Sections: Working with preschoolers

The flow of information, the expansion of human contacts, the development of diverse forms mass culture, the increase in the pace of life leads to an increase in the amount of knowledge necessary for life modern man. The ongoing changes in society had an impact on the development of children who were actively involved in the whirlpool of our turbulent life, and put forward new requirements for the education system as a whole. Pre-school education began to be regarded as the first stage in the entire system of lifelong learning. One of the indispensable conditions for successful schooling is the development of arbitrary, deliberate attention in preschool age. The school makes demands on the arbitrariness of children's attention in terms of the ability to act without distractions, follow instructions and control the result.

In the presence of attention, thought processes proceed faster and more correctly, movements are performed more accurately and clearly.

The attention of a preschooler reflects his interests in relation to the surrounding objects and the actions performed with them.

Attention is one of the phenomena of orienting-research activity. It is a mental action aimed at the content of an image, thought or other phenomenon. Attention plays an essential role in the regulation of intellectual activity. According to P.Ya. Galperin, “attention nowhere appears as an independent process, it is revealed as the direction, mood and concentration of any mental activity on its object, only as a side or property of this activity.

Attention does not have its own separate and specific product. Its result is the improvement of every activity with which it accompanies.

Attention is a mental state that characterizes the intensity of cognitive activity and is expressed in its concentration on a relatively narrow area (action, object, phenomenon).

The following forms of manifestation of attention are distinguished:

  • sensory (perceptual);
  • intellectual (thinking);
  • motor (motor).

The main functions of attention are:

  • activation of necessary and inhibition of unnecessary this moment mental and physiological processes;
  • purposeful organized selection of incoming information (the main selective function of attention);
  • retention, preservation of images of a certain subject content until the goal is achieved;
  • ensuring long-term concentration, activity on the same object;
  • regulation and control of the course of activity.

Attention consists in the fact that a certain idea or sensation occupies a dominant place in consciousness, displacing others. This greater degree of awareness of a given impression is the basic fact or effect of attention. As a consequence, some secondary effects arise, namely:

  • analytical effect of attention - this representation becomes more detailed, we notice more details in it;
  • fixing effect - the idea becomes more stable in the mind, does not disappear so easily;
  • reinforcing effect - the impression, at least in most cases, is made stronger: due to the inclusion of attention faint sound seems a little louder.

Principles of carrying out correctional and developmental work

The principles of building correctional programs determine the strategy, tactics of their development, i.e. determine the goals, objectives of correction, methods and means of psychological impact.

  • consistency of corrective, preventive and developmental tasks;
  • unity of diagnostics and correction;
  • priority correction of the causal type;
  • activity principle of correction;
  • taking into account the age-psychological and individual characteristics of the child;
  • complexity of methods of psychological influence;
  • active engagement social environment to participate in correctional program;
  • reliance on different levels organization of mental processes;
  • programmed learning;
  • increasing complexity;
  • taking into account the volume and degree of diversity of the material;
  • taking into account the emotional coloring of the material.

Thus, the goals and objectives of any correctional and developmental work should be formulated as a system of tasks of three levels:

  • correctional - correction of deviations and developmental disorders, resolution of developmental difficulties;

  • preventive - prevention of deviations and developmental difficulties;

  • developing - optimization, stimulation, enrichment of the content of development.

Only the unity of the listed types of tasks can ensure the success and effectiveness of correctional and developmental work.

The role of the child's visual perception in the acquisition of reading

In modern conditions of intensive development of multimedia means, the role of visual perception in the processing of information, an important component of which is reading, is increasing.

Reading begins with the visual perception of letters, syllables, words. The correctness of reading largely depends on the usefulness of visual perception. Among the visual operations of reading, there are: the perception of letter symbols; the process of its identification on the basis of comparison with the standards available in the memory; sequential scanning of graphic information.

The visual functions that provide these reading operations in the future are formed in the child gradually in the preschool period, but this process is spontaneous, unorganized. A child learns to see in the same way that he learns to walk and talk. As the perceptual experience is enriched, the child develops individual ways of analyzing visual information, which form the basis for establishing links between real objects, their images and symbols.

