The program for the formation of spatial representations. Formation of spatial representations in older preschool children with tnr by means of didactic games and exercises Formation of ideas about the space of their own body

Correctional and developmental psychological and pedagogical program for the formation spatial representations

The relevance of the program lies in the possibility of providing psychological and pedagogical assistance to students who have learning difficulties associated with insufficient formation of spatial and spatio-temporal representations. Children with deviant development are deprived of the opportunity to acquire new knowledge and skills on an equal basis with their peers, since the success of mastering reading, writing, drawing and other types of educational activity largely depends on the level of formation of spatial representations.

The goal of the program is to develop spatial and spatio-temporal representations as an important basic component of mental activity. The implementation of the program allows you to solve a number of tasks:

Develop spatial ideas about your own body in the vertical and horizontal planes;

To form a holistic picture of the world in the perception of spatial relationships between objects and one's own body (structural and topological representations);

Form an idea of the relationship of external objects with each other;

To form the skill of presenting spatial representations at the verbal level (speech activity as one of the main components of the thinking style and the child's own cognitive development);

Develop quasi-spatial representations;

To intensify the cognitive activity of students.

The program consists of 4 successive stages, each of which is an independent part in the development of the child's spatial representations and, as it were, repeats the child's normative mastery of spatial and space-time representations in the course of his development.

The proposed program can serve as a basis for organizing educational activities with children, children with learning difficulties associated with insufficient formation of spatial and spatial-temporal representations (including for children with disabilities).

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Explanatory note

This program is a correctional and developmental psychological and pedagogical program (hereinafter referred to as the program), recommended for implementation in organizations carrying out educational activities with students, pupils experiencing difficulties in learning and development (including children with disabilities); aimed at overcoming problems and compensating for shortcomings, adaptation in the educational environment, etc.

Program participants may be:

Students in the general education program of primary general education (including those adapted for children with disabilities) with abnormal development (partial lack of formation of HMF, total underdevelopment, "soft" variants of distorted development, disharmonious development), having learning difficulties associated with insufficient formationspatial and space-time representations;
Students under the program of preschool general education (including those adapted for children with disabilities) with deviating development (partial lack of formation of HMF, total underdevelopment, "soft" variants of distorted development, disharmonious development), having learning difficulties associated with insufficient formationspatial and space-time representations.

Students with deviating development are deprived of the opportunity to acquire new knowledge and skills on an equal basis with their peers, since aboutThe level of formation of spatial representations largely depends on the success of mastering reading, writing, drawing and other types of educational activity.

The lack of formation of spatial representations is manifested:

when teaching mathematics - in the erroneous spelling of numbers, permutation of bit units when writing multi-digit numbers, in the difficulties of assimilating a number series and the relationship of numbers in a row, eye errors when measuring, inability to arrange symmetrically the records of examples in a notebook;
when teaching writing - in the mirror writing of letters, mixing the upper and lower elements of the letters, in the difficulties of constructing a phrase, choosing words when speaking;
when teaching reading - in narrowing the volume of the distinguishable space of lines, which is one of the reasons for the slow transition to fluent reading, in mistakes when distinguishing letters that are similar in shape, difficulties in understanding logical and grammatical constructions;
when teaching drawing - in the inability to arrange the drawing in paper space, in the difficulties of mastering the proportions in the drawing;
when performing motor exercises - in difficulties in choosing the direction of movement when rebuilding under the command (right - left orientation, up-down), difficulties in switching from one direction of movement to another.

Relevance of the programconsists in the possibility of providing psychological and pedagogical assistance to students with indicated difficulties in the formation of higher mental functions, actual intellectual development and is an important prerequisite for the social adaptation of the child and his further education at school.

The purpose of this program- the development of spatial and spatial-temporal representations as an important basic component of mental activity.

Tasks:

Develop spatial awareness of your own bodyin vertical and horizontal planes;
To form a holistic picture of the world in the perception of spatial relationships between objects and one's own body (structural and topological representations);
Form an idea of the relationship of external objects with each other;
To form the skill of presenting spatial representations at the verbal level (speech activity as one of the main components of the thinking style and the child's own cognitive development);
Develop quasi-spatial representation;
To intensify the cognitive activity of students.

Scientific, methodological and methodological foundations of the program. This program is built on the basis of age, cultural, historical andstructural and systemicapproaches to understanding the patterns of development of the psyche and personality of a child, which were developed by L.S. Vygotsky, A.R. Luria, D.B. Elkonin. The main ideas that are the methodological foundations of the program:

mental development at each age stage is subject to certain age patterns, and also has its own specificity, which is different from another age;
the state of development is never determined only by its actual level, it is necessary to take into account the maturing functions, or the zone of proximal development, and the latter is assigned the main role in the learning process, since today's zone of proximal development tomorrow will become for the child the level of his actual development;
the environment is the source of the child's development;
the same exposure affects children in different ways of different ages due to different age characteristics learning is the driving force behind the development of the child, or "learning leads development", but only such learning that is associated with the zone of proximal development of the child;
the psyche of a child has qualitatively different characteristics than the psyche of an adult, and only in the process of ontogenetic development does it begin to possess the characteristics of an adult;
the psyche has its own logic of development: later structures arise in phylogeny and ontogeny as a result of a qualitative transformation of earlier structures;
the human psyche is a phenomenon of cultural origin;
activity, initiative and subjectivity are the most important conditions for the full development of a child.

In addition, the theoretical basis of the program also became:

Neuropsychological approach. Within the framework of this approach, A.V. Semenovich concludes that the spatio-temporal organization of the child's activity, the development of spatial orientation and spatio-temporal representations in ontogenesis underlies not only the further formation of higher mental functions, but also the emotional life of the child.
the idea of the triunity of theory, diagnosis and correction, formulated by MM Semago, which makes it possible to build ontogenetically adequate and effective developmental work with a child.
views of N.Ya. Semago and M.M. Semago on the formation of spatial representations in children.

The program is based on the following principles:

the principle of "normativity".Taking into account the levels in the structure of spatial representations makes it possible to more precise definition the level of their formation and the "zone of proximal development" for the child.
the principle of accessibility. The feasibility of the tasks will ensure their successful completion, which will certainly bring satisfaction to the child, and, therefore, will form positive attitude to learning activities, which is extremely important.
The principle of verbalization. Work on each level involves the obligatory verbalization of all representations.
The principle of consistency. The structure of tasks from stage to stage becomes more complicated: from the simplest topological, coordinate, metric representations up to linguistic representations (language space), which are most late learned by the child.
The principle of polymodality. The developmental effect is achieved by attracting the maximum possible number of analyzers (visual, auditory, tactile, motor, kinesthetic) to the task, the complex work of which ensures the formation of more stable and correct spatial representations.

Duration of the program

The program is designed for 34 lessons. Classes are held 2 times a week for half a year or 1 time a week for school year... The duration of the lesson is 40 minutes.

The proposed program can serve as a basis for organizing educational activities with children with different levels of formation of spatial representations and the "zone of proximal development". In this case, the educational psychologist adapts the program taking into account the special educational needs of the child:

shortens or supplements individual parts of the program,
increases the number of lessons on the most difficult topics.

The program can be implemented in group and / or individual forms. As part of group work with younger students (7-10 years old), groups of 5-10 people are formed. With children up to school age(5-7 years old) group size - 3-6 people.It is desirable that the composition of the participants be homogeneous in terms of the level of development of cognitive processes, the specifics of disorders, and age.In case of individual work, classes are built taking into account the level of the child's actual development.

Syllabus

		Total hours	Including		form of control
		Total hours	theoretical	practical	form of control
	Stage 1. Mastering the space of your own body; the arrangement of objects in external space along the vertical axis.
	Stage 2 ... Ideas about one's own body and objects located in relation to the body from the point of view of "horizontal organization" and the relationship of objects in space along the horizontal axis.
	Stage 3 Arrangement of objects around the child's own body by means of spatial orientation in the horizontal plane (right-left).				Observation, performing tasks according to instructions
	Stage 4. Quasi-spatial (space-time) representations
	Final lessons				Diagnostic examination
Total			11,6	22,4

Academic-thematic plan

Purpose of the programs s: the development of spatial and spatial-temporal representations as an important basic component of mental activity.

