The role of didactic games in the correctional and educational process. Didactic games in correctional pedagogy

The role of didactic games in correctional pedagogical work with mentally retarded schoolchildren

Content

Introduction________________________________________________________________3-4

Chapter 2. The use of didactic games for the formation of pre-mathematical and mathematical concepts of mentally retarded schoolchildren in the first grade of a special correctional schoolVIII kind

2.1 System of didactic games for the formation of pre-numerical representations_________________________________________________25-42

2.2 System of didactic games for the formation of mathematical concepts________________________________________________42-43

Conclusion________________________________________________44-45

References_______________________________________________ 46

Introduction

A game is a type of children's activity that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those mental qualities and properties on which the success of his educational and work activities, his relationships with people will subsequently depend.

In preschool age, play is of utmost importance in a child’s life. Children's need to play continues even in the first years of their schooling. Games help generate interest in acquired knowledge, skills and abilities.

Main activities of children school age– study, during which the child’s cognitive sphere and his personality develop.

The development of a positive attitude towards learning among mentally retarded schoolchildren proceeds slowly and is characterized by instability.

The most difficult for children with mental retardation is mathematics. Mathematics as an academic subject helps develop the cognitive abilities of school studentsVIIItype, to correct intellectual activity and the emotional-volitional sphere.

The increase in mental load in mathematics lessons makes us think about how to maintain students’ interest in the material being studied and their activity throughout the lesson. In this regard, a search is underway for new effective teaching methods and methodological techniques that would activate the thoughts of schoolchildren and stimulate them to independently acquire knowledge.

The development of cognitive interest in mathematics is facilitated in the lower grades by the use of didactic games and entertaining exercises (M.N. Perova).

Psychological and methodological research (, E. A Ekzhanova, etc. It has been proven that didactic games will help to awaken interest in mathematical material and overcome difficulties in mastering it.

Target The work is to consider the role of didactic games in the correctional pedagogical process with mentally retarded schoolchildren, in particular the role of didactic games in teaching children mathematics.

When writing this work, we setthe following tasks:

study and analysis of methodological literature;

selection of didactic games for the development of pre-mathematical and mathematical concepts

Research methods : literature analysis.

The course work consists of an introduction, two chapters, a conclusion and a list of references

Chapter 1. Didactic game in the process of teaching children with intellectual disabilities.

1.1 The phenomenon of children's play

Game - method, technique, method, form pedagogical activity in conditional situations aimed at recreating and assimilating social and life experience. In the game, as a special historically emerged form of humanitarian practice, norms are reproduced human life and activities, submission to which ensures knowledge of objective and social reality, self-knowledge, intellectual, emotional and moral development personality.

Children's play is an essential element of a child's life. While playing, a child learns about the world around him, masters social experience, learns to interact with elders and younger ones, and realizes that he is part of a children’s association. The structure of children's play consists of roles voluntarily assumed by the participants in the games. The nature of the game reflects the reality of the surrounding world.

Game is one of the phenomena that accompanies a person throughout his life. Being a multidimensional and complex phenomenon, the game constantly attracts the attention of researchers.

At the same time, as noted by S.L. Rubinstein (1989), the game, involuntarily enchanting and attracting as a vital phenomenon, turns out to be a very serious and difficult problem for scientific thought.

Difficulties arose and still arise with the very definition of the concept “game”. Analysis of different scientific approaches to defining the game indicates their extreme diversity and heterogeneity.

Attempts to create a single and clear general concept have not been crowned with any significant success to date. However, modern science knows some very effective approaches to the construction of game theories, carried out, for example, by J. Huizinga (2001) in the framework of defending the thesis about the playful nature of culture, G.P. Shchedrovitsky (1966) from the standpoint of logical-methodological analysis, S.A. .Shmakov (1994) in line with the concept of the socializing meaning of the game of children, adolescents and youth, S.L. Novoselova (2000) from the standpoint of analyzing the cultural and historical development of the game, etc.

In any case, it is quite obvious thatplay as a sociocultural and biological phenomenon has its own history of development and certain forms and content corresponding to it.

Problems of the origin, essence and structure of the game, the conditions and mechanisms of its formation and development, connections with other types of human activity, as well as the similarities and differences between the games of humans and animals, children and

adults - all of them have been and remain the focus of attention of representatives of various fields of knowledge - philosophy, sociology, cultural studies, pedagogy, psychology, physiology, ethnography, anthropology, mathematics, etc. Recently, play has increasingly become the subject of interdisciplinary research.

Along with attempts to explain the origin of “game” in general, in the works of researchers of the past and present, there is a clearly visible desire to explain the historical origin and essence of children’s play, to analyze the patterns of the process of its formation as a specific and different type of children’s activity.

In the fundamental approaches to studying the nature of children's play, with a certain degree of convention, we can distinguishtwo main directions.

On the one hand, there is a predominantly biological view of its origin and development. In line with this direction, the works of D. A. Colozza, K. Groos, G. Compere, F. Beutendijk, W. Stern, K. Bühler and others were carried out, reflecting an attempt to answer the questions for what and why the game exists and, in particular, children's game.

On the other hand, many researchers, in determining the nature of children's play, consider social or environmental factors to be a priority, thereby searching for answers to the questions of how a child plays and what a child's game is.[ 12 ]

“Game activity is distinguished by the fact that it is least subordinate to any external goals and, to the greatest extent, is its own engineactivity for the sake of activity” - The nature of this activity depends on social reasons, which for some children shorten the period of childhood, separating them from play and transferring them to work, and for others making almost their entire life a continuous game, free from any productive goals. M. Ya. Basov (1975)

A view of the game as a social phenomenon is also contained in the works of V.V. Zenkovsky (1996), who believed that social maturation, development and exercise social forces, the assimilation of social experience is only partially carried out in serious and business-like interaction with the social environment, but in the most important and significant way it is achieved in games. Children's games serve as a means for the developing personality to get used to the whole diversity of human relationships, and the duration of the childhood period, according to the scientist, is determined precisely by the immensity of the social content that the child must learn in games. V.V. Zenkovsky understood play as the most important and central form of activity, which is necessary for the social and mental maturation of children.

P. P. Blonsky, calling the game a “great teacher,” saw in it a natural form of both labor and vigorous activity, in which the child exercises his strength, expands his orientation, assimilates social experience, reproducing and creatively combining the phenomena of the surrounding life.

Ethnographic data and observations of the life of peoples who, until recently, were at a relatively low stage of historical development, provide clear evidence of how children’s play is connected to social conditions. For example, an analysis of the games of children of the inhabitants of the North shows that, by reproducing various aspects of the life activity and customs of their people, they have great value and are perceived by adult members of society as measures that contribute to the future success of a member of the community and the entire people in various areas of activity - reindeer herding, hunting, nomadism, etc. In such games, certain skills are developed that help the child in the future achieve good results in any field of activity.

D.B. Elkonin (1977) explains this and other numerous evidence related to the nature and characteristics of children’s games in the early stages of the development of human society, in the theory of a socio-historical approach to this type of activity.

He believes thatchildren's game in its basic forms - exercise game, role play -is a historical entity . In conditions primitive society with its relatively primitive means and forms of labor, even small children could take part in simple types of domestic labor. The emergence of the primitive communal system led to a significant change in the position of the child in society and, in accordance with this, to the emergence of a social need for special preparation of children for future work.

Adults began to make small copies of the tools that the children had to master, and in every possible way contributed to exercise games and competition games. At this stage of development of society, role-playing games did not yet exist, since the child’s basic need - participation in life together with adults - was satisfied in those forms of work that were available to children and which they performed together with them. The further complication of tools led to the fact that children could no longer master their use through games-exercises with reduced copies. They could only observe some labor processes, grasping their functions and methods of using tools only in the most general form. It was at this stage of development of society that role-playing games arose, in which children had the opportunity to satisfy their desire to live together with adults without participating in their work. To do this, children united into communities and organized a special play life in them, reproducing in basic terms the social relations and work activities of adults, taking on their roles; Moreover, the reproduction of objective actions receded into the background, and the reproduction of social relations and labor functions came to the fore.

D. B. Elkonin defineschildren's play as an activity in which social relationships between people are recreated outside the conditions of a direct utilitarian focus.

Similar conclusions about the social essence of the game are contained in other domestic studies. For example, N.S. Pantina (1966) believes that the emergence of the game reflects an increasingly clearly recognized need to include the younger generation in a purposeful and controlled system of education and training, starting from the earliest possible age. G.P. Shchedrovitsky (1966), when analyzing the game, also proceeds from the thesis that

that it developed at a certain stage in the historical development of society in connection with the tasks of forming younger generations. The game, in his opinion, is a unique form of children's life, developed or created by society to control the development of children.

Thus, the origin of play turns out to be connected not with the action of any internal, innate instinctive forces, but with well-defined conditions of social life, and it is these methodological guidelines in the study of the problems of children's play that are reflected in the works of L. S. Vygotsky (1933) and A. N. Leontyev (1944).

At the same time, the data of modern physiology and other natural sciences do not allow us to completely forget about the biological side of children's play, which, according to I. A. Arshavsky (1974), is an instinct of the deepest physiological meaning, one way or another accompanying the development of the organism to final sexual maturation.

The child's play is regulated by a special nervous mechanism - the dominant and is in the nature of natural physiological stress. A little person who has just gotten back on his feet, before getting into the society of his peers, needs to experience the time of “biological contact between generations”; he needs the elders, the adults, to patiently play with him and keep him occupied. Positive emotions, accompanying such contacts are necessary for the child like air.The need to play is as natural and vital for a child as the need to eat, breathe, and sleep. Of course, a child deprived of play will not die, but the suppressed instinct of play will very soon manifest itself as physiological immaturity, retardation in height, weight, physical and intellectual development. Game structures can only be worked out in a team of similar people and on the basis of the information that the child owns - his own knowledge of the environment and the model of the world offered to him. The more extensive the child’s knowledge, the richer and more diverse the play context within which he learns and displays objects and phenomena of the surrounding world.

1.2 Didactic game as one of the types of games aimed at learning and development

Classifications created at different times by different authors are based on various characteristics, for example, on the educational (developmental) role, the nature of the reflection of reality, or purely external signs, for example, the age of the players, their number, the presence or absence of game material, location, degree of pedagogical control of the process, etc.

Each of the approaches, to one degree or another, of course, has the right to exist, and together they once again confirm the versatile and diverse nature of children's play.