In the preschool period, possible individual differences in strategies and levels of formation of visual perception are not noticeable to others in Everyday life child. Only with the beginning of systematic education at school, which, as a rule, imposes uniform, fairly stringent requirements on all students, the individual characteristics of visual perception (difficulties in distinguishing optically close features, insufficient accuracy and volume of perception, etc.) of some children can become a serious obstacle to successful reading acquisition.

The album "Visual Simulator" includes classes that develop visual functions, visual memory of the child and teach him visual reading operations.

What are visual functions?

Vision provides a person with the opportunity to receive information about the outside world, navigate in space, control their actions, and perform precise operations. Vision and visual perception are not identical concepts. “The visual system is made up of a large number parallel channels, or subsystems that operate largely autonomously and perform fundamentally different functions. These subsystems can be violated or improved almost independently of each other, so that in some respects visual system a given person can demonstrate remarkable abilities, while in others they are very mediocre” (G.I. Rozhkova, 2003). All indicators of the formation of various visual abilities, according to G.I. Rozhkova can be divided into three groups.

The first group includes opto-physiological indicators that provide optimal conditions for the operation of the visual system.

These indicators contain the ranges of parameters within which the visual system can function, as well as the limitations that are characteristic of the system itself due to its anatomical and physiological features. This group includes: refraction indices, accommodation volume, visual field sizes, blind spot dimensions, adaptation rates, operating range of illumination (brightness), time of keeping a trace of light stimulation.

The second group includes basic visual indicators : visual acuity, contrast sensitivity, subtlety of color discrimination, range of perception of movement speed, thresholds of stereo vision, etc.

The third group consists complex indicators , reflecting the perfection of the work of higher visual mechanisms, the effectiveness of the joint activity of the visual and other systems (oculomotor system, memory and attention) and determining visual performance. As G.I. Rozhkova, "... such indicators are directly related to the cognitive abilities and learning ability of a person."

Violations of visual indicators of the first and second groups are often noticed by parents and the child himself.

Violations of complex visual indicators often go unnoticed, because they do not affect the daily life of the child and appear only in certain complicated conditions, a striking example of which is learning to read. In the course of a standard ophthalmological examination, deviations in the development of these functions, as a rule, are not detected. However, it is these indicators that are considered by correctional teachers, speech therapists, psychoneurologists and psychologists as a serious obstacle to the full mastery of reading.

An experimental comparative study of schoolchildren with well-formed reading and students with unformed reading skills ( dyslexia And dysgraphia ) made it possible to clearly identify those visual functions, the violation or underdevelopment of which prevents the correct perception of graphic information (letters, numbers, symbols) and its recoding into speech information.

Visual reading operations

Learning to read begins with familiarizing the child with visual images of letters. Memorizing all the letters of the alphabet and being able to identify each letter is a prerequisite for mastering the skill of reading.

The letters of the Russian alphabet are planar geometric objects. Despite the variety of existing fonts and spellings, all letters consist of a limited set of elements: horizontal line, vertical line, oblique, oval, semi-oval. In this regard, semantic difference acquire all elements each letter, as well as mutual arrangement in space. The formation of primary images of letters (perception) and their further recognition are provided by visual analysis and synthesis with the obligatory connection of visual-spatial operations.

Image perception, or "vision", occurs only at the moment of fixation - the moving eye does not perceive information. However, these breaks in vision are not felt by the reader due to the residual image, which fills the time intervals necessary for the movement of the eyes, which creates the illusion of continuous vision (V.P. Zinchenko and others). Even after a short presentation of information in visual memory, most of it is stored, which is stored for several seconds. Then the information deposited in the memory is read, or scanning . Scanning is understood not only as the process of reading information from memory, but also as an ordered, purposeful movement of the gaze over the object of perception in order to detect and examine its details. In this case, the direction of inspection is chosen by each individually.