Student category: students of primary general education with deviating development (partial lack of formation of HMF, total underdevelopment, "soft" variants of distorted development, disharmonious development), having learning difficulties associated with insufficient formation of spatial and spatial-temporal representations

Training period: half a year

Lesson mode: 2 times a week

	Name of blocks (sections)	Total hours	Including		form of control
	Name of blocks (sections)	Total hours	theoretical	practical	form of control
	Stage 1. Mastering the space of your own body; the arrangement of objects in external space along the vertical axis.				Observation, questioning, performing tasks according to instructions
	Body outline				observation
	Parts of the face. Parts of the torso				Observation, questioning
	The location of objects in relation to their own body: prepositions "above", "under", "between"
	Final lesson for stage I
	Stage 2. Ideas about your own body and objects located in relation to the body from the point of view of "horizontal organization" and the relationship of objects in space along the horizontal axis.				Observation, performing tasks according to instructions
	Perception of color, size, size, shape				Observation, following instructions
	Work on the concepts "closer to ...", "further from ...", "closer than ...", "further than ..."				Observation, following instructions
	The location of objects in relation to their own body: Prepositions "before", "for".				Observation, following instructions
	Final lesson for stage II				Execution of monitoring tasks
	Stage 3 Arrangement of objects around the child's own body by means of spatial orientation in the horizontal plane (right-left).				Observation, performing tasks according to instructions
	Work on the "right-left" representations, focusing on your own body.				Observation, following instructions
	Work on Right-Left Views, Layout Orientation				Observation, following instructions
	Working out the concepts "to the right", "to the left" relative to your own body				Observation, following instructions
					Observation, following instructions
	Work on representations: "to the left of ...", "to the right of ...", "more to the left than ...", "more to the right than ..."				Observation, following instructions
	Working on the "Behind" view				Observation, following instructions
	Determination of the sideness of objects that are opposite				Observation, following instructions
	Final lesson for stage III				Execution of monitoring tasks
	Stage 4. Quasi-spatial (space-time) representations				Observation, analysis of speech structures containing a certain sequence of events, "event" analysis of a series of sequential plot pictures
	Working with a linear sequence of a subject line				observation
	Working with a number series				Completing assignments
	Working with a number series				Completing assignments
	Preventing Difficulty Solving Mathematical Problems				Completing assignments
					Diagram of the daily routine
	Formation of temporary representations				Pie chart of days of the week, schedule of activities for the week
	Formation of temporary representations				Pie chart of seasons
	Formation of temporary representations				Pie chart of the month of the year
	Formation of spatio-temporal representations

4.10	Formation of skills of orientation on the dial of an analogue clock				Orientation on the dial of the analogue clock
4.11	Formation of spatio-temporal representations by means of orientation on the dial of an analogue clock				Analysis of a series of sequential plot pictures
4.12	Final lesson for stage IV				Execution of monitoring tasks
	Final lessons				Diagnostic examination
Total			11,6	22,4

System of conditions for the implementation of the program

Structure and content of the program... The program consists of 4 successive stages, each of which is an independent part in the development of the child's spatial representations and, as it were, repeats the child's normative mastery of spatial and space-time representations in the course of his development. The structure of tasks from stage to stage becomes more complicated: from the simplest topological, coordinate, metric representations up to linguistic representations (language space), which are most late learned by the child (that is, the most complex).

Each stage is divided into several "themes", each of which represents work at different "levels" with the obligatory appropriate verbalization of all representations. These levels are:

The level of space of your own body;

The level of location of objects in relation to their own body;

The relationship of external objects to each other;

Linguistic space, including temporal representations (language space - quasi-spatial characteristics).

The work begins at the level of the body (formation of the body scheme and somatognosis) with the transition to the level of mastering the analysis of the spatial relationships of objects in the external space (including the work space). Work on mastering quasi-spatial (linguistic) representations should be carried out only on condition of mastering spatial representations and free orientation of the child at previous levels.

Stage 1. Purpose: mastering the space of your own body; formation and consolidation of skills to analyze the location of objects in external space along the vertical axis.

At this stage, work is carried out to form ideas about one's own face, body. The beginning is work directly on the body diagram, and then continues on objects located in relation to the body from the point of view of the "vertical organization" of the body space (its vertical axis).

At this stage, work begins in front of the mirror with an analysis of the location of parts of the face and body parts according to the parameters:

Uppermost...;

Below everything ...;

Higher than...;

Less than....

In comparison with these ideas, the prepositions "ABOVE", "UNDER", "BETWEEN" are introduced into the work:

What is above ...?

What's under ...?

Then there is the development and analysis of the location of objects in external space through the representations "ABOVE, THAN ...", "BELOW, THAT ..." ABOVE "and" ABOVE "and" BELOW "and" UNDER ".

In this part of the work, it is convenient to use construction materials (in particular, the LEGO and Tangram constructors).

Stage 2 ... Purpose: the formation and consolidation of the skills of using ideas about one's own body and objects located in relation to the body from the point of view of "horizontal organization" and the relationship of objects in space along the horizontal axis.

The parameter "ahead", "closer to ...", "further from ..." is introduced. Then the concepts “above” and “below” are transferred to the horizontal plane (ie the plane of the table, school desk), the prepositions “before”, “for” are worked out, the positions “closer than…”, “further than…” are analyzed. "(Relative to the horizontal axis).

This stage consists in the transition of the analysis of the horizontal space "in front" to the analysis of the "lateral" horizontal position. The work proceeds in the same way, starting from your own body (arms, legs) with the transition to external objects located in the horizontal plane "on the side" (in this case, at this stage it does not matter yet: to the left or to the right)

I - II stages are available for assimilation by children 4-5 years old. At this age stage, the child can orient himself on his own body, they distinguish directions: forward - backward, up - down, sideways. He has the opportunity to assess the location of objects relative to himself, his body. Mastering orientation in the surrounding space develops the child's ability to give verbal characterization spatial situation through the use of prepositions B, ON, ABOVE, POD, S, FROM. The skill of determining the location of objects relative to each other is in the stage of formation. As part of a developmental program with children preschool age it is advisable during the first stage to work in parallel on the consolidation of ideas about color, geometric shapes and their relative sizes, the quality of the material from which they are made, etc.

Stage 3. Purpose: Formation and consolidation of the skill of analyzing the location of objects around the child's own body by means of spatial orientation in the horizontal plane (right-left), focusing on his own body.

This stage begins with the analysis of the location of objects (objects surrounding the child) around his own body with the formation of concepts such as "left", "right", "left", "right".

Work at this stage must begin by marking the child's hand (usually the left one). Watches, bracelets, weaving from beads or threads (the so-called "baubles") can be used as markings. The main condition is that these "markers" are constantly present: the child does not remove them either day or night.

Further, the transition to the analysis of the mutual arrangement of objects in the external space is carried out from the position of "right - left" orientation. Representations are being worked out: "to the left of ...", "to the right of ...", "more to the left than ...", "more to the right than ...".

To complete the mastery of topological, coordinate and metric representations, it is necessary to work out the spatial representation "Behind", both in its metric part - closer to me (behind), further from me (behind), and the coordinate part - from behind from above, from behind from below, from behind to the left , back right.

Also at this stage, the skill of orientation on the plane is formed, i.e. in two-dimensional space (the arrangement of objects in a specified direction on the table). Special attention it is necessary to turn to the development of orientation on a piece of paper. For this, the following concepts are introduced: center of the sheet, middle of the sheet, left, right, top / bottom, left / right sides, left / right top corner, left / right bottom corner. In addition to marking the hand, it is also necessary to mark the space of the table (glue a red circle in the upper left part of it).

The result of development at this stage is a holistic picture of the world in the perception of spatial relationships between objects and oneself.

This stage is more consistent with the age of 5-6 years. At this age, the child has knowledge of the left and right side of the body, but there are difficultieswhen differentiating the right and left hand. It is necessary to acquaint preschoolers with the name of both hands at the same time, emphasizing their different functions: right hand hold a spoon, and with the left - a piece of bread or hold a plate; in the right hand there is a pencil with which to draw, and the left presses a sheet of paper so that it does not slip, etc. The process of forming the child's distinction between the right and left sides is completed by about 6 years of age. Children learn to determine the direction of the location of objects and independently move in the indicated direction, change directions while walking, running. Hence, important point becomes the understanding and use of prepositions denoting the direction of movement (ON, B, FOR, UNDER, K, FROM, ON, ABOUT).

In case of difficulties in the performance of certain tasks by the child, it is expected to return to work on the formation of spatial representations based on the tasks of the previous, already completed stage.

Stage 4. Purpose: the formation of quasi-spatial (space-time) representations.

This stage is devoted primarily to the formation of numerical ordinal, temporal, and through them - quasi-spatial and proper linguistic representations. Thus, it is at this stage that a community of ideas about quantitative space-time concepts and their relationships is formed.

First, it is necessary to consolidate the concept of "numerical series" through a sequential image of objects in a certain direction. After that, the direction is analyzed, work is carried out with the concepts of "before", "after", "before", "behind", "left - right", "previous", "subsequent".

parts of the day;
days of the week;
seasons;
months of the year.

Temporary concepts "before", "after", "earlier", "later" are formed. For the full formation of temporary concepts, visual support is important. An understanding of temporary structures is being developed. Later, the skills of orientation and analysis of time on the dial of an analogue clock are formed.

At the same time, the understanding of complex temporary structures and the possibility of their actualization are being worked out. For example, understanding constructs:

After what time of year does it come ...

Before what time of day happens ... etc.

As a control material, an analysis of read texts or speech structures containing a certain sequence of events, an "event" analysis of a series of sequential plot pictures (especially in the case of revealing a narrowed volume of auditory-speech memorization) is used.

