tied, and these are not tied. For what braid can you get a bird? The game is repeated.

GAME "RIDE MATRYOSHKA!"

Equipment: trolley with a rod; two double nesting dolls; a stick with a ring, a stick with a hook, a spatula (Fig. 7).

Course progress. At a distance inaccessible to the outstretched hand of the child, there is a cart with a rod. There are nesting dolls in the cart. On the edge of the table, to the right, close to the child, lie a stick with a ring, a stick with a hook, a spatula. The teacher asks the child to get the cart and roll the matryoshkas. The child must guess to use a stick with a ring to get a cart with a rod. Children are given the opportunity to solve the problem by trial method. Then the teacher asks to explain why the child used a wand with a ring. After that, the child plays with nesting dolls (disassembles, folds, rolls).

GAME "FEED THE RABBIT!"

Equipment: a cage with a rabbit (or a bunny toy); objects: fork, spoon, stick with a ring, stick with a hook (Fig. 8).

Course progress. The teacher brings a cage with a rabbit and invites the child to feed him. Nearby is a jar of water, at the bottom lies a carrot. In case of difficulty, the teacher invites the child to complete the task by trial method: "Try to get a carrot with a stick." In this case, the child is given independence. After that, the teacher asks the child to explain why it is convenient to get the carrot with a fork. A child watches a rabbit eat a carrot.

GAME "GET THE PICTURE!"

Equipment: a transparent tube made of unbreakable material, 30 cm long, 4 cm in diameter, with one hole at the end, there is a picture in the middle of the tube; two sticks with hooks at the ends, 1 cm in diameter, one 10 cm long, the other 18 cm long (Fig. 9).

Course progress. After the teacher laid out three pictures in front of the child, he "discovers" that one picture was in the tube. The teacher asks the child to get the picture. To do this, the child must guess to use a long stick with a hook. If necessary, the teacher organizes the implementation of the task by trial method. The teacher asks the child with which stick he took out the picture and why. After that, he gives the task: “Guess which picture they hid?”

Note. A special role in the development of visual-effective thinking is played by didactic games with objects that imitate labor tools - a hammer, a wrench, a screwdriver, etc. Familiarization with them in the process of games, mastering actions with them make a great contribution to the labor education of children, create the prerequisites to labor education in school. In the process of these games, children develop visual-motor coordination, an eye, the coordination of the actions of both hands, ideas are formed about the use of tools in labor activity person.

GAME "BUILD A FENCE!"

Equipment: house, bricks with holes (or cubes), sticks-pegs (plastic); set of items: hammer, wrench, screwdriver.

Course progress. There is a plastic house on the table. The teacher asks the child to build a fence around this house. Nearby lies a set of plastic bricks (cubes) with holes. Insert plastic sticks into the holes. It is difficult to insert sticks by hand, you need to hammer them into each hole with a toy hammer. Hammer, wrench, screwdriver are on the table. The child must choose the right tool, a hammer, and use it to hammer sticks. The teacher gives the child the opportunity to try the better to hammer nails. He then asks the child to explain why he chose the hammer.

GAME "PLANES ARE FLYING!"

Equipment: airplane made of plastic constructor, wrench, hammer, screwdriver.

Course progress. The teacher invites the child to play with the plane, the nuts of which are poorly reinforced. The child must guess to choose among the objects that imitate tools, a wrench and use it to strengthen the nuts. In case of difficulty, the teacher gives the child the opportunity to try to tighten the nuts with various objects and choose the necessary one - a wrench. Then the teacher helps the child to tighten the screws, that is, to perform practical actions. After that, the next child repeats all the actions. Then the plot of the game unfolds: “Airplanes are refueling and preparing for flight. Airplanes are flying. Planes "go" to land. The planes landed on the landing at the airport,” etc.

Section 4. Games - exercises for determining cause-and-effect relationships

The simplest cases in which the child is faced with the search for causal relationships are those in which the usual course of the phenomenon is disturbed. This causes him surprise and after him an orienting reaction, which is the initial stage in the search for the cause of the violation. At first, children can find such a reason only if it is external, clearly visible.

GAME "WHY DID THE BALL ROLL?"

Equipment: two small balls: red and blue; groove, plank.

Course progress. The teacher puts a groove, a board on the table in front of the child and says: “Now you will guess which ball will roll - red or blue.” He puts the red ball on the plank - the ball lies; puts a blue ball on the groove - the ball rolls. The teacher asks: “Which one has rolled away? Why?" Then the child is invited to put himself - the red ball on the board, and the blue one - on the groove. The teacher asks: “Now which ball has rolled away? Why?" In case of difficulty, he repeats the game with balls and explains the reason for the observed phenomenon: "The ball rolls along an inclined plane (along the groove), but does not roll along a straight plane (plank)."

GAME "SWIMMING OR Sinking?"

Equipment: a set of paired items: a pencil and a nail, wooden and metal balls, wooden and metal rulers, metal and wooden buttons, wooden and metal boats, metal and wooden rings, wooden and metal wheels, wooden and metal bowls, a net, a pool of water (or pelvis).

Course progress. The teacher examines with the children the items needed for the game. Then he tells them that today they will guess what floats and what sinks. Children are given objects in random order, not in pairs, and they answer in advance whether the object will float or sink. Then the children lower one object into the water. Everyone watches together and says: “Floats!” Objects that float are placed in one box, and those that sink are placed in another. When getting objects out of the water, a net is used. The teacher asks: “What items did we put in this box, and which items did we put in this box?” Then he clarifies: "Now look and say, 'Which ones swam and which ones sank?' Children make a generalization: “Wooden ones float, and iron (metal) ones sink.”

End of introductory segment.

* * *

The given introductory fragment of the book Formation of thinking in children with developmental disabilities. A book for a teacher-defectologist (E. A. Strebeleva, 2001) provided by our book partner -

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Strebeleva formation of thinking. E. A. Strebeleva Formation of thinking in children with developmental disabilities. A book for a teacher-defectologist. Game "build a fence!"

Foreword

Chapter I
FORMATION OF VISUAL-ACTIVE THINKING

Section 1. Games-exercises for the formation of ideas about the use of objects with a fixed purpose

* * *

* * *

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Foreword

Chapter I FORMATION OF VISUAL-ACTIVE THINKING

Section 1. Games-exercises for the formation of ideas about the use of objects with a fixed purpose

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* * *

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Chapter I
FORMATION OF VISUAL-ACTIVE THINKING