Eye movement, the motor component of vision, takes about 5% of the time of the reading process, the remaining 95% is spent on recognizing what was seen at the moments of gaze fixation, i.e. on gnostic component vision. Consequently, the speed of reading depends on the amount of information perceived by the child in a short fixation time.

Regressive eye movements (that is, returning the gaze from right to left) occur not only when moving to another line: they are necessary to return to what has already been read in order to clarify, check the understanding of the meaning, and correct mistakes. The number of regressions depends on the degree of automation of the reading skill: the more experienced the reader, the less regressions are observed in his reading, and vice versa. In addition, the number of regressive eye movements depends on the complexity of the text, its novelty, significance for the reader, and other factors.

As reading is mastered, the child develops and anticipating (anticipatory) eye movements, and such “overrunning” provides prediction of the content of the text.

The oculomotor mechanisms of reading are not recognized by an experienced reader and do not require voluntary efforts from him. However, before becoming automated, these operations go through a stage of arbitrary, conscious mastery of them.

A child, learning to read, for the first time encounters the fact that he must control eye movements and correlate them with the text being read: be able to highlight the beginning of the text; trace the line from left to right; move exactly from one line to another, without gaps or repetitions. The complexity of these operations sometimes forces the child to accompany reading with finger movement, which plays an auxiliary role and is found in most children at the initial stages of mastering reading.

For eye movements during reading, as well as for any kind of purposeful movement, an important characteristic is the choice of the direction of movement: unlike scanning objects, their images, etc., reading requires the reader to have a single direction of scanning information - from left to right. Changing this direction leads to various reading errors.

Tasks and structure of the “visual trainer”

“Visual Trainer” is a visual and effective aid aimed at the development and correction of visual perception in children aged 5-7 years.

The purpose of the proposed methodology is to teach the child how to process visual material that would allow him to effectively perceive visual information of varying degrees of complexity and provide conditions for the successful mastery of the visual components of reading.

The album presents a system of exercises for teaching preschool children visual perception strategies and solving various mental problems.

In this regard, the “Visual Trainer” is built taking into account the main classes of tasks performed by visual perception:

  • actually visual - solved in connection with the goals of perception;
  • oculomotor - involving the performance of one or another eye movement, typical of everyday life and meeting practical goals;
  • general intellectual (mental, mnemonic, motor), in the implementation of which visual perception plays a significant role.

The album contains a sufficient amount of visual material for the development of a child's visual attention and memory, visual analysis and synthesis skills, accurate tracking eye movements and spatial orientation. It also includes tasks that contribute to the development of the graphic abilities of children.

A distinctive feature of this technique is the development of tasks aimed at recoding visual information into verbal, i.e. naming visually perceived material.

In accordance with the program for the purposeful formation of visual perception, the “Visual Trainer” includes a set of stimuli that are progressively more complex in certain parameters, a series of tasks specially designed to form various components of visual perception that form the basis of reading skills. From series to series, the complexity of tasks and stimulus material is provided.

Block I Learning to look and see. primary goal: formation of visual analysis and synthesis skills, development of voluntary attention. [pictures 1-8]

Block II. We learn to follow with our eyes. primary goal: formation of strategies for scanning images, development of accurate tracing eye movements, an eye. [Figures 9-16]

Block III. Learning to navigate in space. Primary goal: formation of ideas about the coordinate system: “top - bottom”, “front - back”, “left - right ” . [pictures 17-25]

Block IV. Learning to remember and recognize. Primary goal: development of memory capacity, learning techniques that facilitate memorization, increase memory capacity based on associative thinking (mnemonics). There are 10 tasks dispersed in the first three blocks (for more details, see later in the section “How to organize a child’s classes ...”).

The proposed method of training with the "Visual Trainer" can be widely used in teaching practice:

The album contains tasks designed for various strategies and provides an opportunity to organize learning taking into account the individual characteristics of the child.

The technique also provides for the possibility of independent performance of exercises by the child through various manipulations with graphic material.