Spatio-temporal representations are formed in children by the age of 7-8 years. Classes with preschoolers at this stage are developmental in order to prevent possible learning difficulties. Temporary relationships, due to their abstractness, are the most difficult for children to perceive. The teacher-psychologist is faced with the task of gradually developing a sense of time in children through familiarity with the usual time standards.Acquaintance with the units of time measurement should be carried out in a strict system and sequence, based on visual aids included in the subject-practical activity, didactic games. The following techniques are effective at this stage of work:

Use of graphic models "Day", "Day mode", "Week", "Year (calendar)", timesheet-calendar; tear-off, desktop, wall, individual calendars;

Daily highlighting of the day of the week and month of the year on the timesheet-calendar.

Daily recording of observations of nature and weather in the "Calendar of Nature and Labor".

Development of calendars layouts for a specific month, season.

Lesson structure:

1. The ritual of greeting. It serves to create a positive attitude to work and energize the participants.

2.Exercises to form spatial representations. The main content of the lessons is a set of exercises, techniques and theoretical material, which are selected in accordance with the tasks formulated for working on each topic. Sometimes this part of the lesson reflects on the past lesson.

3.Exercises to practice the skills of using spatial and spatial-temporal representations. At this stage, tasks are selected taking into account the need to consolidate the acquired knowledge and skill. The analysis of the completed tasks is carried out.

4. Reflection. It involves the formulation of the main results achieved in the lesson, in the form of an open discussion. Children express their opinion whether the goal of the lesson has been achieved.

6. Ritual of farewell. The ritual is invented by the group in the first lesson. The purpose of the farewell ritual is to rally the group, to create motivation for work in the next lesson.

Methods used in the implementation of the program:

method of outdoor games. Exercises requiring the differentiation of the main spatial directions through the process of active movement. Various versions of such exercise games provide for a gradual complication of orientations: an increase in the number of objects that need to be found, choosing one direction from several, counting steps, a complex route to the goal, consisting of a number of directions and landmarks, etc. Performing movements according to verbal instructions are addressed to the consciousness of children, help to comprehend the tasks presented to them and consciously perform motor exercises, play a big role in the assimilation of the content and structure of exercises, their independent use in various situations;
the method of object actions is aimed at developing the skill of understanding the interaction of objects in space. Through manipulation with various objects, children have the opportunity to analyze the interposition of objects in external space, the relativity of spatial relations is realized;
the constructive-drawing method forms stable coordinates ("left-right", "top-bottom"), visual-spatial perception, visual-motor coordination through the use of materials for construction and drawing;
kinesiological exercises are used to organize the activity of the brain and body, ensuring the speed and intensity of the course of nervous processes; movements crossing the midline of the body, contributing to the integration of connections between the left and right hemispheres of the brain, full-fledged perception of the material, which is important for the full functioning of the parietotemporal-occipital zones of the brain, which are responsible for the implementation of visual-spatial gnosis. They are most expedient to carry out at the beginning of the lesson.

Contraindications to participation in the program

Absolute contraindications are the presence in the child of an epileptic disease, episyndrome of varying severity, even lowered thresholds of convulsive readiness.

Using this program to work with children with options for distorted development (early childhood autism, childhood autism, Asperger's syndrome, the presence of a psychiatric diagnosis) is ineffective, and in some cases can lead to a deterioration in the child's condition (it can provoke a new sphere of overvalued hobbies and interests).

Description of ways to ensure the rights of program participants

The work uses the traditional principles of conducting group classes, indicating the basic rights and obligations of program participants, as well as ensuring the guarantee of the rights of participants:

The principle of voluntary participation in the work of the group. It concerns both the performance of individual exercises and participation in classes in general. This approach helps to create conditions of psychological safety for children and promotes the development of openness and the ability to make independent decisions.
Feedback principle. In the course of classes, conditions are created that ensure the readiness of children to give feedback to other children and to a teacher-psychologist, as well as to accept it.
The principle of self-knowledge. The content of the lessons provides for exercises that help the child to learn independently. The implementation of this principle in work has as its goal to create an additional motivational basis for participation in classes, since the awareness of one's abilities and personal characteristics is emotionally attractive to the child.
The principle of equal participation. In accordance with this principle, it is necessary to create conditions for equal interpersonal communication of children in the classroom. The lesson program includes exercises designed to establish relationships in a group, in the course of their implementation, each child gets an opportunity to speak.
The principle of psychological safety. Exercise should not scare or alarm children. During some of the exercises, the facilitator should organize the work so that the children cannot receive a negative assessment from other group members or be isolated (if no one wants to choose them in a pair or micro-group). Therefore, it is necessary that the teacher-psychologist with the help of various game techniques to prevent such situations.

Description of areas of responsibility, basic rights and obligations of program participants

Participants are responsible for:

- compliance with the rules of group work;

- their behavior.

A responsibility s and what is happening is entrusted to the teacher-psychologist within the limits of his competence. He is personally responsible for:

- life and health of minors during their classes, as well as for violation of rights and freedoms in accordance with the law Russian Federation;

- the adequacy of the diagnostic and corrective methods used, the validity of the recommendations;

- application, including one-time, methods of upbringing associated with physical and (or) mental violence against the personality of a teenager, as well as for committing another immoral offense.

Educator-psychologistis obliged to keep professional secrecy, not to disseminate information obtained as a result of diagnostic, group work, if familiarization with them may harm the child or his associates.

During the class, the facilitator interacts with the parents of the children attending the class.

Requirements for the conditions for the implementation of the program:

1. Requirement for a specialist... The work is carried out by a teacher-psychologist. The specialist must have a psychological education; experience in the implementation of educational general development programs, to be able to overcome not only difficulties in the process of teaching children, but also to cope with behavioral difficulties children.

2 ... Methodical tools necessary for work... At the first stage of the program implementation, a mirror is used,a set of pictures with parts of the body, a poster "The structure of the human body", a diagram for memorizing the prepositions "above-below, above-below." At the second stage, to form the skill of understanding one's own body and objects from the point of view of "horizontal organization", a set of tangrams, colored stripes of different lengths and widths, pictures "reverse play", a scheme for memorizing prepositions are used. At stage III, it is mandatory to use the markings of the child's hand. Watches, bracelets, weaving from beads or threads (the so-called "baubles") can be used as markings. Also at this stage, a set of Tangrams, thematic pictures, labyrinths, graphic dictations are used. Stage IV uses color scheme days, pictures "daily routine", a set of "Sequential pictures", a circular diagram "seasons", a model of the clock face.

3. Requirements for the premises... Room sizeshould allow you to put chairs in a circle, allow for quick rearrangement of furniture, maintain a work area (tables and chairs), and a clean area (for outdoor games). Chairs should be free to move and their number should correspond to the number of participants.

The walls should be convenient for placing diagrams, inscriptions during classes. Wall decoration with reproductions should be minimal and thoughtful.

Expected results:following the results of the implementation of the program, a positive dynamics of the formation of spatial and spatio-temporal representations is expected, taking into account the actual development of the child and the zone of proximal development. Children will be able to:

perform certain movements without difficulty in accordance with the instructions of an adult;
determine the location of an object in space;
be able to indicate on the verbal level the location of your body and objects in space;
understand and use complex speech structures;
navigate in paper space, completing tasks;
reduce the number of errors in writing, reading, solving math problems.

The system of organizing control over the implementation of the programincludes the following activities:

analysis of current implementation documentation educational program;
current monitoring of the implementation of the educational program (attendance at classes);
final control following the results of the program implementation.

The system for assessing the achievement of planned results:

methodology Semago N.Ya., Semago M.M. "Diagnostics of the child's spatial representations". Carried out at the beginning and at the end of the program;
current control over the assimilation of the program through control tasks for children according to the results of the implementation of each stage;
the method of expert assessment (parents, teacher-psychologist) is implemented through filling out a questionnaire after the implementation of each stage of the program. The method of expert assessment makes it possible to track during the coursedevelopment of oral and written speech, understanding of logical and grammatical structures reflecting real relationships between objects, performing logical operations that require orientation in the "quasi-space";
the method of reflection is implemented as part of summing up the results of each lesson: What new have you learned? What was easy? What was difficult?

Criteria for assessing the achievement of planned results (qualitative and quantitative):

Based on the results of assimilation of stage I, the child should be able to show and name parts of the body, face; use the prepositions "above - below", "above - under", "between" in speech regarding parts of your body. According to the results of diagnostics of spatial representations (based on the album of N.Ya.Semago, MM Semago), this corresponds to 78 points (maximum value).
According to the results of assimilation of stage II, the child should be able to show and name the location of objects in relation to himself, his body and the relationship of objects in space along the horizontal axis; use the concepts "above - below", "above - below", "between", "closer - further", "before", "behind" in speech regarding parts of your body and objects. According to the results of diagnostics of spatial representations (based on the album of N.Ya.Semago, MM Semago), this corresponds to 88 points (maximum value).
According to the results of assimilation of stage III, the child should be able to show and name the location of objects in relation to himself, his body and the relationship of objects in space along the horizontal axis; use the concepts "left - right", "left - right", "behind", in speech regarding parts of your body and objects. According to the results of diagnostics of spatial representations (based on the album of N.Ya.Semago, MM Semago), this corresponds to 72 points (maximum value). Normative assimilation of this knowledge is available for children 6-7 years old.
According to the results of assimilation of stage IV, the child should be able to navigate in the sequences (subject, numerical), understand and use the concepts "more - less", "before - after", understand and master the temporal concepts associated with the sequence of events, the change of days of the week, months, seasons ("earlier - later", "before - after", "the day before yesterday - yesterday - today - tomorrow - the day after tomorrow"), to have an idea of the orientation on the dial of the analogue clock. According to the results of diagnostics of spatial representations (based on the album of N.Ya.Semago, MM Semago), this corresponds to 149 points (maximum value). Normative assimilation of this knowledge is available for children 7-8 years old.