One of the first attempts to systematize children's games belongs to F. Froebel. According to one of its variants, all games should be divided into:

- “physical games that develop strength and dexterity;

Games related to external senses, exercising hearing and vision;

Mental games that require thought and judgment" - ( Froebel "Education of Man" (1826)

The basis of one of the modern classifications of children's games by S.L. Novoselov, without denying the rationality of previous approaches and trying to comprehend the problem of children's play from the perspective of reality today and the current level of scientific knowledge about this type of activity, lays down the category of “initiative” coming from the subjects of the game. In this regard, the author identifies three classes of games that are historically closely related to each other

S.L. Novoselova includes

to first grade games that arise on the initiative of the children themselves. They are a unique practical form of a child’s reflection on the natural and social reality around him.

To second grade includes games (educational and leisure) that arise on the initiative of an adult. They come to children from adults, but, having mastered them, children can play them on their own, which, in turn, contributes to the enrichment of first-grade games.

Third class constitute the so-called traditional or folk games, originating from the depths of ethnic culture.

The advantage of the presented classification is, on the one hand, confirmation of the thesis about the continuity of play in a child’s life, and on the other, the opportunity to trace how, throughout early, preschool and primary school age, children’s need for play and related interests change significantly; how different types of games appear, disappear, replacing each other or coexisting simultaneously.

One of the types of games aimed at teaching and developing a child is a didactic game.

The ways and means of developing cognitive interests are different, but one of the effective means of awakening a keen interest in an educational subject is a didactic game.

The essence of didactic games is that children are asked to solve mental problems compiled by adults in an entertaining and playful way. Their goal is to promote the formation of the child’s cognitive activity. Didactic games are used not only as a means of consolidating knowledge, but also as one of the forms of learning.

A didactic game makes it possible to solve various pedagogical problems in a playful way, which is the most accessible and attractive for children in a correctional school. A didactic game allows you to make the transition to studying serious, sometimes uninteresting educational material less noticeable.

Didactic games - These are games specially created or adapted for educational purposes.

Didactic game systems were first developed for preschool education by F. Froebel and M. Montessori, and for primary education by O. Decroli. In domestic pedagogical practice in the 1940-50s. didactic games were considered primarily as a form of work in preschool education. In the 60-70s. Di. began to be used not only in primary, but also in secondary classes. In teaching primary schoolchildren, as a rule, games are used with a predetermined course of game actions and a clearly expressed “educational” principle associated with the transfer and application of knowledge and exercises. In elementary school D. and. take the form of game teaching techniques, game moments of the lesson, etc.

A.V. Zaporozhets, assessing the role of the didactic game, emphasized: “We need to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to general development child."

The didactic game is primarily aimed at teaching and raising children. The game process is subordinated to the solution of a didactic task, which is always related to a specific topic of the curriculum. It provides for the need to master the knowledge necessary to implement the game's concept. The educational task in a didactic game is not directly posed to children, which is why pedagogical literature always talks about unintentional learning of educational material.

The “dual nature” of the game - educational orientation and game form - allows you to stimulate mastery of specific educational material in a relaxed manner.

Didactic games differ from didactic exercises in the presence of mandatory elements: game design, didactic task, game action and rules. Of all the existing variety of different types of games, it is didactic games that are most closely connected with the educational process. They are used as one of the ways to teach various academic subjects.

Didactic games as a teaching method contain great potential for activating the learning process.

The purpose of didactic games – training, development and education of students.

Structure – these are the main elements that characterize the game as a form of learning and gaming activity at the same time.

The main structural components of didactic games are:

game concept, rules, game actions, cognitive content or didactic tasks, equipment, result.

All didactic games are divided into three main types:

direct didactic influence, in which the teacher acts together with students in the role of one of the playing parties;

indirect didactic influence, when the teacher is “outside the game” as an observer or fan;

mixed didactic influence, when the teacher participates in the game as a leader, referee, expert and consultant.

Let us dwell in more detail on the structural components of the didactic game.

Game concept - the first structural component of the game - is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the educational process. The game plan often appears in the form of a question, as if designing the course of the game, or in the form of a riddle. In any case, it gives the game an educational character and makes certain demands on the game participants in terms of knowledge.

Each didactic game hasrules , which determine the order of actions and behavior of students during the game, contribute to the creation of a working environment in the lesson. In addition, the rules of the game develop the ability to manage one’s behavior and obey the demands of the team. Rules can prohibit, allow, prescribe something for children in the game, make the game entertaining, tense.

Compliance with the rules of the game requires children to have a certain amount of willpower, the ability to deal with peers, and to overcome negative emotions that appear due to an unsuccessful result. It is important, when determining the rules of the game, to place children in conditions under which they would receive joy from completing the task.

An essential aspect of the didactic game isgame actions , which are regulated by the rules of the game, contribute to the cognitive activity of students, give them the opportunity to demonstrate their abilities, apply existing knowledge, skills and abilities to achieve the goal of the game. The teacher, as the leader of the game, directs it in the right didactic direction,, if necessary, activates its progress with a variety of techniques, maintains interest in the game, and encourages those lagging behind. Thanks to the presence of game actions, didactic games used in lessons make learning more entertaining, emotional, help increase children's voluntary attention, and create the prerequisites for a deeper mastery of knowledge, skills and abilities.

Game actions are the basis of the game. The more varied the game actions, the more interesting the game itself is for children. IN different games game actions are different in their orientation and in relation to the players. This, for example, could be role-playing activities, solving riddles, spatial transformations, etc. Game action, consisting of several game elements, focuses children’s attention on the content and rules of the game for more long time and creates favorable conditions for completing the didactic task. Using a didactic game in the educational process, through its rules and actions, children develop correctness, goodwill, and restraint. The basis of the didactic game, which permeates its structural elements, is the cognitive content ordidactic task. Cognitive content consists of mastering the knowledge and skills that are used in solving the educational problem posed by the game.

The game task is carried out by children. The didactic task in a didactic game is realized through a game task. It determines play actions and becomes the task of the child himself. The most important thing: the didactic task in the game is deliberately disguised and appears before the children in the form of a game plan (task).

The equipment of the didactic game largely includes the equipment of the lesson. This is the availability of technical teaching aids. This also includes various visual aids: tables, models, as well as

didactic handouts, prizes awarded to winning teams.

Summing up (result) – is carried out immediately after the end of the game. This could be scoring; identifying children who performed the game task better; determining the winning team, it is necessary to note the achievement of each child and emphasize the successes of lagging children.

A didactic game has a certain result, which is the finale of the game and gives completeness to the game. It appears, first of all, in the form of solving a given educational task and gives schoolchildren moral and mental satisfaction. For a teacher, the result of the game is always an indicator of the level of achievement of students either in the acquisition of knowledge or in its application. The didactic effect is enhanced if students take part in preparing attributes and prizes, as well as in developing the rules of the game.

All structural elements of a didactic game are interconnected, and the absence of the main ones destroys the game. Without a game plan and game actions, without rules organizing the game, a didactic game is either impossible or loses its specific form, turns into following instructions and exercises. Therefore, when preparing for a lesson containing a didactic game, it is necessary to draw up a brief description of the course of the game (scenario), indicate the time frame of the game, take into account the level of knowledge and age characteristics of students, and implement interdisciplinary connections.

The combination of all game elements and their interaction increase the organization of the game, its effectiveness, and lead to the desired result.

When conducting games, it is necessary to preserve all structural elements, since it is with their help that didactic tasks are solved.

In the situation of a didactic game, knowledge is absorbed better. A didactic game and a lesson cannot be opposed. The most important thing - and this must be emphasized once again - is that the didactic task in a didactic game is carried out through a game task.

The didactic task is hidden from children. The child’s attention is focused on performing play actions, but they are not aware of the task of learning. This is what makes the game a special form game-based learning when children most often unintentionally acquire knowledge, skills, and abilities. The relationship between children and the teacher is not determined educational situation, but a game. Children and teacher are participants in the same game. If this condition is violated, the teacher takes the path of direct teaching.

Thus, a didactic game is a game only for a child. For an adult, it is a way of learning. In a didactic game, the assimilation of knowledge acts as side effect. The purpose of didactic games and game teaching techniques is to facilitate the transition to educational tasks and make it gradual.

1.3 Didactic game in correcting deficiencies in the educational activities of younger schoolchildren

With the transition of a child from preschool to school childhood, play does not disappear “from a person’s life, having its continuation in school education and work.” So wrote L. S. Vygotsky (1934), who had a lasting influence on domestic and world psychology, as well as on sciences related to psychology - pedagogy, defectology, art history, etc. Understand why the game continues in school years, and in a person’s subsequent life, the periodization of childhood helps, which is based on its division into certain periods associated with the leading form of the child’s life activity at one or another stage of his life.

Due to the orientation towards different types of life activity, with a certain preservation of the previous one in the subsequent one, activity is divided into leading and driven.

Leading activity in a certain age period causes significant mental changes.

Slave - promotes the natural transition from one type of activity to another, preserving and strengthening the new formations of the previous period in a natural combination with the new that appears in the further continuous development of the child.

the prevailing desire in children to perceive only their own point of view and the inability to see and recognize the point of view of others.

In the life activity of younger schoolchildren, play becomes a leading form, giving way to main role educational activities. The latter, having now taken a leading position, nevertheless, like the game, of course, does not cover the entirety of a child’s life - sports, entertainment and extracurricular communication.

Without arising out of nowhere, educational activity “is a continuation and development of play activity.

“Learning activities are not built on top of play activities, using a certain level of development of perception, memory, thinking, speech, etc. Educational activity grows out of play; development occurs in it.all personality qualities" - (Shadrikov V.D. -1981)

The combination of two components in the game - the leader and the followeractivity - explains why it is through play that preschoolers should be prepared for upcoming educational activities, and learning at school should be accompanied by a return to play activities.

It is no coincidence that the psychological dictionary says that educational activity is a rather complex concept. Sometimes it is considered as a synonym for learning, learning, teaching.

The conceptual decoding of educational activities, emphasizing the independence of students in appropriating and acquiring knowledge, requires a thoughtful attitude to the word “learn” (which is part of the circle of words that reveal the concept under consideration, drawing attention to the clarification of its lexical origins, meaning “teach oneself”).

The approach to the child as an active subject of educational activity is associated with an understanding of the extent of his independence. According to the Vedas, the ability to teach oneself, acquired during educational activities, as a rule, does not come without the help of a teacher. Educational activity, like any other type of life activity of a child, is carried out in the form of his cooperation with adults, primarily with the teacher. And, of course, the teacher can and should shorten the student’s path to mastering this activity. But for this, he must have a fine understanding of both the essence and features of educational activities, as well as the techniques and methods of guiding children in mastering them.