Illustrative and didactic material is divided into blocks, each of which is aimed at the formation of certain visual abilities.

Exercises first block- “Learning to look and see” - provide the formation of gnostic (cognitive) visual functions in a child: visual division of an integral object into parts (visual analysis) and combining parts into a whole (visual synthesis); finding the main and secondary features in the image and establishing links between them.

Initially, the basis of the child's perception is dominated by the process of detailed acquaintance with an unfamiliar object ( successive recognition).

3tasks second block– “Learning to follow with the eyes” – aimed at the formation of motor visual functions: an ordered, purposeful movement of the gaze over the object of perception to detect and examine its details. The purpose of the technique is the consistent development of serial eye movements that require not a single gaze movement, but a whole series of such actions, for example: finding a way out of a maze, finding a point on a diagram at given coordinates or a route. Ocular operations are also carried out on the basis of serial eye movements.

The third block of exercises - "Learning to navigate in space" - is aimed at the formation of visual-spatial representations, i.e. representations of the coordinate system: “top - bottom”, “front - back”, “left - right”.

The formation of visual-spatial representations goes through a series of successive stages. As a result, by the beginning of learning to read, the child should have formed the ability to navigate in coordinate systems. This block also included tasks for the development of visual-motor coordination, involving the development of combined movements of the hand and eyes.

The fourth block consisted of exercises to develop memory by increasing the volume of visually memorized objects, maintaining consistency and accuracy in reproducing images, and fixing them in long-term memory.

Each block includes tasks for the development of associative thinking, memory, attention and graphic tasks that require mental manipulation of visual objects.

Some tasks can be used as effective method developing a connection between visual images and speech, which allows an adult to control this process. Classes can be held not only by specialists, but also by parents - at home, in the family circle, in order to prepare the child for school.

The set of exercises is aimed at:

  • on the comprehensive development of the visual perception of the child in various activities;
  • development of visual perception and recognition;
  • development of color gnosis;
  • development of concentration and switching of voluntary visual attention;
  • prevention and correction of optical disorders of reading and writing;
  • actualization vocabulary, the formation of a generalizing function of speech.

Literature

  1. Lalaeva R.I. Violation of the process of mastering reading in schoolchildren. M.: “Enlightenment”, 1983.
  2. Osipova A.A. Diagnostics and correction of attention. M.: "Sphere", 2001.
  3. Tikhomirova L.F. The development of cognitive abilities in children. Yaroslavl, 1996.

    4. Chirkina G.V., Rusetskaya M.N. "Visual simulator". M.: "ARKTI", 2006

The table for checking vision is the table of the oculist familiar to everyone, which allows us to assess the acuity of our vision.

By printing this table and fixing it on the wall, we will be able to prevent the drop in sharpness, as well as monitor the progress in restoring vision in real time. And if we use, then progress will not take long.

So, friends, in front of you is the Sivtsev table, which is widely used to check the eyesight of oculists.

The table with letters consists of 3 parts: this division is necessary for convenience so that we can print it in A4 format.

After downloading and printing these 3 sheets, we glue them together and that's it, the table for checking vision in the original size is ready.

How to download and print?

Click on the pictures to enlarge them to their original size, then download the 3-part vision chart to your computer.

The format for printing should be A4, and the orientation in the settings should be landscape.

After printing 3 sheets, connect them together with adhesive tape, buttons or glue. Ready!


How to test your eyesight at home? Fix the table on the wall (at eye level). The distance from you to the table should be 5 meters, the table itself should be lit by the sun or a lamp. When these conditions are met, we proceed directly to the test of visual acuity.

We check each eye separately: we close one with the palm of our hand, and read the letters with the other. Closed eyes do not need to be closed.

Unfortunately, diopters cannot be determined using a vision test table, because special lenses are needed for this. And no one guarantees the correct 100% accuracy - it can only be obtained with a professional examination by an ophthalmologist. But for an eye test at home, the result is accurate enough.