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Children, get ready for school. A guide for teachers and parents / О.М. Dyachenko, N.F. Astaskova, A.I. Bulycheva et al. –M .: Mosaika-Sintez, 2008
Zabramnaya S.D. Your child is in a special school. M., 1993
Zemtsova O.N. Left-right, up-down. We orient ourselves in space. Azuka-Atticus Publishing Group LLC, 2014
Zemtsova O.N. Fun hours. We name the days of the week and months. Azuka-Atticus Publishing Group LLC, 2014
Istratova O.N. Workshop on child psychocorrection: games, exercises, techniques. - Rostov n / a: Phoenix, 2007
Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching mentally retarded preschoolers. M., 2004
Nepomniachtchi R.L. Development of ideas about time in preschool children - SPb "Childhood-Press" 2005
Pavlova T.A. Album for the development of spatial orientation in preschoolers and younger students. M., 2004
Richterman T.D. Formation of ideas about time in preschool children - Moscow "Prosveshchenie" 1991
Richterman T.D. Formation of ideas about time in preschool children. M., 1991.
Semago N.L., Semago M.M. Problem children: the basics of the diagnostic and corrective work of a psychologist. M., 2003
Semago N.Ya. " Modern approaches to the formation of spatial representations in children as the basis for compensating for the difficulties of mastering the program primary school»
Semago N.Ya. Methodology for the formation of spatial representations in children of preschool and primary school age - Moscow "Iris Press" 2007
Semago N.Ya., Semago M.M. Problem children. Fundamentals of the diagnostic work of a psychologist - Moscow publishing house "Arkti" 2000
A.L. Sirotyuk Neuropsychological and psychophysiological support of teaching M., 2003.
Slobodyanik N.P. Psychological assistance to schoolchildren with learning disabilities. M., 2004
Slobodyanik N.P. Formation of emotional-volitional regulation in elementary school students. M., 2004
Stepanova OA Prevention of school difficulties. M., 2003
A.V. Suntsova, S.V. Kurdyukov "We study space" .- M .: Eksmo 2009
What doesn't happen in the world? M., 1991

Internet resources:

http: // site
http://ped-kopilka.ru
http://festival.1september.ru/
http://www.anypsy.ru
http://pedlib.ru
http://uchebnikfree.com

Preview:

Methodology Semago N.Ya., Semago M.M. "Diagnostics of the child's spatial representations".

Surname, name of the child _________________________________________________________

Date of birth ________________ age _________ OU _________________ class ___________

First level ... Spatial beliefs about your own body

Instructions: Close your eyes and tell me what you have

Question	Completion mark	Execution level
Which is higher: head or shoulders		a) The child performs the task with closed eyes 6b b) The child performs the task with his eyes closed, but with the help of probing the indicated parts with the psychologist's finger - 5 B c) The child performs the task with his eyes closed, but with the help of probing the indicated parts with his own finger - 4b d) Performs a task with open eyes, with an orientation to the face of a psychologist or a vertically positioned image of a face - 3b. e) Performs the task, looking in the mirror - 2b. f) Performs the task by looking in the mirror and feeling his face - 1b g) The child did not complete the task - 0 b
What's Below: Eyes or Nose

On the side of the nose

Over the eyes
Under the nose
Over the nose
Above the forehead
Under the lips

What's between the eyes and the mouth
Which part of the body is above the neck
What part of the body is under the neck
What part of the body is under the knee
What's between the knee and the foot
Total points

Instructions: Show me ..

Question	Completion mark	Execution level
With what hand do you eat, write, draw? name her		a) The child distinguishes between the right and left parts of the body - 4b c) The child is experiencing difficulties in identifying the right and left parts of the body, help consists in voicing the side of the body part at the beginning of the survey - 2b. d) The child does not distinguish between the right and left parts of the body, even after voicing them to an adult - 1b
Show left / right hand
Right leg
Left eye
Right ear
Left leg
Show your right eye with your left hand
Show your left ear with your right hand
Body parts of the person sitting opposite
Right hand
Left eye
Left leg
Right ear
Total points

Second level ... Spatial representations of the relationship between external objects and the body (in relation to one's own body)

Equipment: book (notebook), pen, pencil

Question	Completion mark	Execution level
Show which item is on your right		a) The child distinguishes between right and left in space - 4b b) The child distinguishes between the right and left parts of the body, but he needs time to answer - 3b c) The child has difficulty in defining "right" - "left", help is to voice the direction - 2b. d) The child does not distinguish between the concept of "right - left" even after voicing them to an adult - 1b
Show which item is on your left
What's ahead of you
What's behind you
Put the book to your right
Place your pencil to your left
Put the pen in front of you
(items must be on the right or left)
Where is the closet
Where is the window
Where is the door
Total points

Third level ... Spatial concepts of the relationship of external objects

The level of verbalization of spatial representations

The child is shown a box with a pencil / pen lying on it. These items are called. (sheet 35 of the diagnostic albumSemago N.Ya., Semago M.M. or box and pencil)

Instruction. You see, the pencil is On the box.

Question	Completion mark	Execution level
ABOVE the box)?		b) The child experiences difficulties in verbalizing the interposition of objects, help consists in a request to draw up a sentence indicating objects and their location - 2b. (Tell me where is the pencil?)
And how to say if we arrange these objects like this (the pencil is placed UNDER THE BOX)?
And how to say if we arrange these objects like this (the pencil is placed BETWEEN baby and box)?
And how to say if we arrange these objects like this (the pencil is placed RIGHT or LEFT of the box)?
And how to say if we arrange these objects like this (the pencil is placed PER box (in relation to the child).)?
Total points

sheet 34 of the diagnostic albumSemago N.Ya., Semago M.M.

Question	Completion mark	Execution level
Understanding prepositions		a) The child independently and correctly answers the question - 3b b) The child has difficulties in understanding the relative position of objects, help consists in sounding the direction in relation to the child's body - 2b. d) The child does not complete the task 1b
Tell me what's the closest

What's in front of the square
What's behind the square
What's ahead of the circle
What's behind the circle
Using prepositions		a) The child independently and correctly answers the question - 3b 2b. (Here is the cross, where is the circle?) d) The child does not complete the task - 1b
Tell me where the circle is in relation to the square
Where is the rhombus in relation to the cross
Where is the square in relation to the circle and the rhombus
Where is the cross in relation to the rest of the figures
Where is the rhombus in relation to the rest of the shapes
Total points

sheet 33 of the diagnostic albumSemago N.Ya., Semago M.M.

Question	Completion mark	Execution level
Understanding prepositions		a) The child independently and correctly answers the question - 3b b) The child has difficulties in understanding the mutual arrangement of objects, help lies in determining the understanding of the preposition - 2b. d) The child does not complete the task - 1b
What is above the triangle
What is below the triangle
What is above the star
What's under the star
Which figure is in the top row
Which is closer to the cross
		a) The child independently and correctly answers the question - 3b b) The child experiences difficulties in verbalizing the mutual arrangement of objects, help consists in a request to draw up a sentence indicating objects and their location - 2b. (Here is the circle, where is the rhombus? d) The child does not complete the task - 1b
Using prepositions
Where is the rhombus in relation to the circle
Where is the rhombus in relation to the triangle
Where is the circle in relation to the rhombus
Where is the star
Total points

Fourth level... Linguistic representations (language space) (these tasks are given to a child from 7 years old)

sheet 37 of the diagnostic albumSemago N.Ya., Semago M.M.

Instructions:Show me where ...

Question	Completion mark	Execution level
keg in front of the drawer		a) The child independently and correctly answers the question -3b 2b. d) The child does not complete the task -1b
under the keg drawer
keg in a box
keg box
in front of the keg drawer
Total points

sheet 38,42,43 of the diagnostic albumSemago N.Ya., Semago M.M.

Instructions:Show me where ...

Question	Completion mark	Execution level
daughter's mom		a) The child independently and correctly answers the question -3b b) The child has difficulties in understanding the mutual arrangement of objects, help consists in repeating the task -2b.(clear pronunciation of the preposition and endings) d) The child does not complete the task -1b
Mother's daughter
cow owner
master's cow
The tablecloth is covered with oilcloth
Boy saved by girl
A man is offended by a woman
1. Before going for a walk, I went to see a friend. What happened before?			a) The child independently and correctly answers the question -4b b) The child has difficulties in understanding the mutual arrangement of objects, help consists in repeating the task -3b 2b. 1b
2. Instead of putting on my boots, I put on socks. What should have been worn?
3. Which is longer - an hour or a day?
4. Which is shorter - a day or a second?
5. Which is shorter - break or lesson?
6. What time of year is there before autumn?
7. What day of the week happens before Wednesday?
8. After what day of the week is Friday?
9. Which month is the first month of winter?
10. What month is last month spring?
Total points

sheet 45 of the diagnostic albumSemago N.Ya., Semago M.M.