The need for such penetration is due to the fact that the formation of educational activities is the main goal of modern primary education, which provides for the optimal development of each student, that educational activities represent a fundamental new formation in the development of the child, in his personal development, the active period of which just covers preschool and primary school ages.

Mastery of learning activities and, as its highest phase, the achievement of independence in the acquisition of knowledge, are like the final stage and, even in the optimal version, require quite a long mutual participation of both the student and the teacher.

Guiding the educational activities of schoolchildren requires from the teacher not only a clear understanding of its general meaning and purpose, which ultimately consists in the constant learning of oneself, but also knowledge of its psychological and pedagogical significance, which is revealed by its structural and content features.

A. N. Leontyev noted that activity is a system that has its own structure, internal transitions, its own transformations and development.

An effective model for the formation of holistic educational activity of schoolchildren, as well as the general educational intellectual skills that implement it, should be integrally linked with didactic informed choice adequate material for the intellectual work of preschoolers and primary schoolchildren, namely game and educational tasks that provide for the prevention, formation and correction of their educational activities.

Pedagogical work on prevention, formationAndcorrection of deficiencies in educational activities at the methodological level has two main directions: turning to gamesAndaccess directly to the educational material, i.e. to the leading activities of preschoolers and primary schoolchildren, with the assignment of a roleslaves types - educational activities for the former and play activities for the latter.

Naturally, children during the transition from preschool to school childhood, being at the junctions of different age periods, need organization for both gaming and educational activities. This is especially important for children at risk, who need both additional pedagogical assistance and support in organizing their stay in the school atmosphere, and in their characteristic transition from play activities to educational ones.

Bearing in mind the psychophysiological characteristics of a child of primary school age, the teacher primary classes one has to master not only one’s own direct pedagogical techniques and methods, but also technologies for organizing and conducting play activities that perform the functions of prevention and correction of children’s developmental deficiencies. This can be supported by a system of certain didactic games, which provides for the formation of the following general educational intellectual skills:

1) classification (grouping) of objects according to a given independently found basis, self-control;

2) classification of images of objects according to a givenAnd basis found by students, self-control;

3) listening and classifying objects according to a givenAnd independently found basis, self-control;

4) generalization of subjects, self-control;

5) generalization of images of objects (drawings, self-control;

6) listening, generalization of signs of objects, phenomena, self-control.

The specifics of the work to implement this system are clearly demonstrated by examples of the corresponding games.

For example, when playing games to classify objects on a given basis (by color, shape, purpose, etc.) Such games contribute to the formation of the ability to identify given properties, compare, generalize, as well as the development of self-control.

The educational activities of mentally retarded schoolchildren attract special attention from researchers. Mentally retarded children in preschool age exhibit extreme low level formation of readiness for schooling, underdevelopment of cognitive interests. Among the important conditions for developing interest in learning among such schoolchildren, experts cite reliance on the child’s life experience, entertaining assignments, and the creation of situations of success. For the successful mastery of educational activities by mentally retarded children, an individual approach is required, which is carried out in correctional educational institutions. This approach lies in the focus of education on the correction of mental defects inherent in schoolchildren with intellectual disabilities.

Based on the results of didactic games, an analysis of errors is carried out in each case, which teaches children to detect incorrect decisions, inaccuracies, i.e. to self-control.

When conducting interconnected didactic games, the teacher, as already noted, solves the problem of both prevention, prevention of students’ difficulties in mastering educational activities, and correction of its shortcomings in the conditions of gaming activities, which are still so close to younger schoolchildren.

Natural inclusion of didactic games in educational activities

younger schoolchildren consistently connect game methods of correction with general pedagogical ones. Both of them, purposefully used in the training and development of younger schoolchildren, are revealed in a system of methodically formulated procedures, and are subject to a certain didactic justification.

Various didactic games that complement educational games and have common features, however, implement not the leading, but the driven activity of younger schoolchildren. In combination with the leader, they form a single direction of pedagogical work, which aims to master educational activities.

Along with the function of overcoming the “shortcomings” of childhood play (especially characteristic of children at risk), didactic games are endowed with the functions of prevention and correction of intellectual skills, which are of priority importance for the formation of the educational activity of primary schoolchildren. The ambiguity and versatility of didactic games used in work with both preschoolers and primary schoolchildren also lies in the fact that their diagnostic capabilities make it possible to observe the process of mastering educational activities not only in conditions of schoolchildren performing certain educational tasks, but also in games.

Games with some changes caused by the need to correlate them with the program for the formation of general educational intellectual skills that implement the educational activities of younger schoolchildren, were borrowed from different authors (A. Bondarenko, A. Bartashnikov and I.A. Bartashnikova, E.A. Kataeva and E.A. .Strebeleva, etc.).

The specific role in prevention, formation of educational activity of primary schoolchildren and correction of its shortcomings is illustrated by examples of games that combine preschool and school childhood in certain methodological solutions.

Chapter 2. The use of didactic games for the formation of pre-mathematical and mathematical concepts of mentally retarded schoolchildren in the first grade of a special correctional schoolVIII kind

Mathematics teaching in a Type VIII school begins with preparatory classes. Their necessity is dictated by the extreme heterogeneity of the student body.1 class, both in terms of their psychophysical data and readiness for learning.

Naturally, neither the family nor each of these types of institutions can provide all children with the same training, and their goals are different.

Children who have not received the necessary preparation for education in1 -th special (correctional) class VIII schools species (among them there may be children who need to clarify the diagnosis), are sent to propaedeutic-diagnostic or zero(0) Class.

Children come to first grade from kindergarten (regular and special), from family, from public school, sometimes these are students of a given school, repeating the program of the first year of study. All of them differ in a certain level of unformed personal qualities. Such characteristics of younger schoolchildren as egocentrism, selfishness, lack of a critical attitude towards their actions, actions, violation of self-esteem are most noticeable at the beginning of education.

Tasks of the preparatory period in zero or1 -classes is the child’s daily learning,

observation and study of its psychological and pedagogical features

The degree of mastery of life experience in the preschool period.

The teacher identifies, clarifies and forms general educational skills, rules of conduct in the classroom: the ability to see objects on display, pictures, listen, correctly understand and fulfill the teacher’s requirements, answer questions, ask questions, repeat the teacher’s task, sit correctly at a desk, get up, leave -at the desks.Children starting their education in first grade have various deficiencies in the development of motor skills, spatial orientation, level of speech development, etc. They differ from each other so much that at first it is difficult for the teacher to achieve simultaneous and identical execution by all students of the simplest instructions and an unambiguous understanding of comments; advice, orders.

It is known that not all children entering a correctional school of type 8 can correctly assemble an ordinary children's pyramid. Even if they assemble, they very often make mistakes in selecting rings and return to the beginning of the work again and again. It means; that they do not notice by eye which ring is closer in size to the given one, do not know the technique of comparison by superposition, do not know how to find the next ring, but often pick up the first one they come across. They do not have the stage of thinking, thinking about which ring to take, they do not have Doubt about the correct choice of the next ring. Some children, having assembled a pyramid by mistake, do not see the discrepancy between the rings and believe that they have folded it correctly. Therefore, comparison of a series of objects according to their sizes has a correctional value. requires training. Only as a result of clarification and explanation specially organized by the teacher various situations A first grader will learn to notice and evaluate such features of objects as volume, area, length, width, height, depth, weight (mass), etc.

First-graders starting to learn, encountering groups of objects, toys, school supplies, do not give them a quantitative assessment without outside encouragement. They examine the objects themselves, their attention is stopped by material signs: whether the object is familiar or not, its purpose, the combination of its parts, color, etc.The functions of mental activity in some children are not yet sufficiently developed.

Mastering mathematical concepts is an effective means of correcting deficiencies mental development, since the processes of counting, comparing and transforming sets involve the implementation of purposeful intellectual actions.

Research by L. B. Baryaeva, N. G. Morozova, N. I. Nepomnyashchaya, M. N. Perova and others show that the gradual formation of mathematical knowledge has a corrective effect on the weakest aspects of children’s mental activity and promotes the development of various aspects of perception and thinking, and, consequently, all cognitive activity as a whole.

Mathematical training of children with intellectual disabilities is of exceptional practical importance, since a person in everyday life constantly has to operate with arithmetic expressions, count and perform various operations with numerical values. A child’s mastery of mathematical concepts, knowledge and skills is an important factor in his socialization.

In correctional pedagogy, a certain amount of experience has been accumulated in the formation of elementary students who have mastered some material well enough in a smaller number of lessons, then they should not be delayed at this stage of work, but can move on to the next one. The systematic, step-by-step nature of the proposed methodology contributes to flexible regulation of the learning process and clear monitoring of the success of its progress.

In mathematics lessons during the propaedeutic period, the teacher will prepare children to learn to count. Schoolchildren need to be taught

consider many objects as a collection of individual individual objects, pay attention to quantity, develop the ability to give a comparative quantitative assessment (one - many, many - few, more - less...)

When making comparisons, first-graders cannot yet be distracted from the size of the objects that make up the aggregate. They consider the collection to be larger in which the objects are larger or it occupies a larger area (on the table, on the chalkboard, etc.). A child who does not know how to count can draw a conclusion about the equality or inequality of two sets only after he has established a one-to-one correspondence between their elements. Without a teacher, a student with an intellectual disability will not independently master the technique of correlating objects, especially when they are distant from each other. Comparison of subject groups is impossible without knowledge of the words that express the result of comparison: “many”, “little”, “little”, “one”, “more”, “less”, etc.

The words with which the quantitative assessment is given are very close in meaning, although they are pronounced differently, for example, “a little”, “several”, “little”. They are interchangeable, do not have clear boundaries of application, and therefore a mentally retarded child masters them slowly, with great difficulty.

The objects or groups of objects being compared are located in different ways in space; schoolchildren do not yet know how to place them in a way convenient for themselves, establish a certain order among them, or characterize the spatial relationships of these objects.

Before children entered school, the distance of objects from each other, the distance between objects were not assessed by them, and most often they were not noticed. Sometimes a teacher, for the first time for a child, confronts him with the need to estimate distance, characterize spatial relationships, use in speech such words as “far”, “close”, “near”, “above”, “below”, “to the right”, "on the left", etc.

For successful education and upbringing of children, it is necessary in the very first years of schooling to awaken their interest in educational activities, captivate them, mobilize their attention, and intensify their activities.