In general, the proposed table for checking vision does an excellent job with the task before us - testing vision. It is very convenient to observe the return of the vigilance of our eyes when performing. For example, comparing the results for the past and current months. Even when vision improves by just one line, it is such a joy - beyond words. Yes, and motivation appears additional when you see the results of your labors. So, without any doubt, download and print the table - it's a simple and convenient way to check your eyesight at home.

More Related:

49 pictures to improve vision Folk remedies for vision Restoring vision: 7 exercises, 5 tips and 6 video lectures 16 exercises for clear and sharp vision The main rule of preservation of vision

The increase in the amount of information offered to first-graders leads to the fact that in most schools that select children based on the results of the interview, it is mandatory that the child could read. Trying to fulfill new program, some teachers increase the requirements for reading speed. From the very first parent meetings You will hear data about the reading technique of the class children.

Experts note the relationship between the formation of reading and writing skills and the state of visual perception. Psychologists have proven that the higher the level of visual pattern recognition, the higher the speed and quality of mastering reading and writing skills.

2. Exercises to improve visual analysis, meaningfulness of perception.

Recognition of contour or silhouette images of objects.

Recognition of dotted or dotted images of objects, geometric shapes, letters, numbers.

What items are shown? Name them.

Recognition of noisy (crossed out) or superimposed images of objects, geometric shapes, literal or digital material.

What letters and numbers are written here? Name them.

Finding a given figure (letters, numbers) among others.

Find and circle all the triangles.

Search for differences in similar images.

Find the differences in these drawings.

Search in subject or plot pictures missing or inadequate parts.

What did the artist not draw?

3. Exercises for the development of visual-spatial perception and visual memory

Guessing objects or letters, numbers on unfinished drawings, recognizing them by individual characteristic details. Reward your child for variety! This speaks to the flexibility of his thinking.

Distinguish between correct and mirror images of alphabetic and numeric characters.

What letters and numbers are spelled wrong? Cross them out.

Finding a combination of letters (numbers) among others.

Find exactly the same group of letters among the rest

Comparison of letters (numbers) performed different types printed and handwritten font.

What letters are written? How many?

Isolation in objects (geometric or alphanumeric material) of similar details and grouping them on this basis.

Divide all letters into 3 groups. How are these letters similar?

Drawing a figure or letter according to the model;

Folding a figure from sticks (according to the model);

Addition of a missing element of a figure or letter;

Correlation of the letter with objects (according to the presentation) (O - hoop, Z - snake);

Reconstruction of a letter by adding an element (for example, from A -L -D).

Children really like the game "Whose chain is longer"?

Write a letter and invite the child to turn it into another. Which chain will have more letters.

4. Games for the development of RAM

The development of reading technique is hampered due to underdeveloped RAM. What does it mean? Often you can see such a picture. The child reads a sentence consisting of 6-8 words. Having read up to the third - fourth word - I forgot the first word. Therefore, he cannot link all the words together. In this case, you need to work on the RAM.

Game "What's wrong"? (out of 5-6 pictures)

Pictures (objects) are placed in front of the child, he must remember them, then the adult removes something, and the child, turning, guesses the object.

Memorization and selection of pictures among others (also with letters, numbers, figures);

! "What changed"? (remembering the location).

Shout out to the child first one word, then two, three (up to six). "Echo" repeats them.

Picture assignments:

After that, remove the picture, ask the child questions:

What items are in the picture?

How many cherries did you see in the picture?

What did you see, a pen or a pencil?

How many candies are in the picture?

Similar tasks can be found in children's educational albums, coloring books. It is important to purposefully select the material, systematically give it to the child. When using this complex, educational - game tasks, you will notice positive changes in the state of visual perception in your child, which means there is great hope for success in learning to read and write at school.

The most effective reserves of learning to read will be considered in the next article.

The publication presents a selection of exercises for the development of visual-spatial perception developed by G.F. Kumarina, N.P. Lokalova, N.N. Semidumova; assignments for the development of visual analysis compiled by Bakhareva M.G. a speech therapist teacher, Grekova T. A. - a primary school teacher.