Question	Completion mark
1. Masha is older than Yulia, which of the girls is younger?		a) The child independently and correctly answers the question -4b 3b d) The child has difficulty understanding the task, help is to provide paper and a pencil to solve the task -2b. e) The child does not complete the task -1b
2. Seryozha is taller than Yura, which of the boys is lower?
3. Olya is lighter than Katya, which of the girls is darker?
4. There are fewer apples in the basket than in the bucket. Where are the more apples?
5. The dishes were washed by my mother's daughter. Who washed the dishes?
6. I took the book from a girl's mother. Who did I get the book from?
7. The boy is saved by the girl. Who saved whom?
8. A man is offended by a woman. Who offended whom?
9. Mom is wearing her daughter's sweater. Who is left without a sweater?
10. Children stood in a row according to their height. The tallest one stood last. Who was the very first?
Total points

sheet 46 of the diagnostic albumSemago N.Ya., Semago M.M.

Question	Completion mark	Execution level
1. How many halves can an apple (candy, tangerine) have? (the question is asked from the age of 6)		a) The child independently and correctly answers the question (the logic of completing the task is correct) -4b b) The child has difficulty understanding the task, help is to repeat the task -3b d) The child has difficulty understanding the task, help is to provide paper and a pencil to solve the task -2b. e) The child does not complete the task -1b
2 a.There were 4 apples in the basket, which is 3 apples less than there were in the bucket. How many apples were in the bucket?
2 b.The basket contained 24 apples, which is 13 apples less than the bucket. How many apples were in the bucket?
Za.There were 18 books on two shelves. One shelf has 2 more books than the other. How many books were on each shelf?
3 b.There were 18 books on two shelves. One shelf has 2 times more than the other. How many books were on each shelf?
4. A watermelon and another half of exactly the same watermelon weigh 9 kg together. How much does one watermelon weigh?
5. The length of the candle is 15 cm. The shadow of the candle is 45 cm longer than the candle. How many times is the shadow longer than the candle?
6. The son is 5 years old. In 15 years, the father will be 3 times older than his son. How old is your father now?
Total points

formation of spatial representations

The perception of space is a complex process in which the close relationship of sensory and mental-speech components provides an adequate reflection of the properties and relations of space (A.V. Zaporozhets, A.A. Lyublinskaya, S.L. Rubinstein, etc.).

In the process of perception of space are involved, in particular, tactile and a kinesthetic analyzer. However, the main role is played by the visual analyzer. (S.L. Rubinstein)

Spatial orientation is carried out on the basis of direct perception of space and verbal designation of spatial categories (location, distance, spatial relationships between objects).

A.A. Lyublinskaya identified three categories of elementary knowledge about space assimilated by a child: 1. Reflection remoteness the subject and its location; 2. Orientation in direction space; 3. Reflection of spatial relations between objects.

Psychologists have identified 3 stages in the development of the child, significant for the timely provision of conditions for the initial cognition of space (V.G. Anapiev, A.V. Zaporozhets, A.A. Lyublinskaya, and others):

1) mastering the ability to arbitrarily take a specifically human position to view the surrounding space (sitting, standing) and move around in it (crawling, climbing, walking, running, jumping);

2) mastery of object-related actions that allow the child to practically cognize and measure the spatial properties of objects and relations;

3) the emergence of verbal, mainly phrasal speech, reflecting these properties and relationships "(Lyublinskaya, 96). The further development of spatial analysis in children involves the formation of representations and spatial thinking on the basis of generalization.

The system of work (T.A.Musseyibova) for the development of spatial representations in preschoolers

includes:

Self-orientation; mastering '' the scheme of one's own body '';

Orientation '' on external objects ''; highlighting different sides of objects: front, back, top, bottom, side;

Mastering and application of the verbal reference system in the main spatial directions: forward and backward, up and down, right and left;

Determination of the location of objects in space '' from oneself '', when the starting point of reference is fixed on the object itself;

Determination of your own position in space (' State point’’) Relative to various objects, the reference point in this case is localized on another person or on any object;

Definition of spatial accommodation objects relative to each other;

Determination of the spatial arrangement of objects during orientation on surface, i.e. in two-dimensional space;

Determination of the placement of objects relative to each other and in relation to the plane on which they are placed.

Working with the youngest children begins with an orientation in parts of their body and related

directions: in front - where the face is, behind (behind) - where the back is, to the right (to the right) - where the right hand (the one that holds the spoon, draws), to the left (to the left) - where the left hand.

Especially important task is the distinction between right and left hand, right and left side of your body.

First of all, the teacher teaches kids to distinguish and name parts of your body: head, neck, torso (body), arms, legs, eyes, ears, nose, chin, chest, back, etc.

Is of great importance highlighting symmetric parts own body and designating them with words right, left. This knowledge is consolidated in everyday life, regime moments, the process of various exercises and didactic games.

Children experience particular difficulties in distinguishing (differentiating) the right and left hands.

It is necessary to acquaint preschoolers with the name of both hands. simultaneously highlighting their various functions: hold a spoon with the right hand, and a piece of bread with the left or hold a plate etc. Teachers constantly remind children of this, developing the ability to distinguish parts of the body.

The attention of children is drawn to the arrangement of objects, they are invited to find or list objects that are from them with " this side (left) "and" on the other side (right).

At this stage prematurely require children to name their right and left hands, use the words "above" and "below" in active speech, BUT they constantly must hear words from an adult that reflect this special, specific side of the world around them. (O.P. Gavrilushkina)

In the early stages of training, it is useful to carry out special exercises in the deliberate movement of the child in the group room, on the stairs, on the site, etc. the child first "organizes" all space in relation to his body, around himself. (O.P. Gavrilushkina)

Knowing your body, i.e. self-orientation (the ability to correctly show, name and move: back and forth, up and down, right and left) give the child the opportunity to establish the position of an object in relation to himself (in front of me is a table, behind me is a wardrobe, on the right is the door, and on the left is the window, above is the ceiling, and below is the floor).

In the process of learning, distinguishable by a child direction space is associated with ideas about the sides of their own body. Teachers organize numerous exercises that require:

Play directions by name,

Self-designating them with a word,

Show from a static position,

Moving in the direction indicated,

The transition to their distinction in the process of walking and running, when making turns, etc.

children have ideas about their own location in space, about its change with various displacements, the relativity of spatial relationships.

Games involving the simultaneous movement of 2 to 3 people, followed by an explanation of the changes in position, are very effective. (Gavrilushkina)

The ability to orient yourself '' to oneself '' and '' to objects '' is the most important condition for a child's understanding of spatial relationships between objects. Consequently, pedagogical guidance should be aimed primarily at improvement these methods of orientation.

Children are taught to highlight the different sides of objects: upper and lower, front (front) and

back (back), side (right and left). Preschoolers should also be taught to use the reference system they have mastered in the main directions to determine the spatial arrangement of objects.

Almost simultaneously, children are introduced to the location of two or more objects relative to each other (along the horizon). For this purpose, the program provides for such a type of work as nonobjective construction... (O.P. Gavrilushkina)

It was introduced into the program to strengthen the work on sensory education children with intellectual disabilities and is aimed at developing their ability to perceive - to reproduce spatial relationships between objects.

Non-object design Are training exercises that draw the child's attention to the variability and relativity of the arrangement of objects in space. During these exercises, children learn perceive spatial relationships, notice the movement of objects in space, and also accurately reproduce changing relationships.

Sequentially, children perform actions: - by imitation an adult, - according to the pattern * all movements take place in front of the child's eyes, * all movements take place behind the screen, that is, hidden from the eyes of the child, according to verbal instructions. (Gavrilushkina)

In order for children to better and more consciously perceive the spatial relationship between two objects, it is recommended to conduct exercises on modeling changing spatial relationships by imitation and by reference. Children are taught to manipulate two objects, changing their relative position following the actions of an adult.

To carry out such games, a sufficient number of objects is needed - for the teacher and each child. An adult demonstrates to children the most varied arrangement of objects: for example, a bar is at the top, and a cube is at the bottom; a cube at the top, a bar at the bottom; a cube on one or the other side of the bar, etc.... At the same time, children should carefully monitor the actions of the teacher, notice the movement of one moving object relative to the stationary one (or both at once) and reproduce their spatial location, first directly by imitation, and then according to the simplest model (when the movements are carried out hidden behind the screen). ( O. P. Gavrilushkina)

Once the children understand the meaning of the tasks, and will cope with modeling the spatial relationships between two objects, focusing on volumetric samples, you can complicate the task by introducing graphic planar patterns.