The presence of cognitive interests in an academic subject helps to increase student activity in lessons, reduce distractions, increase academic performance, and independence in performing practical and mental tasks.

To develop cognitive interest in mathematical knowledge, teachers use a variety of methods and techniques for teaching mathematics, using colorful visual and handout, technical teaching aids, which involve students in the active process of mastering mathematical knowledge.

Along with various methods and techniques, as well as the use of a variety of didactic materials, one of the effective means of awakening keen interest in an educational subject isdidactic game.

K.D. Ushinsky also advised to include elements of entertainment and games in the serious educational work of students. This allows you to organize and make the work of schoolchildren more productive.

Teaching children to play and while playing to count, solve, build, and design ensures the development of those necessary qualities that a child needs in the learning process. Interest in the game, in an entertaining activity, voluntary attention, purposefulness of activity, and the desire to achieve goals are gradually switched to educational activities. Initially, these activities contain some elements of games familiar to the child; the older the child, the fewer these elements become. The teacher uses new means of awakening, preserving and expanding cognitive interests, which cannot be done without teaching the child the ability to

use didactic games at the initial stages of learning. First, the student becomes interested in the game, and then in the material without which it is impossible to participate in the game.

The need for play and the desire to play in children must be used and directed in order to solve certain educational and educational tasks. Ignoring these needs in educational work would mean ignoring the characteristics of the child’s development.

The game manages to attract children's attention to objects that, under normal non-game conditions, do not interest them and on which they cannot focus their attention.

A didactic game makes it possible to solve various pedagogical problems in a playful form that is most accessible and attractive for this category of children. Didactic games make it possible to establish continuity between the upbringing of a child in preschool age in a kindergarten or in a family where play occupied a predominant place in his activities, and the upbringing and education of a child at school.

At school, the main form of education is the lesson.

The inclusion of a didactic game in the lesson, which satisfies the requirements arising from the tasks of teaching and upbringing, and is educational in nature, brings together new activity the child with the usual and makes the transition to serious academic work less noticeable for the child.

The value of didactic games in the learning process lies in the fact that they are created for educational purposes and serve the education and development of students. Thanks to the use of didactic games in mathematics lessons in primary grades, it is possible to achieve more solid and conscious knowledge, skills and abilities. .

In the game, students, unnoticed by themselves, perform a large number of arithmetic operations, exercises, practice counting, compare sets and numbers, solve problems, etc.

Thus, didactic games make it possible to provide the required number of repetitions on a variety of material, constantly supporting and maintaining a positive attitude towards the mathematical task, which is embedded in the content of the game.

The child’s attention is focused on the game, on performing game tasks, and meanwhile he overcomes difficulties of a mathematical nature, transfers existing knowledge to a new environment for him, learns to operate with existing knowledge in a changed environment, where it is difficult for a long time to activate the attention of schoolchildren in monotonous work, to call them vigorous activity, volitional effort, perseverance in achieving the goal.

A didactic game awakens children's imagination and creates an uplifting mood, since it is accessible and understandable to the child.

Positive emotions that arise during the game activate his activity, provide solutions to problems that are associated with the development of voluntary attention, memory, associative activity and the formation of the ability to compare, contrast, draw conclusions and generalizations. This indicates the corrective role of didactic games.

Didactic games allow you to individualize work in classes and lessons, give tasks that are feasible for each child, taking into account his mental and psychophysical capabilities, and maximize the development of each child’s abilities.

Children’s personality traits are also formed in games, especially collective games. They learn to take into account the interests of their comrades, restrain their desires, they develop a sense of responsibility, and develop will and character.

The selection of didactic games for teaching children mathematics is carried out in accordance with program requirements. Each didactic game should be aimed at solving a particular educational problem. Therefore, if, for example, the main objective of this lesson is to consolidate knowledge on the composition of numbers, then the didactic game included in the lesson should contribute to this.

When selecting games, it is necessary to take into account the characteristics of children’s participation in didactic games, their interest in various games, and the possibility of their participation in the game.

Research(L.B. Baryaeva, M.N. Perova, E. A. Strebleva, E. A Ekzhanova, etc.showed that children of preschool and primary school age, and especially children who have difficulties in learning mathematics, are most fascinated by the game action in a didactic game. They are happy to perform actions with toys or didactic material, which attracts them with its brightness, variety, move, play with a ball, etc. They like games such as “Arrange the nesting dolls by height” (didactic material - matryoshka doll), “Arrange the rings” (didactic material - a tower of rings), “Guess what’s hidden in the bag” (didactic material - geometric shapes or bodies) , “Who wants to go where and who wants to find what?” (didactic material - toys), etc.

StudentsI-II classes are more interested in the results of the game. They develop a craving for competitive games. At first, they are carried away by the desire to win a personal victory, to become a winner in a competition between students in the class. Gradually, the student’s interests expand; he experiences not only his personal success or failure, but the success or failure of his team or class. Therefore, the games “Best class counter”, “Who is more accurate and faster?”, “Who will catch up with the pilot first?”, “Which team is better?” are very popular. etc. Such games, in addition to solving educational problems, help develop skills of correct behavior in a team. Each student feels responsible for the outcome of the team’s game as a whole. This tightens and disciplines students.

Students take with interest the games “Labyrinth”, “Arithmetic Lotto”, “Entertaining Squares”, games for thinking and guessing numbers, for example: “Guess what number I have in mind”, “What answer should I get?” etc.

When planning a system of mathematics lessons on a particular topic, the teacher selects didactic games in advance. When choosing games, it is necessary to take into account that the mathematical task that makes up the main content of the game meets the educational goal of the lesson, is feasible for all students and serves to maximize the activation of their mental activity. It is important to observe a certain sequence when selecting games with mathematical content, taking into account that games with more difficult mathematical tasks should be preceded by games with tasks of a lesser degree of difficulty, serving as a preparation for their implementation.

Knowing that it is difficult for preschoolers and primary schoolchildren to maintain interest in one type of activity for a long time, and, consequently, in one, even very useful, game, it is necessary to pay more attention to games with various options- the same game should be modified.

This will remove difficulties in mastering the rules of the game and will maintain interest in the game already familiar to students for some time.

Changing the rules, slightly complicating the content of the game, and new didactic material make it possible to reveal the game concept even more clearly and fully and keep students’ attention on the educationally valuable game. This allows you to consolidate knowledge, develop skills in counting, in mastering the techniques of mathematical operations on interesting and

game material that is exciting for students. Often in mathematics lessons in the lower grades, students not only solve examples and problems, but do it in a game situation.

When choosing didactic games, you should take into account not only the educational task of the game, but also its educational role.

It is known that younger schoolchildren are easily excitable, quickly distracted, and it is difficult to focus their attention on the main thing. Therefore, the lesson should not include games that would disorganize the lesson or be excessively noisy. It is better to select games that would serve as a disciplinary tool and cultivate endurance and patience.

It should be taken into account that any didactic game included in a mathematics lesson or carried out in free time from classes must not only solve the problem of expanding or consolidating the knowledge provided for in the mathematics program, not only develop mathematical abilities, but also perform a correction task.

The most valuable didactic games are those that require students to demonstrate the greatest independence, overcome uncertainty in their knowledge for individual children who need constant assistance or at least approval of what they do.

One of the tasks of teachers is to instill in these students self-confidence, awakening and developing their independence. And here games come to the teacher’s aid. Those of them that show the greatest demands for independence are of the greatest value for students, since they have both educational and corrective significance.

The methodology for conducting didactic games requires great pedagogical skill and tact from the teacher. Introducing a new didactic game should be carefully thought out by the teacher. In order for a didactic game to interest students and solve the educational problem that it is designed to solve, students must be thoroughly prepared for this game in advance.

Special corrective targeted exercises, tasks, and didactic games help overcome these deviations in their development.

Psychological and methodological research (L. B. Baryaeva, M. N. Perova, E. A. Strebleva and others) showed that such children are not ready to study a systematic course in mathematics. Their pre-numerical knowledge is imperfect. Most of them have difficulty in comparison objects by size, do not have the necessary vocabulary that defines the characteristics of objects by size (long, short, equal (identical), different in length, longer - shorter, high - low, wide - narrow, etc.), words often used by children do not correspond to the subject content. They are poorly oriented in space and time, do not understand words - adverbs and prepositions indicating the position of objects on a plane or in space.

Children who experience difficulties in mastering mathematical knowledge in the preschool period, entering the first grade, reveal imperfection of mathematical preparation. Having mastered the names of numerals in order, such children make mistakes when counting specific objects, especially if they are located in an unusual position on a plane or in space (from top to bottom, obliquely relative to the edge of a sheet of paper, scattered, etc.), if they receive tasks to count from any given number directly and especially reverse order. While recognizing and correctly naming numbers in order, such children make mistakes when presented with them randomly, do not correlate the number with the corresponding number, and

subject set, do not speak specific mathematical vocabulary.

The participation of such children in didactic games will help awaken interest in mathematical material and overcome difficulties in mastering it.

In kindergarten and in the first days of school, children form, refine and develop pre-numerical concepts.

An important task of this period in the development of children is preparation for

studying a systematic course of mathematics, the development of their quantitative, spatial and temporal ideas, as well as ideas about the sizes of surrounding objects and the development of relevant concepts.

The most effective teaching method during this period is didactic games.

Didactic games aim to reinforce concepts of size:big - small high - low wide - narrow, long - short as well as comparison of objects according to these essential characteristics. The games reinforce quantitative concepts:many, few, one, the same, equally. Children learn to correlate elements of various sets, establish a one-to-one correspondence between them, and also correlate numbers and quantities.

Along with these main educational tasks, each game also solves individual correctional and educational tasks. Many games contribute to the development of visual, auditory and kinesthetic sensations, the development of fine muscles of the fingers, as well as focused attention, observation, and memory.

In games, children learn to make comparisons, comparisons, elementary synthesis and analysis, and make conclusions. All this, of course, contributes to the correction of thinking.

The propaedeutic period includes such tasks as

Development of spatial concepts

Formation of ideas about size,

Development of ideas about time

Development of ideas about geometric shapes Oh

Development of quantitative concepts

In the propaedeutic period, long before children become familiar with the numbers of the first ten and numbering, the teacher sets and solves the problem of developing quantitative ideas and concepts in students1 th class.