Materials used:

Correctional pedagogy in primary education./ Ed. G.F. Kumarina. - M.: Academy, 2001

Lokalova N.P. “How to help a poorly performing student”, - M .: ed. "Os-89", 2003. - 95s.

Bugrimenko E.A., Tsukerman G.A. Reading without compulsion. - M .: Creative pedagogy, 1993.-96s.

Site materials: "Festival of Pedagogical Ideas" Public lesson»: http://festival.1september.ru (Publishing House "First of September")

1.Formation of letter gnosis

2.Development of visual memory

3.Formation of spatial perception, spatial representations, visual-spatial analysis and synthesis

With optical dyslexia and dysgraphia, mentally retarded children have visual impairments, inaccurate ideas about the shape, size, color, underdevelopment of visual memory, spatial perception and ideas, difficulties in optical and optical-spatial analysis, and undifferentiated optical images of letters.

In this regard, when eliminating such violations of reading and writing, work is carried out in the following areas:

A) development of visual perception and recognition (visual gnosis), including alphabetic;

b) refinement and expansion of visual memory;

c) formation of spatial perception and representations;

d) development of visual analysis and synthesis;

e) the formation of speech designations of visual-spatial relations;

f) differentiation of mixed letters in isolation, in syllables, words, sentences, texts.

Development of visual perception and recognition (visual gnosis). In order to develop visual gnosis, the following tasks are offered:

1. Name objects according to their contours:

2. Name the underdrawn objects:

3. Name the crossed out images:

4. Select subject images superimposed on each other:

5. Determine what the artist drew incorrectly:

6. Distribute items by size (taking into account the actual size):

7. Distribute images of objects according to their actual size.

Images of objects that are identical in size and actually differ in size are offered.

8. Selection of pictures for a specific color background.

Children are offered backgrounds ("lawns") of different colors: red, green, yellow, blue, as well as pictures depicting objects of different colors: watermelon, cucumber, leaf; chicken, turnip, melon; poppy, tomato, strawberry; plum, cornflower, blue ribbon.

The task is given to put a picture on your "lawn".

9. The game "Geometric Lotto".

The kids have big cards. On each of the cards there is a geometric figure: a circle, a square, a rectangle, an oval, a triangle. In addition, there are pictures depicting various objects. The speech therapist shows a drawn object. Children determine what this object looks like (a circle, an oval, a triangle, a square). The image of the object is placed on a card with a similar geometric figure.

You can offer the following subject pictures: plate, watermelon, ball, ball; egg, melon, cucumber; house roof, triangular sheet, road sign; scarf, tablecloth, chessboard; car body, picture, book.

10. Selection of identical strips. Children are offered multi-colored strips, consisting of two parts (with a white strip at the bottom). For example:

The speech therapist shows one of the strips. Children find a similar strip.

11. Definition of the right and left parts of multi-colored stripes (see No. 10). The following types of tasks are offered:

a) Show the strip on which on the right Blue colour.

b) Name the color of the right side of this strip.

c) Find a strip where the left color is blue and the right color is red. Etc.

12. Selection of paired cards with geometric shapes. Cards with three geometric shapes are offered. For example:

Each child is given a series of three cards.

Shapes can be colored in different colors: red triangle, blue square, green circle, yellow oval, etc.

The speech therapist shows one of the cards. The children are given the task to show the steam room (exactly the same).

13. Finding a figure among others. For example,

14. Drawing images consisting of figures and arrows (see No. 13).

15. Drawing a series of semicircles and lines (according to S. Borel-Mesoni).

16. Draw series by view (see #15).

17. Recognition of one of the series among similar images (see No. 15).

18. Find a given figure among two images, one of which is identical to the one presented, the second is its mirror image.

19. Drawing unfinished contours of circles, triangles.

20. Drawing symmetrical images.

21. Compilation of pictures cut into pieces (for 2, 3,

22. The game "Opening windows in the house."

Children are offered a model of a house in which windows can be opened. There are 4 windows in the house: two on top, two on the bottom. Children are invited to open the upper right window, the lower left window, the upper left window, close the lower right window, etc.