Children will learn to model the spatial relationships of two volumetric objects, both in volumetric and plane samples. These exercises are extremely useful, as they contribute to the formation of mentally retarded children the ability to correlate real, three-dimensional space with a flat, two-dimensional space. ( O. P. Gavrilushkina)

Throughout the entire training, much attention is paid to modeling the spatial relationships between objects using volumetric and plane samples, and the implementation of practical tasks is to reproduce samples on volumetric and plane material. For example, a defectologist uses a small doll table and several toys (doll, bunny, bear, duckling) as a sample. At his discretion, he places toys "on", "under" and "around" the table. ( O. P. Gavrilushkina)

It is very useful to enter exercises in which children carry out the movement of toys at your own discretion, and then tell each other what exactly they did, that is, they give verbal report about their actions. In this case, you can include actions for verbal instruction.

Materials, especially didactic, visual, should be attractive, neat, prepared in advance; it is advisable to cover them with varnish or wrap them with a special transparent film, which will give them aesthetics and hygiene. (O.P. Gavrilushkina)

Orientation on a sheet of paper

This work is also carried out throughout their preschool age. Kids develop the ability to draw lines on a sheet of paper from top to bottom and from left to right: '' rain '', '' paths '', '' ribbons '', fill the space of the sheet, etc.

Children are introduced in a practical way with the meaning of expressions: in the center, in the middle, on the right, on the left, on the side, on the top, on the bottom, on the side on the right, on the side - on the left, left (right) bottom corner, etc.

Then they are offered games and exercises to consolidate this knowledge.

The most difficult tasks are related to '' reading '' graphic images of spatial relationships and their modeling by children in the form of a picture, drawing, plan, diagram, etc. Such exercises are performed in the classroom and in everyday life in a playful way.

To improve the orientation of children in the space of a sheet of paper and the perception of plane forms, exercises based on the reproduction of the arrangement of forms are useful. This work can be carried out according to the model, as well as by verbal instructions.

Placing geometric shapes on a sheet of paper according to verbal instructions: (" Place a circle in the center of the paper, a triangle in the upper right corner, a semicircle in the lower left" etc.).

When children are just getting acquainted with the performance of tasks according to verbal instructions, the instructions should be dismembered, making sure that the children understand and perform every part of it.

To improve the quality of performance, it is advisable to repeat the verbal task with the children, use the repetition after the teacher and only after that proceed to the implementation.

An important means of developing spatial representations is visual activity, which includes '' reading '' (perception and understanding) of images and the creation of images (i.e. artistic-graphic activity - drawing and application: execution, addition).

With the development of spatial orientation, the nature of the reflection of the perceived space also improves.

Understanding and using words denoting spatial relationships between objects helps the child to comprehend his sensory experience and improves his activities.

Internal representation, a model of the body, reflecting its structural organization and performing functions such as determining the boundaries of the body, forming knowledge about it as a single whole, perception of the location, lengths and sequences of links, as well as their ranges of mobility and degrees of freedom. The body schema is based on a set of ordered information about the dynamic organization of the subject's body.

Collegiate YouTube

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Diagram of the reptile's own body. Khvatov Ivan Alexandrovich

The problem of the origin of the psyche. Khvatov Ivan Alexandrovich

Seminar No. 6 "When scales and a mirror are enemies", conducted by Ph.D. Basova AY and Strakhov MJ

Subtitles

Body outline and body image

It is important to note the difference between body schema and body image, which are often misused and confused in the literature. The body scheme is understood as an unconscious internal representation, a set of information about the structural organization of the body, about its dynamic characteristics, the current and changing position of its parts. This representation plays an important role in the processes of maintaining and regulating posture, as well as in the organization of movements. A body image is a mental representation of one's own body perceived by a subject.

The origins of the views

The sources of ideas about the body scheme were observations from antiquity of the phenomenon of the phantom of an amputated limb, known and first described in the 16th century by Ambroise Paré, as well as clinical observations of patients with certain types of cerebral pathology, who had distortions in their ideas about their own body and the surrounding space.

In the year H. Head and G. Holmes proposed a close to the modern definition of the body scheme, as formed in the cerebral cortex during the synthesis of various sensations, ideas about the size, position and interconnection of body parts. The researchers also hypothesized that body schema serves to transform sensory information, both for perception and for planning and organizing movements.

Modern approaches to learning

Observation of the amputee phantom

The rich experience of clinical observations of the amputated limb phantom revealed the following important features that prove the connection of this phenomenon with the existence in the central nervous system human body schema model:

after amputation of a limb, phantom pains occur in more than 90% of cases - therefore, they are not pathologies of the psyche, but are a reflection of the presence of a representation of the limb in the body scheme;
there are descriptions of phantom pain in the case of congenital absence of a limb, which indicates the presence of an innate basis in the body scheme;
phantom pains are more often the result of amputation of those links that are capable of voluntary movements (that is, with amputation of limbs); in addition, in the phantom, the distal (that is, more distant from the median plane of the body) parts of the distal limb are most clearly perceived, which have rich sensing and greater mobility;
in some patients, after amputation, the illusion of the possibility of movement of the amputated limb remains, and it can also be taken into account when planning actions, which confirms the idea of the presence of an internal model necessary for organizing movements.

Disorders of body schema in cortical lesions

With certain lesions of the brain, disturbances in the perception of space and one's own body occur, which testify in favor of the existence of an internal model of the body scheme. So with lesions of the right parietal lobe, there are violations of the ideas about the belonging of body parts, about their size and shape. As examples of such distorted ideas about one's body, the following cases can be listed: denial of the patient's belonging to paralyzed limbs, illusory movements of immobile limbs, patient denial of a defect, phantom additional limbs. It can also be observed such a phenomenon as hemineglect - the patient ignoring the contralateral affected area of the cerebral cortex of half of the space and body (for example, when performing actions such as washing, dressing). With lesions of the parietal-temporal junction, in addition to impairing the ability to maintain balance, phenomena of the so-called "exit from the body" can be observed. In addition, disturbances in the perception of one's own body and its parts can occur in a person in altered states of consciousness: under the influence of hallucinogens, hypnosis, sensory deprivation, in a dream.

The study of the body scheme is normal

Body pattern studies have been carried out in normal conditions. In conditions of ischemic deafferentation (that is, in conditions of blockade of impulses from skin, articular and muscle receptors, which is achieved by squeezing the shoulder with a pneumatic cuff) healthy people and when vision was turned off, sometimes a rather strong discrepancy between the real and perceived positions of the limb was observed, which was called an "experimental phantom." In this case, an illusory "shortening" of the hand perceived by the subjects also occurred. And when the subjects were asked to make a movement with the ischemic hand, they planned the action not based on the actual position of the hand, but based on its representation in the body diagram.

Features of the body schema model

Supra-modal organization

The body schema model receives sensory input of various modalities. The fact that for the subject there is no perception of the body and its parts separately for each sensory system, that is, for example, the hand as a whole is perceived, and not separately visual, tactile, etc., indicates a supmodal organization of the body schema.

Reference systems

To maintain posture and control the position of the body, the body segments are regulated relative to each other or the whole body is stabilized relative to external landmarks, external support. It seems likely that a unified model of body schema can be constructed on the basis of numerous intermediate representations of the position of some parts of the body relative to others. This assumption is confirmed by experiments, the results of which showed that, depending on the motor task, different reference systems can be selected: for example, associated with the body, with the head, or with any object in the surrounding space.

The system of internal representation in the control of movements and the organization of sensorimotor interaction. Abstract of thesis. diss. … D. B. n. M., 2006.

Berlucchi G., Aglioti S. The Body in the Brain: Neural Bases of Corporeal Awareness // Trends in Neurosciences. 1997. Vol. 20. Is. 12.

Pouget A., Driver J. Relating Unilateral Neglect to the Neural Coding of Space // Current Opinion in Neurobiology. 2000. Vol. 10.P. 242-249.

Gallagher S., Cole J., Body Schema and Body Image in a Deafferented Subject // Journal of Mind and Behavior. 1995. Vol. 16.P. 369-390.

Stage 2. Formation of ideas about the "scheme of one's own body."

Purpose: actualization of the process of self-isolation of an organism from the environment and the development of a conscious perception by children of their own body.

To form ideas about the "scheme of one's own body" in practice ("scheme" of the face, upper and lower limbs, ventral and dorsal sides);

Learn to reproduce and independently perform a series of movements.

The child's mastering of the "scheme of his own body" should be supported by various markers that help him make sure that there is up and down, (ceiling, sky - floor, grass), front - back (buttons on the shirt - hood), right and left sides (colored rag or watch on one hand). Initially, the formation of spatial directions is associated with the movement of the whole body in a certain direction. Further, the movement with the whole body is replaced by showing the named direction with the hand, turning the head, and then only with a gaze. The mutual arrangement of parts of the whole body is being worked out (above - below, in front - behind, on the right - on the left). The most difficult thing for a child is to understand the location of the right and left parts of the body. Therefore, you should first do exercises to correlate parts of the body with the right and left hand. It is important that the child learns to quickly and accurately perform movements of various parts of the body according to verbal instructions ("lift your left shoulder up", "cover your left eye with your right palm"). You should use the techniques proposed by I.N. Sadovnikova and L.A. Pepik. For example, simulation games:

Geese stretch their necks, turn their heads left and right, look back to see if a fox is sneaking up to them.