It is known that the quantitative representations of the majority of students who came to1 class VIII school, imperfect. Many of them judge a set not by the number of elements of this set, but by the place it occupies in space. For example, if students are shown5-6 big balls and8-10 small ones, then to the question: “Where are there a lot of balls, and where are there few?” - they show that there are many balls where they are large, and few where they are small. If objects are located far from each other, then mentally retarded children believe that in this case there are more of them than in the case when the objects are close to each other, even if there are fewer of them in number. Therefore, objects must be placed either at a greater distance or at a smaller one.

Students do not know how to compare sets and do not know how to establish a one-to-one correspondence between elements of sets.

In active speech, as a rule, words-concepts are not useda few, a little. These words do not have clear boundaries of application, and therefore are difficult for children.

When preparing students to form the concept of number and counting, students work with subject groups.

Subject aids (study supplies, fruits, vegetables, toys, classroom furniture, natural materials), images of objects in the form of stencils, drawings, tables, numerical figures, sets of games: picture lotto, dominoes, children's dishes, etc. d. Setting the task of developing students’ quantitative ideas, the teacher begins work by clarifying the ideasa lot, a little, a few, a little.

For example, the teacher shows two vases with flowers. There are many flowers in one vase, three or four (not enough) in the other. The teacher asks to show a vase with many flowers, and then a vase with few flowers.

Students first imitate and then independently compose sentences with the correct use of wordsmany Andfew.

To develop quantitative concepts, mentally retarded schoolchildren can be offered didactic games:

“Many-few-one”, “Take it out of the bag”, Pick up as many as the bell rings, Choose the right picture, Dominoes, Color as many as you like, etc.

When developing the quantitative concepts of schoolchildren with intellectual disabilities, it is necessary to rely not only on the visual, but also on the auditory and tactile analyzers. For this purpose, didactic games should be organized in which students can distinguish by ear the number of sounds made by a voiced toy, a musical instrument, or by tapping one object against another.

It is also necessary to play games to develop muscle sensations, for example:“Take out a lot of cubes from the bag with your right hand, and few cubes with your left hand” or “Guess in which hand I’ll put you a lot of nuts, and in which one is not enough.” (The teacher puts nuts in the student’s palms behind his back or asks him to close his eyes and puts nuts in his left and right hands.)

It is quantitative concepts that prepare mentally retarded schoolchildren for familiarization with numbers, actions with them, and composition of numbers.

Orientation in space

Orientation in space also refers to the propaedeutic period.

When a mentally retarded child comes to school, first grade, he often does not know the names individual parts own body, does not clearly imagine where the chest, back, right, left arm, leg are. He also does not know the names of the directions in which objects move; he himself is in space; he often does not distinguish between the functions of his right and left hands.

In any lesson, not only mathematics, the teacher cannot do without indicating the location of objects, for example, school supplies, personal belongings of schoolchildren, without indicating what movements should be made. Even if special lessons have not yet been taught to clarify spatial concepts, the teacher cannot and should not avoid the use of adverbs and prepositions indicating the location of objects, direction of movement, etc.

The teacher, first of all, makes sure that the children do not confuse their right and left hands. At each lesson, the teacher conducts short physical education breaks once or twice to relieve the tension associated with children staying in one position for a long time, and exercises can also be used to clarify the names of body parts and directions in space.

Usually, the vast majority of games are active. They are best organized during rhythm lessons and breaks.

“Ball games”, “Do as I say”, “Where will you go and what will you find”, “Line up”, “Who is the most attentive”, “Lavota.”

These games contribute to the development and consolidation of students about the position of objects in the surrounding space, clarify and reinforce the concepts of up-down, above-down, left-right, below-up, forward-back.

However, in a mathematics lesson you can use games such as

“Below-above”, “Who is your neighbor”, “Arrange the figures as I say”

As didactic games, you can use plot pictures, with the determination of the location of objects on them (Who is higher?, Who is Below, Who is behind whom, etc.)

Time orientation.

The life of a child flows in time. All children observe the beginning and end of the daylight hours, get up in the morning, and go to bed in the evening. But not everyone can, without error, call up the sequence of periods into which a day is divided.

Many students cannot estimate the duration of an event or whether its beginning corresponds to the appointed time. Mentally retarded schoolchildren do not have life experience that allows them to make such assessments.

The teacher is faced with the task of gradually developing a sense of time in students. For example, it is possible to estimate the duration of an event or phenomenon only in comparison with some already known, familiar time standard, so it is necessary to give such standards to children. In addition, schoolchildren must master a certain group of words and phrases (early, late, on time, long ago, etc.), which may be unknown to them by the time they enter school.

Separate special lessons on clarifying time concepts are carried out only when the sequence is consolidated: morning, afternoon, evening, night. Tables can be used as visual aids, which present the activities of people characteristic of each period of the day. To solve these problems in mathematics lessons, didactic ones certainly help, for example, such as:When does this happen, Daily clock, Morning evening (outdoor game), Week, Name the time of year, Put it in order,

Ideas about size

Mentally retarded children, before entering first grade, have heard words such as big, small, long, short, etc. more than once, but they cannot always use them to characterize any object. To introduce these words (and their derivatives) into the active vocabulary of students and to teach them to use in appropriate situations, it is necessary special exercises. The most successful mastery of the terms with which sizes are described is possible by using educational games such as

Match by size, Games with pyramids, nesting dolls, Guess what's in your hand, Lotto, Build a ladder, Find your match and many others.

Concept of geometric shapes

According to O.V. Bobkova, the geometric concepts of students in grades 1-3 with intellectual underdevelopment are characterized by insufficient clarity, completeness, differentiation and generalization. Younger schoolchildren experience great difficulty in identifying familiar shapes in surrounding objects; they tend to replace abstract geometric images with ideas about specific objects (for example, a straight line is a stick). Children do not know well the names of geometric figures, solids, angles and

lines, weakly correlate them with the corresponding visual images. The students' performance of practical tasks of geometric content (sculpting geometric bodies and constructing models from them based on a sample and representation, drawing geometric figures, modeling figures, lines and angles from wire) showed. insufficient development of skills in the practical application of geometric knowledge. Students have poor command of the methods of obtaining them in practice and cannot correlate their actions with their existing ideas.

A variety of didactic games should be used in the study of geometric shapes:

“Put the same figure, Guess what figure it is, What figure it looks like..., Geometric Lotto, lay it out correctly, Wonderful bag.”

The main goal of such games is to develop students’ understanding of geometric shapes, circle, square, rectangle, triangle; children learn to select shapes by pattern, by name, identify them by touch, and recognize geometric shapes in surrounding objects.

These games are aimed at developing students' observation, attention, and memory skills.

Thus, the Propaedeutic period is a system of classes aimed at awakening cognitive interest in students and preparing them for the study of academic subjects/

During the period of propaedeutics, mentally retarded schoolchildren acquire the initial skills and elementary skills of a culture of behavior necessary for mastering knowledge. At the same time, the teacher uses this period for a comprehensive study of the students and compiles their first pedagogical characteristics. Such characteristics help the teacher determine the plan of correctional and educational work that is carried out with the child. The teacher pays special attention to the child’s desire to learn, ability to work independently, features of voluntary attention, speech, motor skills, communication skills with other children and the teacher. Classes during this period are organized in the form of didactic games, walks and targeted excursions, artistic storytelling and reading, memorizing poems and songs from the words of the teacher, modeling, drawing, and manual labor.

All of the didactic games presented above help to form pre-numerical understanding in children with intellectual disabilities in mathematics lessons; it is this period that contributes to the development in children of the necessary skills for further learning, therefore it is the propaedeutic period that can be considered truly important.

The numbers of the first ten and operations with them are studied during the first year of study. Students become familiar with each number in the first ten separately. The formation of each number, its designation by a number, counting within this number, the relationship of the subject population, numbers and numbers are studied, the place of the number in the natural series of numbers is determined. Numbers are compared, their composition, the actions of addition and subtraction within each number, a segment of a number series are studied, simple arithmetic problems are solved to find the sum and remainder.

Forming representations of numbers, counting and giving some initial properties of the natural series of numbers to mentally retarded first-graders is an extremely difficult task. Its solution is possible only with the widespread use of visual aids, taking into account the individual capabilities of each child, his past experience, and the general and individual difficulties that students encounter when learning the numbers of the first ten.

The study of each number of the first ten occurs in the following sequence.

1. In the first lesson, the concept of number and figure is given.Guess what number it is, Find your place, Show how many fingers, one and one, Two and one, How many will there be? Guess how many mushrooms and flowers there are here.

The purpose of didactic games is to introduce students to the formation of a number (by counting one unit to the previous number), its name, designation by a number, to teach how to write a number, to show the place of a number in a number series, to introduce the ratio of the number of elements of a subject set, numbers and numbers, to consider quantitative and ordinal relations of a segment of the natural series already known to students.

2.In the second lessonWhich one is right, Live numbers, Fun counting, Count on, How many of us are missing one, What has changed? In these games, students fix the place of a given number in a number series, gain an understanding of the second method of forming the previous number (by counting one unit from a given number), and practice counting in forward and reverse order. Students practice comparing the number of elements of subject collections, numbers, establishing relations of equality and inequality between subject collections and numbers (more, less, equal).

3. In subsequent lessons, students become familiar with the composition of this number from two groups and the operations of addition and subtraction within this number.

What number did I have in mind, What number was lost, Roll the dice, count correctly, Find the wrong answer. etc.

Thus,Along with educational tasks, the games presented above also solve various correctional and educational problems. Attention, auditory visual and kinetic sensations, memory, and speech develop.

Aimed at developing analysis and synthesis, generalizations.

Conclusion

Gaming activity influences the formation of arbitrariness of mental processes. Through play, children begin to develop voluntary attention and voluntary memory. During play, children concentrate better and remember more than in laboratory experiments. The conscious goal (to focus attention, remember and recall) is highlighted for the child earlier and is easiest in the game. The very conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played out and the plot. If a child is inattentive to what the game situation requires of him, if he does not remember the conditions of the game, then he is simply driven out by his peers. The need for communication and emotional encouragement forces the child to focus and remember.

Within the play activity, educational activity also begins to take shape, which later becomes the leading activity at school age.

Play is indispensable in teaching children with mental retardation.

It is the game that develops, corrects and teaches such a child.

The role of games especially increases in learning.

Didactic games used in mathematics lessons allow you to maintain interest, stimulate visual and auditory kinetic sensations and, of course, solve the didactic problem of the subject.

It is especially important to use didactic games and exercises during the period of propaedeutics, but they should not be forgotten in further teaching of mathematics, since the more interested mentally retarded schoolchildren are, the more various analyzers are involved, stimulation with visual material, the better the result in learning.