23. Adding a picture. It is proposed to draw a house, to the right and above the house - the sun, to the left of the house - a fence, to the right below draw a lake, to the right of the fence - flowers.

24. Performing Raven's tests. Children are offered Raven's matrices with cut out parts and several inserts (children's version). Children are encouraged to find the right insert.

25. Designing figures from matches, sticks (see No. 18).

26. Construction from Koos cubes. Each cube is divided diagonally and painted in a different color. It is proposed to make various patterns.

27. Analysis of ridiculous pictures. Children are invited to look at the pictures and determine what is drawn on them incorrectly. Sample pictures:

Presentation prepared for parents of children preparatory group kindergarten and educators. The slides present tasks and exercises for the formation of a visual image of the letter. The material can be used by speech therapists at parent meetings and consultations, at pedagogical councils.

When teaching children to write at school, specific speech therapy errors, which are expressed in the mirror spelling of letters. There are 33 letters in Russian and writing 23 of them causes difficulties due to the properties of mirroring:

B C D E F F G I J K L R S U Z Y Z

Before starting work on distinguishing between the correct letter and its mirror counterpart, a preparatory stage is carried out to help children develop orientation in space, on themselves and on a sheet of paper. Children should clearly understand the concepts of "up", "down", "right", "left". To solve these problems, the following games and exercises are proposed.

"Magic Square"

In the center of the grid there is a chip that can only move on a signal and only one cell within the given field. The starting point is always conducted only from the center. For example, the command is given: up - right. The child moves his chip on a sheet of paper, noting where it stopped. IN this example this is the upper right square. The pace gradually accelerates and the number of movements increases from 2 - 3 to 8 - 10. To complicate the game, the child is asked not to move the chip with his hand, but to mentally imagine its movement, looking at the table. At the next stage, the child eyes closed determines the path of the chip and answers where it stopped.

As a result of this game, the concepts of “top”, “bottom”, “right”, “left” are easily assimilated, and children also remember the names of the squares:

1 - central square;
2 - right central square;
3 - left central square;
4 - upper central square;
5 - lower central square;
6 - upper right square;
7 - lower right square;
8 - upper left square;
9 - lower left square.

Dictations for drawing ornaments and letters.

For example, put a dot on a sheet of paper in a cell and draw lines from it with a pencil along the cells under dictation:
5 cells - down - , 1 - right, 4 - up, 2 - right, 1 - up, 3 - left.

If there are no mistakes, then the letter “G” will be obtained, which the children hatch. Similarly, children can write any letter they are dictated to.

Find the missing elements of the letter.

Which letter is broken?

Finding letters in geometric shapes.

For example, in the given square, it is proposed to find the hidden letters: U, I, M, P, etc. In parallel, you can lay out the outline of the letter from the sticks.

Presentation of letters in different fonts.

Printed, uppercase, lowercase, stylized.

Demonstration of letters in different positions.

Search for letters superimposed on each other (one against the background of the other).

Reconstruction of letters.

For example: from the letter P, you can make the letter H by moving one stick.

Definition of letters that can be laid out from 2,3,4 sticks.

Designing letters from elements: oval, semi-oval, long and short stick.

Outlining letters on a stencil, template, laying out the contour of the letter with seeds, threads, wire.

What does the letter look like?
A - antenna, stepladder;
U - ears, knot, hanger.

Letter definition ( geometric figure), “written” with a finger on the back, on the palm, in the air (with closed eyes, with open eyes).

Feeling volumetric letters with closed eyes.

Laying out letters from sticks with fixing attention on the direction in which the letter is directed, where its elements are located.

Determination of letters written on cards, where both correct and false (mirror) letters are presented.

Compiled by:
Zezyulina Svetlana Vladimirovna,
teacher-speech therapist of the highest category,
MBDOU No. 26 DS "Pearl"
the city of Smolensk