A mosquito sat on the bear's back, he turns around, tries to reach it through his right shoulder, then over his left shoulder, finally, the mosquito flies away, and the bear scratches its back.

Pinocchio bruises his left knee, rubs it, then steps carefully, holding on to the knee with his hand.

After the child has formed the correct understanding of the location of the right - left, upper - lower, front - back parts of his body, the use of these words in the independent speech of children should be consolidated.

1. The logopedist turns his back to the children and performs movements with his hands: left hand up, right hand to the right side, right hand behind the head, left hand on the head, left hand on the left shoulder. Children copy the movements of an adult (one movement at a time) and name their actions.

2. "Right - left". It should be noted that it is not at all obvious to the child that the right leg, eye, cheek, etc. are on the same side as the hand. He must be brought to an understanding of this by special exercises by correlating parts of the body with the right and left hands. It is better to do this according to the following scheme: correlate parts of the body with the right hand (right eye, cheek, etc.), then - with the left hand, after that - in a cross-over (for example, show the right eyebrow and left elbow). The most interesting is to perform these exercises as follows "Rub your right elbow with your left hand, scratch your left knee with your right heel, tickle your left sole with your right index finger, tap your right elbow on your right side, bite yourself on the middle finger of your left hand, etc."

3. The child thinks up and shows any movement and verifies his action.

4. Looking at himself in the mirror, the child determines what is in the middle of his face (for example, his nose). And then, at the request of an adult, begins to move the palms up or down (the highlighted word in speech should be highlighted intonationally). At the same time, we enumerate which parts of the face the palm passes by. After that, we make a logical conclusion that everything that the palm "passed" by is above or below the nose.

5. "Lower - higher". What's lower than the girl's mouth? What's higher than a girl's nose? Who will name more body parts higher than the eyebrows? Tasks are first given by adults, and then by the children themselves. Questions and tasks, formulated by the children themselves, are a very important stage in the development of the formed skill - spatial representations of the face schema, since in this way these representations are "introduced" into active speech.

6. At this stage, it is rational to introduce children to the concept between and explain the difference with the concept - in the middle. What does the girl have between her eyebrows and her nose? What's between my mouth and eyes?

7. “I have conceived a part of the face, it is above .... What part of the face am I in mind? " “Sasha has an ink stain under .... Where is Vanya's ink stain? " Tasks are given first by an adult, then the children themselves come up with them.

8. "Rain" The teacher names the parts of the clothes on which rain spots appeared, the children put magnets. Then the children play in pairs, one puts a magnet on, the other names where the "rain spots" appeared.

Stage 3. Development of orientation in the surrounding space.

Purpose: development of a conscious perception of one's own position in space and the properties of the surrounding space.

Strengthen the ability to use your own body as a standard for studying the surrounding space;

Learn to position objects in relation to your own body;

To acquaint children with the diagram of the body of a person standing opposite;

Develop skills in positioning objects in the surrounding space relative to each other.

The mastery of the external space must begin with the child's awareness of what is in front, behind, above, below, to the right and to the left of him. After the students have developed the skill of orientation in space relative to themselves, one should proceed to the orientation of other objects relative to each other and themselves relative to other objects. This involves teaching the child to correlate the relative position of surrounding objects, as well as to change it according to verbal instructions. It is important to teach children to correctly perceive the spatial characteristics of a person located opposite him, which causes significant difficulties in children with CRD. It is necessary to reinforce the child's idea that the opposite is true for the person standing opposite: right is where I have left, and left is where right is. As a result, schoolchildren should be taught to mentally put themselves in the place of another person, to see things through his eyes and, most importantly, to name them correctly.

It is important that the child constantly refines his feelings and directions of movement. After the speech associated with the action, planning statements should be taught: what I am going to do now. Then the child learns to comment on the directions of movement of other children, and later to talk about spatial relationships according to representations, without seeing objects (describe the arrangement of furniture in his room; the arrangement of rooms in his apartment; tell how to get to the manager's office).

Didactic games and exercises.

1. The child places geometric shapes relative to the sides of his own body: a circle in front of him (in front of him), a square behind him (behind him), a triangle to his left, a rectangle to his right. Then he tells what is where.

2. The child lays out the same figures, only in relation to the sides of the body of another person and says where it lies.

3. Two children stand opposite each other. One child comes up with actions and asks the partner on the contrary to do them and carefully checks the correctness of the implementation. For example, raise your left hand up, etc. After that, the children switch roles.

4. Two children stand opposite each other. One of them performs some action, and the other renders his actions. For example: "You just touched your right ear with your left hand." Then another child does it.

Stage 4. Development of orientation in two-dimensional space.

Purpose: the formation of perception, reproduction and self-reflection of the spatial characteristics of plane objects.

Tasks - to teach children:

Find your way on a blank sheet of paper (find its sides and corners);

Master the arrangement of flat objects on a sheet of paper (top, bottom, right, left, top right corner ...);

Place planar objects on a sheet of paper in relation to each other;

To isolate variously located elements of a plane figure;

Copy simple shapes; analyze a series of figures located in vertical and horizontal rows, correctly visually track them in the directions from top to bottom and from left to right; copy a series of shapes;

Analyze complex spatial shapes made up of several other shapes and copy them using the correct copying strategy;

To navigate on a sheet of paper turned 180 °, mentally turn a sheet of paper 180 °.

Orientation in two-dimensional space begins with getting to know a blank sheet of paper and mastering its sides and corners. Then the child places various objects in the lower left, upper right corners, determines which corners are left unfilled. An understanding and verbalization of the arrangement of planar objects, letters and numbers on a sheet of paper in relation to each other is formed.

Didactic games and exercises.

1. On the demo canvas with cutouts for pictures, place the corresponding pictures to the left and right of the Christmas tree according to the instructions.

2. Sitting at the table, define its right and left edges.

3. Put a circle, to the right of it - a square, to the left of the circle - a triangle.

4. Draw a point, to the right of the point - a cross, above the point - a circle, under the point - a square, to the right of the square - a triangle, check the box above the cross.

5. According to the speech instructions, move the chip across the field, drawn into cells, and then say where the chip stopped (visually, and then mentally). Moves: 2 left, 2 down, 1 right, 2 up, 1 left, 1 down.

6. Arrange object pictures to the right or left of the vertical line. Then the tasks become more difficult, that is, the sheet of paper is turned 180 ° and the child must say where the right and left sides will now be.

7. Determine the right and left sleeves of the blouse, which is a) back up; b) back down. Likewise, you can define left and right pockets on trousers, jeans, etc.

It is advisable to use tasks for the recognition of drawn geometric figures by comparing two given samples. The analysis of figures, aimed at developing the ability to find the same and spatially dissimilar elements of the figure, helps to direct the child's attention to a conscious perception of the relationship of objects in space. From recognizing spatial relationships, they move on to tasks in which it is required to reproduce given figures according to a model, first using the drawing method (sketching), and later by the method of actively constructing given figures from these elements (sticks, cubes).

You should also develop such a skill as isolating one of the links in the chain of homogeneous objects, images, graphic signs. First, the child masters orientation in a linear sequence of the subject line. Then tasks are proposed to determine the sequence of a digital series using the example of the numbers of the first ten:

8. What is the first number from the left; first number from the right. Which one is bigger? In what direction do the numbers in the row increase? (From left to right).

9. Show number 4. What number is to the left of 4? Is it more or less than 4? Name the neighbor of the number 4 on the right, compare in magnitude (to the right, the numbers increase).

Stage 5. Development of understanding and use of logical-grammatical constructions expressing spatial relationships.

Purpose: the formation of quasi-spatial representations.

Teach children to understand words and constructions that convey the spatial characteristics of the world around them;

To develop the skills of independent use of words and structures that express spatial relationships in oral speech.

Correctional work begins with clarifying prepositions and consolidating first understanding, and then the use by children of various prepositions and prepositional-case structures. First of all, the child performs all kinds of movements and manipulations with objects according to the teacher's instructions. Then he learns to comment on his actions, clearly articulating all the prepositions.

Didactic games and exercises.

1. There is a box with a lid on the table. The child is given a circle made of cardboard and is asked to put the circle on the box, in the box, under the box, behind the box, in front of the box.

2. There is a box with a lid on the table. The teacher lays out the circles (in a box, under a box, etc.) and asks the child to take the circles according to the instructions: Take a circle from the box, take a circle from the box, take a circle from under the box, get the circle that is in the box, take out the circle that lies under the box, take out the circle from behind the box, etc.

3. The teacher puts the circles in two boxes in front of the children, pronouncing the beginning of the phrase, and the schoolchildren finish the phrase: I put the circle ... (in the box, behind the box, on the box, under the box, between the boxes, in front of the box). I take a circle ... (from the box, from under the box, from behind the box, from the box, etc.).

4. "Put the pen ..." The child is offered two different objects, for example, a pen and a pencil case, he must follow the teacher's instructions: put a pen in, on, under, above, in front, behind, on the left, on the right of the pencil case.