The prospect of further study of this problem is to select didactic games and exercises that can be used in working with mentally retarded primary school students. And also test the exercises we have developed that influence the development of pre-mathematical and mathematical concepts.

References

Baryaeva L.B. Formation of elementary mathematical concepts in preschoolers (with developmental problems): - St. Petersburg: Publishing House of the Russian State Pedagogical University named after. A.I. Herzen; Publishing house "SOYUZ", 2002. - 479 p. - (Correctional pedagogy)

Bim-Bad B.M., Bezrukikh M.M., Swamp Pedagogical Encyclopedic Dictionary -Publishing house: Big Russian Encyclopedia, 2008.- S - 528

Kataeva A.A., Strebleva E.A. Didactic games and exercises for teaching mentally retarded preschoolers. - M., 1993.

Lubovsky V.I., T.V. Rozanova, L.I. Solntseva; Special psychology: Proc. A manual for students. Higher Ped. Textbook Establishments / Ed. V.I. Lubovsky. –M.: Publishing Center “Academy”, 2003.-464 p.

Leontyev A.N. Activity, consciousness, personality-M, 1977

Markova T. A. To the teacher about children's play.: A manual for kindergarten teachers / Ed. - M.: Education, 1982. - 128 p., ill.

Novoselova S. L. O new classification children's games//Preschool education

Perova M. N. Methods of teaching mathematics in a correctional school

Perova M. N. Didactic games and exercises in mathematics - M.: Education, 1998- 144

Pedagogy of leisure: terminological dictionary / comp. HE. Khakhlova. – Ufa: BSPU Publishing House, 2007. – 50 p.

Petrova V. G., Belyakova I. V. Psychology of mentally retarded schoolchildren. – M., 2002.

Stepanova O.A., Weiner M.E., Chutko N.Ya. Methods of playing with correctional and developmental technologies: A textbook for secondary vocational education (edited by Kumarina G.F.).

Strebeleva E. A Kataeva A. A. Didactic games and exercises in teaching preschoolers with developmental disabilities

Strebeleva E. A. Correctional and developmental education of children in the process of didactic games. Manual for teachers-defectologists Vlados, paperback, 2008

Chumakova I.V. Formation of pre-numerical quantitative concepts in preschoolers with intellectual disabilities: Book. for a teacher-defectologist. - M.: Humanite. ed. VLADOS center, 2001. - 88 p., 8 p. ill. - (Correctional pedagogy).

Ek V.V. Teaching mathematics to primary school students in special (correctional) education. Institutions of the VIII type: a manual for teachers / V.V. Ek. - 2nd ed., revised. - M.: Education, 2005. - 221 p.

Elkonin D.B. Psychology of the game M.: Vlados, 1999. – 360 p.

Municipal preschool educational institution

kindergarten No. 9 compensatory type

"The importance of didactic games in correctional work with preschoolers with general speech underdevelopment"

Completed:

speech therapist teacher

Introduction.

Chapter I. The meaning and types of games.

Chapter II. Didactic game as a means of correcting speech underdevelopment.

Chapter III. Using a variety of games in correctional work.

Conclusion.

Literature.

Introduction

Currently, in a large number of children with normal hearing and intelligence, the formation of each of the components of the language is sharply delayed: phonetics, vocabulary, grammar. This violation was first identified and defined as OHP. All children with OHP have impaired sound pronunciation, underdevelopment of phonemic hearing, and a pronounced lag in the formation of vocabulary and grammatical structure.

The combination of the listed gaps in the phonetic-phonemic and lexical-grammatical structure of a child’s speech serves as a serious obstacle to his mastering the general kindergarten program, and subsequently the general education school program.

It is difficult to overestimate the importance of a child’s overall development preschool age. Unlike all subsequent age stages It is at this time that the foundation is laid for any special knowledge, skills, and attitude of the child to the world around him.

In an organized children's group, play serves as a means of education and learning. For preschool children suffering from various speech disorders, play activity retains its significance and role as a necessary condition for the comprehensive development of their personality and intellect.

“For preschool children, games are of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education,” these words belong to a Russian teacher.

Play is the only form of child activity that in all cases corresponds to his organization. She never makes demands on him that he could not fulfill, and at the same time she requires some effort from him, which is associated with a vigorous, cheerful state of health, and vigor and joy are the key to health.

The game teaches a child to live and work in a team, develops organizational skills, will, discipline, perseverance and initiative.

This is why the problem of children's play is relevant today. For preschool children suffering from various speech disorders, play activities retain their importance and role as a necessary condition for the comprehensive development of their personality and intellect.

I. Meaning and types of games.

In speech therapy practice with preschoolers, we widely use the child’s main activity - play. This is the source of his moral and mental development, a condition for the formation of his personality, his speech and communication skills. It is through play that correctional effects on a child’s speech and personality can be most effectively implemented. How the eyes of the kids light up, what an impatient expectation of something pleasant, joyful shines in them when you say: “And now you and I, guys, are going to play an interesting game!” Here you don’t even need to be a subtle psychologist to understand what a huge and special place play occupies in a child’s life.

Games are of great importance in the mental, moral, physical and aesthetic education of children. By organizing the lesson, the speech therapist, in this form of activity that is familiar and accessible to the child, communicates with him “as an equal,” wins his love and trust, overcomes his stiffness and shyness. A variety of play situations, skillfully created by a speech therapist, encourage the child to free speech communication, distract his attention from the speech defect, and provide rich opportunities for targeted psychotherapy. The game itself has a beneficial effect on the overall mental state child, causes counter activity in him, affecting his interests, fantasy, imagination. All this increases the efficiency of correctional work. At the same time, play techniques free children from tedious, long-term immobility that is unnatural for their age during a speech therapy session and help alternate types of speech work.

Play occupies a special place in the life of a preschooler. Games are used in classes; in their free time, children enthusiastically play games they have invented. The child leads an active, exciting life in games that are freely created by him or her, or in games with rules in which the child creates and expresses himself to the fullest. Play has a beneficial effect on a child's health. It is the only form of his activity. The game never makes demands on the child that he could not fulfill, and at the same time it always requires some effort from him, which is associated with a vigorous, cheerful state of health, and vigor and joy are the key to health. Play as a form of activity for a child contributes to the harmonious development of his mental processes, personality traits, and intelligence.

Conventionally, games can be divided into two main groups: role-playing (creative) games and games with rules.

Role-playing – These are games on everyday topics, with industrial themes, construction games, games with natural materials, theatrical games, fun games, and entertainment.

TO games with rules include didactic games (games with objects and toys, verbal didactic, board-printed, musical

didactic games) and active games (plot-based, non-plot-based, with sports elements).

Game methods involve the use of various components of game activity in combination with other techniques: demonstration, explanations, instructions, questions. One of the main components of the method is an imaginary situation in expanded form (plot, role, game action). The facts convince us that during role-playing games, favorable conditions are created for children’s verbal communication, activation and development of their speech. The game has a significant impact on the development of the meanings and functions of a word; The transfer of actions carried out in the game serves as a genetic basis for the transfer of verbal meaning, and thus, gaming activity is a powerful factor in the development of the child’s verbal thinking. The game creates situations in which speech acquisition is much more diverse and therefore more effective. During the games, not only the external, but also the semantic side of speech develops, its meaning is enriched and expanded, as a result of which it acquires greater mobility.

The term “speech therapy games” is very unfortunate, because such games do not appear in the nomenclature of preschool pedagogy. There are role-playing games, mobile games, didactic games, games with building materials, dramatization games, etc. The nomenclature of games is based on the form of their implementation, and not on the tasks they pose. Therefore, it is more correct to talk about the use of well-known types of games in speech therapy work with children.

II. Didactic game as a means of correcting speech underdevelopment.

A special type of gaming activity is a didactic game. It is created by adults specifically for educational purposes, when learning proceeds on the basis of a gaming and didactic task. In a didactic game, a child not only gains new knowledge, but also generalizes and consolidates it.

A didactic game has a certain structure, regardless of type, that distinguishes it from other types of games and exercises. The structure of the didactic game is formed by:

1) Main components – didactic and gaming tasks, gaming activities;

2) Additional components- plot, role.

The main goal of any didactic game is learning. Therefore, the leading component in it is a didactic task, which is hidden from the child through play.

An essential element of a didactic game are the rules. Compliance with the rules ensures the implementation of game content. Compliance with the rules stands out an indispensable condition solving game and didactic problems.

Game and didactic tasks are realized in game actions. The means of solving a didactic task is didactic material. The result of the didactic task is the solution of gaming and didactic tasks. Solving both problems is an indicator of the effectiveness of the game. A didactic game acts simultaneously as a type of play activity and a form of organizing interaction between an adult and a child. This is what makes it unique.

Based on the nature of the material used, didactic games are conventionally divided into games with objects, board-printed games and word games.

1) Object games are games with mosaics, various natural materials (leaves, seeds, etc.). These games develop children's perception of color, size, and shape.

2) Desktop-printed - aimed at clarifying ideas about the environment, systematizing knowledge, developing thought processes and operations (analysis, synthesis, generalization, classification, etc.). Printed board games can be divided into several types:

Paired pictures. The game task is to match pictures by similarity.

Lotto. They are built on the principle of pairing: identical images on small cards are matched to pictures on a large card. Lotto topics are very diverse: “toys”, “dishes”, “clothing”, “plants”, etc. Lotto games clarify children’s knowledge and enrich their vocabulary.

Domino. The principle of pairing is implemented through the selection of cards - pictures during the next move. The game develops memory, intelligence, etc.

Cutting pictures and folding cubes. Games are aimed at developing attention, clarifying ideas, and the relationship between the whole and the part.

Games like "Labyrinth" are intended for children of older preschool age. They develop spatial orientation and the ability to foresee the outcome of an action.

3) Word games. This group includes a large number folk games such as “Paints”, “Black and White”, etc. Games develop attention, intelligence, speed of reaction, and coherent speech.

Important has the content of didactic games. Both in kindergarten and at school there are great opportunities in developing and creating new and modified old games. The structure of didactic games, which include, in addition to the didactic task, game rules and actions, makes it possible to complicate them as children develop mental processes: will, memory, voluntary attention, etc.

Regardless of the type, a didactic game has a certain structure that distinguishes it from other types of games and exercises. A game used for learning must contain, first of all, an educational, didactic task. While playing, children solve this problem in an entertaining way, which is achieved through certain play actions. “Game actions form the basis of didactic games, without them the game itself is impossible. They are like a picture of the game’s plot.”

An obligatory component of the game are its rules, thanks to which the teacher during the game controls the behavior of children and the educational process.

Thus, the mandatory structural elements of a didactic game are: a teaching and educational task, game actions and rules.

Didactic task.

To select a didactic game, it is necessary to know the level of preparedness of the students, since in games they must operate with existing knowledge and ideas. In other words, when defining a didactic task, one must, first of all, keep in mind what knowledge and ideas of children (about nature, about surrounding objects, about social phenomena) should be acquired and consolidated by children, what mental operations should be developed in connection with this, what Children’s personality traits can be formed through the means of this game (for example, honesty, modesty, observation, perseverance in achieving a goal, activity, independence, etc.).

Each didactic game has its own learning task, which distinguishes one game from another. When defining a didactic task, repetitions in its content and cliche phrases should be avoided. As a rule, these tasks are solved in each game, but in some games you need to pay more attention, for example, to the development of memory, in others - attention, in others - thinking. The teacher should know this well in advance and determine the didactic task accordingly.

Experts advise accurately defining the didactic task for each game, emphasizing the most important and necessary things. For example, if the main goal of the game is to develop children’s speech activity, then, of course, the aesthetic and moral goals should not be overlooked. The game should be structured in such a way that each child can realize his abilities and inclinations in it, and find his own interest; enjoy collective communication, realize self-confidence. By directing the didactic game, the teacher gives children more and more independence, which manifests itself at all stages of the game.

Game rules.

The main purpose of the rules of the game is to organize the actions and behavior of children. Rules can prohibit, allow, prescribe something for children in the game, make the game entertaining, tense. “The stricter the rules, the more intense and acute the game becomes... the fact of creating an imaginary situation from a developmental point of view can be considered as a path to the development of abstract thinking, and the rule associated with this, it seems to me, leads to the development of the child’s actions, on the basis of which it becomes possible in general that division of play and labor that we encounter at school age as a basic fact.” .

Compliance with the rules of the game requires from children a certain effort of will, the ability to deal with peers, and overcome negative emotions that appear due to an unsuccessful result. It is important, when determining the rules of the game, to place children in conditions under which they would receive joy from completing the task.

Using a didactic game in the educational process, through its rules and actions, children develop correctness, goodwill, and restraint.

Game actions.

A didactic game differs from game exercises in that the implementation of game rules in it is directed and controlled by game actions. The development of play actions depends on the imagination of the educator or teacher. Sometimes children, preparing for the game, make their own suggestions: “Let’s hide it, and someone will look for it!”, “Let me use a counting rhyme to choose the driver!”, “Remember when we played “Hot - Cold!”, How interesting was!".

So any game becomes didactic if its main components are present: a didactic task, rules, game actions.

The organization of didactic games by the teacher is carried out in three main directions: preparation for the didactic game, its implementation and analysis.

Preparation for conducting a didactic game includes:

Selection of games in accordance with the objectives of education and training: deepening and generalizing knowledge, developing sensory abilities, activating mental processes (memory, attention, thinking, speech), etc.;

Establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;

Determining the most convenient time for conducting a didactic game (in the process organized training in classes or in free time from classes and other routine processes);

Choosing a place to play where children can play quietly without disturbing others.

Such a place is usually allocated in a group room or on a site; determining the number of players (the whole group, small subgroups, individually);

Preparation of the necessary didactic material for the selected game (toys, various items, pictures, natural material);

Preparation of the teacher himself: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;

Preparation for children's play: for children's play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life, a necessary condition to solve a game problem.

Conducting didactic games includes:

Familiarizing children with the content of the game, with the didactic material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);

Explanation of the course and rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules (what they prohibit, allow, prescribe);

Demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, one of the children peeks when they need to close their eyes);

Determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the didactic task, and the game rules. While participating in the game, the teacher directs the actions of the players (with advice, questions, reminders);

Summing up the results of the game is a crucial moment in its management, since by the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in the children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play new game, it will also be interesting. Children usually look forward to this day.

Analysis of the game is aimed at identifying methods of its preparation and implementation, which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will allow us to identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them.

Techniques and methods for managing didactic games.

A game becomes a teaching method and takes on a didactic form if the didactic task, game rules and actions are clearly defined in it. In such a game, the teacher introduces children to the rules, game actions, and teaches how to carry them out. Children operate with existing knowledge, which is acquired, systematized and generalized during the game. Before starting the game, it is necessary to arouse children's interest in it and the desire to play. This is achieved by various techniques: using riddles, counting rhymes, surprises, an intriguing question, a conspiracy to play, a reminder of the game that children willingly played before. The secret of successful organization of the game is that the teacher, while teaching children, at the same time preserves the game as an activity. The pace of the game set by the teacher is of great importance. A teacher who knows the peculiarities of the development of the game does not allow excessive slowness and premature acceleration. The explanation of the rules and the story about the content of the game are extremely brief and clear, but understandable to children. Therefore, in didactic games it is advisable to use proverbs, sayings, riddles, which are expressive and concise. From the very beginning to the end of the game, the teacher actively intervenes in its course: notes the successful solutions of the children’s findings, supports the joke, encourages the shy ones, and instills in them confidence in their abilities. If the game has elements of competition, then when summing up the results you need to be especially careful and objective. To avoid mistakes, the teacher uses chips with which correct decisions are assessed. The presence of a large number of chips in one of the players allows you to determine him as the winner.

In some games, for incorrectly solving a problem, the player must pay a forfeit, i.e., any item that is won back at the end of the game. Playing forfeits is an interesting game in which children receive a wide variety of tasks: imitate animal sounds, transform, perform funny actions that require invention. Playing forfeits causes general fun and creates a cheerful mood among the children. The game does not tolerate coercion or boredom.

Analyzing the game, the teacher must emphasize that the children conscientiously followed the rules of the game, played together, and rejoiced at the victory not only of their own, but also of others.

Features of the mental development of children of the seventh year of life are their increased abilities for more in-depth analysis and synthesis: the ability to identify both general and individual characteristics objects and phenomena, compare them by various signs, make generalizations, express judgments, conclusions. Six-year-old children show great interest in learning and a desire to study at school.

But in teaching and raising six-year-old children, the play method is still of great importance. This is evidenced by many years of experience working with six-year-old children, described in his interesting book “Hello, Children!”, and scientific research in this area.

When guiding didactic games for six-year-old children, the teacher relies on their age characteristics. More often, games are selected in which children learn to express their thoughts coherently and consistently, to speak expressively, in which mathematical concepts, the ability to auditory analysis of oral speech, intelligence, endurance and will are developed. As a gaming method of teaching, didactic games are used in all classes to master certain methods of mental action, systematize, and clarify children’s knowledge. The initiative in choosing and conducting the game belongs to the teacher himself. The content of the game and its rules are subordinated to educational tasks put forward by the specific program requirements of a particular type of activity.

Based on this, you should select didactic games and exercises, introduce them into the structure of the lesson, repeat speech material, complicate it, and offer children new ones. Game methods involve the use of various components of game activity in combination with other techniques: demonstration, explanations, instructions, questions. One of the main components of the method is an imaginary situation in expanded form (plot, role, game action). The facts convince us that during role-playing games, favorable conditions are created for children’s verbal communication, activation and development of their speech. The game has a significant impact on the development of the meanings and functions of a word; The transfer of actions carried out in the game serves as a genetic basis for the transfer of verbal meaning, and thus, gaming activity is a powerful factor in the development of the child’s verbal thinking. The game creates situations in which speech acquisition is much more diverse and therefore more effective. During the games, not only the external, but also the semantic side of speech develops, its meaning is enriched and expanded, as a result of which it acquires greater mobility.

III. Using a variety of games in correctional work.

When working with children with SLD, great importance is given to literacy training. Since the 2nd academic year, our kindergarten has been working under the program “Correctional and developmental work in speech therapy group kindergarten for children with special needs."

A distinctive feature of the system of teaching literacy to preschoolers with special needs is that the educational process itself begins from the middle group (in the second quarter). According to the Beggar system, a child with ODD already in the middle group reads words consisting of two open syllables (note, mom) and in the preparatory group, writing in block letters is added to reading.

Experience shows that the game can be carried out as an independent activity, as a preliminary or reinforcing activity, and also as a rest.

We would like to offer didactic games from our experience, which are used to automate sounds, to develop phonemic awareness, to teach literacy, and at the same time are designed to develop all higher mental functions (attention, memory, logical thinking, imagination). Games optimize the learning process, activate children and, from activity to activity, raise them to a new level of development. Every solved “mystery” is a big victory for the child. After all, solving the mystery yourself is more pleasant than hearing a ready-made answer, especially since praise awaits the one who guesses it.

To overcome instability of attention, poor switching from one type of activity to another, fatigue and more effective correction speech development We have created a didactic manual that arouses children's interest during the lesson. It is functional, flexible in terms of application, aesthetically attractive for children and serves to solve many educational problems.

We want to offer this teaching aid, which is very easy to make yourself: it is a ball-lantern with transparent pockets on each side and a set of games. The manual is intended for the development of all components of speech (phonetic-phonemic, lexical-grammatical, syllabic structure), as well as cognitive processes in children from 4 to 7 years old.

The lantern ball can be used both in frontal and individual lessons throughout the entire lesson or as a surprise moment.

Progress of the game: 1st option: The presenter (speech therapist or teacher) inserts pictures of the selected game into the pockets on the lantern ball.

Children sit in a circle on chairs, pass the ball from hand to hand, stop at the teacher’s command and the child completes the task, depending on the side that fell out.

The proposed games using a multifunctional ball - a lantern.

1. “Guess the sound, letter, choose the word.”

Target: developing phonemic analysis skills using visual symbols.

Content: The child, looking at the symbol dropped on the ball-lantern, names a sound or letter, comes up with words with this sound, letter (at the beginning, in the middle, at the end of the word). The task can be complicated depending on the age of the children. For example: divide words into syllables, determine stress position, come up with one-syllable, two-syllable, three-syllable words. Make up a sentence with this word, etc.

2. “Name a preposition, come up with a sentence.”

Target: form the concept of a preposition as a separate word, consolidate the skill of constructing sentences with prepositions.

3. "Opposites"

Target: develops speech, attention, figurative and semantic memory, lays the foundations of logical thinking.

2nd option : The presenter inserts the names of the games into the pockets, and the children, passing the ball-lantern from hand to hand, choose a game.