5. "Where is the pencil?" Put the pencil on the notebook and invite the child to determine its position relative to the notebook ("The pencil is on the notebook, and the notebook ... and the table ..."). So play around by moving the pencil under, in, to the left of the notebook, lifting it above, hiding it behind or placing it in front of the notebook. Each time, ask the child to make a sentence about a notebook and a pencil, drawing his attention to the fact that the preposition changes in the sentence. Then swap these items in places ("The notebook is under the pencil").

When the child has mastered the task, do it again, but this time ask just to name the appropriate preposition.

Formation of subjective sensations of the passage of time and temporal representations in children with CRD.

The aim of the work aimed at the formation of subjective temporal representations is to develop in preschoolers with mental retardation a sense of the passage of time and ideas about the main time units.

The correctional process must begin with the formation of subjective sensations of the passage of time in children with PDD, gradually moving on to working out first understanding, and then expressing temporal representations with the help of oral speech.

In the conditions of correctional kindergarten This work is carried out in classes on the formation of elementary mathematical concepts and classes on familiarization with the world around. However, experience shows that this is clearly not enough for children with CRD. In these classes, teachers devote most of their time to the speech skills of children, and practically no work is being done on the development of subjective ideas about time. Children are often taught to verbalize those ideas that they have not yet formed or are very unstable. Therefore, first of all, in preschoolers with mental retardation, it is necessary to develop conscious attitude by time, by practical mastering of the cyclical laws of changes in nature, experiencing certain time periods, etc. This work can be carried out as an integral part of any correctional session (introductory or final), as well as with the help of individual techniques used by a speech therapist in the correctional process. Separate techniques must be used in each lesson, combining them with the study of program material.

Cognitive interest, needs, and, consequently, cognitive activity. Conclusion Our work was devoted to a theoretical study of the formation of cognitive activity in children with delayed mental development in the classroom to familiarize yourself with the environment. A theoretical analysis of the problem made it possible to establish that the cognitive activity of this category of children is formed ...

Correctional training, which should be aimed not only at correcting language and speech means, but also at the mental processes that are involved in the formation of speech. Chapter 2. Experimental study of the peculiarities of attention and speech in children with mental retardation.

Victoria Nadchuk
Formation of spatial representations in ontogenesis

Formation of spatial representations in ontogenesis

Many authors who deal with the problem of study refer them to the basis, since they underlie formation higher mental functions and emotional life of a person.

In many works, both domestic and foreign (Ananiev B.G., Lomov B.F., Piaget J. and others, it was considered the question of the formation of spatial representations in age dynamics, as well as their influence on the formation of a number of other mental functions.

A. V. Semenovich writes that spatial representations make their debut in ontogeny among the first, this suggests that they are basic in origin, the author notes that the formation of a child's spatial representation- one of the most important conditions for increasing its achievements.

Must be formed"From the body" from intrauterine development to line up"From the head"... Basic for spatio-temporal representations factor as a coordinate system is formed in stages during the lying, sitting, crawling and standing of the child.

In modern clinical and special psychology, standards for the formation of spatial representations at various stages ontogenesis within the framework of normative development.

Perception space begins in the first month of a child's life, when the movements of both visual axes are coordinated.

V.S.Mukhina notes that the initial ideas about directions of space associated with the child's perception of his own body, which is the center for him, "Reference point", in relation to which the child can only determine directions... Receiving views about your own body begin through tactile sensations, with a feeling of tension and relaxation of muscles, a sense of the interaction of the body with the outside space.

Throughout the preschool age, orientation skills are developed in space... The child learns space as you go as he owns it. Perception space arises even then when a baby at the age of 4-5 weeks begins to fix with his eyes object at a distance of 1 -1, 5 m. The child first fixes subjects at a distance of 1-2 cm, and later 10-15 cm.At the initial stage, the movement of the gaze presents jerky movements, then the second phase of sliding continuous movements follows the moving in space subject, which is observed in different children aged 3 to 5 months.

Z.A. Melikyan, N.G. Manelis in their works say that in the process of accumulating sensorimotor experience, the ability to distinguish objects increases space, increase the differentiated distance.

D. B. Elkonin notes that the child at 3 months begins to follow subject, which is located at a distance of 4-5 m. As the gaze fixation mechanism develops formed differentiated movements of the head, body of the body, the very position of the child in space... And already at 9 months, the child can follow subject moving in a circle. Such a process of keeping a moving subject at different distances indicates that already in the first year of life, the child begins to master the depth space.

In the period from 6 to 10 months monitors subjects that move in a circle, during this period of time the child masters the depth of the environment space.

V. Stern writes that the child is interested in nothing but the beginnings of speech as striving into the distance. He notes that the child, crawling, sliding, and then walking, begins to introduce distant objects into his nearby space... It was during this period that shaping systemic mechanism of perception space which is a holistic way spatial signs and relationships objects of the outside world.

According to the research of A.N. Gvozdev, with the emergence of individual mental operations with verbal designation space in the linguistic picture of a child, in the second and third year of life, the designations begin to be used for the first time space.

Children with normal development at the age of three to three and a half years almost easily distinguish the leading hand, but do not know the speech differentiation of the right and left. "Right" and "left" among all speech differentiations are the least sensually supported, abstract. This abstraction makes it difficult to assimilate these verbal categories in ontogenesis, requires a high degree of awareness spatial representations.

If for some reason (illness, lack of communication) the child's speech abilities are not used sufficiently, then his further general development begins to be delayed.

Orientation of children in the environment space is also formed in a certain sequence... Initial position items(right or left) child determines only if when they are located on the side, that is, closer to the right or left hand. In this case, the differentiation of directions is accompanied by motor reactions of the hands and eyes to the right or to the left. Later, when the corresponding speech designations are fixed, these movements are inhibited.

Distinguishing between right and left sides subject directly in front of the child appears later.

Especially difficult for a child definition the right and left parts of the body of the person sitting opposite, since in this case he needs mentally imagine yourself in a different spatial position.

Ownership of basic spatial representations are formed by 7 - 8 years of age. Thus, normally, by the age of 6-7, children should master the basic spatial relationships, it is good to distinguish the position of figures on a plane, to master the ability in action to measure the width, height, length and shape of objects... At 6-7 years old, children should not make mistakes when differentiating such positions in space, how "top bottom", "Right - left", "Front - back" .

B. G. Ananiev, E. F. Rybalko determine the following stages of the formation of perception of space in early childhood:

1. Formation gaze fixation mechanism - in most cases in children of 3 months of age.

2. Moving gaze behind the moving subjects... This phase coincides in time in different children with the age of 3 - 5 months. Thus, initially for a child space exists as a visible mass and subjects.

3. Development of active touch and development substantive activity(from the middle of the first year of life)... From now on, the elements spatial visions are in direct proportion to the accumulation of motor experience and the process of active touch. Among the moving objects in the child's field of vision, the movements of the child's hands and those items with whom he manipulates.

4. Mastering space through crawling and walking (second half of the first year of life).

5. The emergence of individual mental operations with verbal designation space in the linguistic picture of the child.

A. V. Semenovich the structure was developed spatial representations, in which four main levels can be distinguished, each of which, in turn, consists of several sublevels. At the heart of the allocation of levels in the structure spatial representations lies the sequence of mastering the child in ontogeny with spatial representations... There is no doubt that all the highlighted levels in certain degrees overlap in the development of the child.

First level. Spatial beliefs about your own body... These include sensations from proprioceptive receptors; sensations coming from "Inner peace" body; sensations from the interaction of the body with the outside space as well as from interaction with an adult.

Second level. Spatial representations about the relationship between external objects and the body. This level includes representation about the relationship of external objects and the body, which are subdivided on: topological representation(about finding this or that subject) ; coordinate representation(about finding items using concepts "top" - "bottom", "Which side"); metric representation(about finding this or that subject) ... And understanding of spatial relationship between two or more subjects located in the surrounding space... Development spatial representations obeys the basic law axes: at first vertical representations are formed, then horizontal representations, representation on the right and left side.

The third level is characterized by verbalization spatial representations... Exists certain the sequence of appearance in speech of the designations of the topological plan. Emergence spatial representations verbally correlates with the laws of movement development in ontogenesis. Prepositions denoting representation about the relative position of objects, both in relation to the body and in relation to each other, appear later in the child's speech.

The fourth level carries linguistic representation... This level is the most difficult and late emerging... It is rooted in spatial representations"Lower" order, formed directly as speech activity, being at the same time one of the components of the thinking style and the actual cognitive development of the child.

Mastery spatial representations and orientation improves performance and quality cognitive activities- productive and creative, labor, sensory, intellectual abilities are improved. Mastery spatial coordination improves the quality of exercise - musical rhythmic, physical education.

Thus, considering the development process spatial representations in children with normal psychophysical development, it can be concluded that the process formation of spatial representations- there is a complex process that is carried out systematically, in a certain sequence... It depends on the level of development and sensitivity of the child's analytic systems, the state of the cognitive and linguistic environment, the level of implementation of the activity leading for the child ( subject, game, as well as from taking into account the laws of development spatial representations in the process of education and training.

Level formation of spatial representations, as the most important condition for mental development, defines further successful education of the child at school, as well as his development in general.