Suggested games:

1. " Sound flashlight »

Target: Sound Automation r in words and sentences; develop phonemic awareness; highlight the sound against the background of the word; determine the position of a sound in a word; select adjectives for nouns and make sentences with these phrases.

2. " Playing with sounds ».

Target: Automation and differentiation of sounds: s, w, l, r; development of a sense of rhythm and rhyme; enriching verbal memory and ensuring speech dexterity in children.

3. “Where is it ringing and what is ringing?”

Target: Development of phonemic hearing, accumulation of vocabulary, development of phrasal speech and orientation in space.

4. “Who does what?”

Target: Differentiation of derivational forms of verbs, activation of the dictionary.

5. “Who has whom?”

Target: Practice the correct use of nouns denoting baby animals, the formation of word formation of nouns.

6. “What’s extra?”

Target: Expanding the volume of the vocabulary in parallel with the expansion of ideas about the surrounding reality, the formation of cognitive activity (thinking, perception, ideas, attention, memory).

7. “What is made of what?”

Target: Consolidation of word formation of adjectives, development of attention, memory, logical thinking.

Content: Children have lotto cards with images of various objects. The speech therapist names the object and the material from which it is made. For example, a rubber ball. Children find a picture of this item on cards. The one who has an image of this object on the card must name the phrase of the adjective and noun, i.e. answer the question: “Which?”, “Which?”, “Which?”, “Which?” (rubber ball) and cover the picture with a chip. The winner is the one who made no mistakes and closed all the pictures before others.

8. "Catch a Fish"

Target: enrich and clarify ideas about fish, development of general and fine motor skills; develop imagination and logical thinking.

9. “Find by color”

Target: teach children to group objects they know (by pictures) by color; strengthening the agreement of adjectives with nouns in gender and number.

10 . "Postmen"

Target: an exercise in isolating the first sound from a word, consolidating knowledge of the letters O U A I and the ability to find them among other letters. Development of phonemic representations.

Material: houses (flat) with a window, in the window there is an image of the resident (stork, turkey, donkey, snail), 4 letters in which instead of an address the letters A U O I are depicted.

What is the first sound in the word stork? (in the word stork the first sound is [a]).

What letter represents the sound [a]?

(the sound [a] is indicated by the letter A).

Let's find a letter with the letter A and take it to the stork, etc.

11. “Living letters”

Target: learning to read and compose syllables and words. Development of phonemic representations. Development of visual attention and perception, prevention of speech disorders.

Material: badges with the image of letters.

Come on, let's get the letters in a row

Just as the sounds tell you.

12. “Find the mistake.”

Target: consolidation of knowledge of letters, the ability to find incorrectly written letters. Development of visual attention, prevention of written speech disorders.

Material: sheets of cardboard in files with letters written in a row, among the letters there are incorrectly written letters, a marker.

I lost the album sheets.

I made a lot of mistakes.

We will help him together

And we'll fix everything that needs to be done.

13. “Cure the letters”

Target: consolidation of knowledge of letters. Development of visual attention, prevention of written speech disorders.

Material: sheets of cardboard (in files) with letters. Letters with unfinished elements, marker.

14. “Name the butterfly”

Target: consolidation of knowledge of letters. Improving reading skills. Development of visual gnosis, prevention of written speech disorders.

Material: butterflies cut out of bright cardboard, pieces of contact tape on the wings, circles with letters, pieces of contact tape on the back side.

15. “Magic meadow.”

Target: consolidating knowledge of letters, improving reading skills. Development of visual attention. Development of fine motor skills.

Material: large bright flat flowers with letters.

16. “Tree of consonants and consonants”

Target: differentiation of vowels and consonants.

Material: 1.5 m tree, blue and red Velcro leaves.

And we can’t get around his guys.

This is a tree of consonants and vowels. And all the leaves are on the ground. Guess why the foliage is blue and red. Name the sound quickly and attach the leaves. Let's give the tree its magical foliage.

17. "Sound Bus"

Target:

Material: flat bright bus with three pocket windows.

18. "Sound House"

Target: teach determining the place of sound in a word.

Material: flat 3-storey house with dark pockets and windows, 3 flat bright yellow square inserts.

19. "Visiting Tim and Tom"

Target: training in performing sound-letter analysis of words.

Material: panels with round cells for performing sound-letter analysis of words, cardboard circles, cardboard circles in red, blue, green.

20. “Stone, ball.”

Target: differentiation of hard consonants and soft consonants.

Material: flat stones of blue color, a ball of green color, according to the number of children.

Option 2:

b) the kittens scattered balls at grandma’s, and now try to collect them. Name the soft consonant sounds, and quickly bring the balls to the basket.

21. "Bells".

Target: differentiation of consonant sounds by voicedness and deafness.

Material: flat silver, black bells according to the number of children.

Conclusion.

In conclusion, we would like to note that play is not an end in itself, but a means of influencing a child, a link in the overall system of his upbringing. Therefore, a game carried out with a correctional purpose should always maintain a positive impact on all aspects of the child’s psychophysical development.

A preschooler is a practitioner, not a theorist. If the information that is presented to the child is not supported by action (in play, object-based activities, drawing, imitation, etc.), it will not become reliable, truly assimilated knowledge.

The speech therapist must remember that it is necessary to diversify the content of the selected didactic game and constantly update game plots.

References

1. Bolshakova violations and overcoming them. – M., 2005

2. Gataullina’s work on overcoming and preventing speech disorders in children of early and primary preschool age. – Kazan, 2005

3. Gromov's articles. Innovations in speech therapy practice. – M., 2008

4. etc. Speech development and preparation for literacy. – M., 2006

5. Serebryakov’s vocabulary and grammatical structure in preschoolers with OHP. – St. Petersburg, 2001

6. Speech therapy: methodological traditions and innovation / ed. , . – M., 2003

7. , Tumakova playing. – M., 1983

8. Selivestrov in speech therapy work. – M., 1987

9. Shvaiko and game exercises for speech development. – M., 1988

10. Donika's work in teaching literacy. // Elementary school. – 1990. - No. 7.

11. Nishcheva of correctional and developmental work in a speech therapy group for children with special needs development disorders. – St. Petersburg, 2007

Introduction

Chapter 1. Theoretical foundations of didactic play for preschoolers with developmental disabilities

1.1 The problem of play in the works of domestic psychologists and teachers

1.2 The originality of didactic games

1.3 Types of educational games

Chapter 2. General requirements for the management of educational games

2.1 Methodology for organizing didactic games

2.2 The importance of didactic games in the correctional and educational process

Conclusion

List of used literature

Introduction

Play occupies a special place in a child’s life. During the game, the child lives and acts like the adults around him, the heroes of any stories, fairy tales. In the game he can be a doctor, a pilot, a teacher - if he wants. And this gives him great joy. One of the types of gaming activity is a didactic game, which allows the game to introduce children to current life in the forms of intellectual and relevant activity, moral and aesthetic ideas available to them. In didactic play, conditions are created in which each child gets the opportunity to act independently in a certain situation and with certain objects, acquiring his own valid and sensitive experience. This is especially important for mentally retarded children, whose experience of operating with objects is significantly impoverished, not recorded and not generalized.

Based on the foregoing, I determined the object, subject, purpose and objectives of the course research.

Subject of research course work is the method of using didactic games in the correctional pedagogical process.

Object Coursework research is a didactic game in the correctional pedagogical process.

Purpose The course work is to study the role of didactic games in the correctional process.

The purpose of the study is achieved by solving the following tasks:

Studying the problem of didactic games in the works of domestic teachers.
Studying the originality and classification of didactic games in the correctional pedagogical process.
Studying the methodology for organizing didactic games.
determining the value of a didactic game in the correctional and educational process.

The research methods for the course work are the study and analysis of specialized and psychological-pedagogical literature.

The structure of the course work consists of an introduction, main part, conclusion, and a list of references. 26 sources were used in the work.

Chapter 1. Theoretical foundations of didactic play for preschoolers with developmental disabilities

The problem of play in the works of domestic psychologists and teachers

Folk pedagogy skillfully resolved the issue of the connection between learning and play and made a well-known contribution to understanding the characteristics of educational games. Its traditions have entered into the scientific development of the issue of didactic games, into the practice of working with children, and into outdoor games with rules and deserve further in-depth study. K.D. Ushinsky considered play to be a free activity of a child, making a contribution to his development that cannot be compared with anything else. He pointed out that learning in the form of a game can and should be interesting and entertaining, but never entertaining. Famous teacher E.I. Tikheyeva highly valued didactic play in introducing children to objects and phenomena of life around them. She attached particular importance to sensory perception native language. She developed special didactic games called “Paired Games,” which required attention and the ability to identify what is common and what is different in a subject. Assessing the didactic game and its role in the education system A.P. Usova wrote: “Didactic games, game tasks and techniques make it possible to increase the sensitivity of children, diversify the child’s educational activities and make them entertaining.” In recent years, issues of theory and practice of didactic games have been developed by many researchers: A.P. Usova, E.I. Rodina, F.N. Blecher, B.I. Khachyapuridze, Z.M. Boguslavsky, E.F. Ivanitskaya, A.I. Sorokina, E.I. Udaltsova, V.I. Avanesova, A.K. Bondarenko, L.A. Wenger. All studies affirmed the relationship between learning and play, determined the structure of the game process, the main forms and methods of managing didactic games. Research has accumulated facts characterizing the didactic game as a form of learning organization.

Psychologist A.V. Zaporozhets, assessing the role of didactic games, rightly pointed out: “We need to ensure that didactic games are not only a form of assimilation of individual knowledge and skills, but also contribute to the overall development of the child and serve the formation of his abilities.”

The originality of didactic games

A didactic game is also a form of teaching children. Its origins are in folk pedagogy, which created many educational games based on a combination of games with songs and movements. A didactic game contains all the structural elements characteristic of children’s play activities: design, content, play actions, rules, results. But they manifest themselves in a slightly different form and are determined by the special role of didactic games in the upbringing and teaching of children.

The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity. In contrast to the direct setting of a task in the classroom, in a didactic game it also arises as a game task for the child himself. The importance of didactic play is that it develops the independence and activity of children’s thinking and speech.

Game actions are not always visible. These are mental actions expressed in the processes of purposeful perception, observation, comparison, sometimes recalling what was previously learned, and thinking. They vary in complexity and are determined by the level of cognitive content and game task, and the age characteristics of the children.

The volume of game actions also varies. In younger groups it is most often one or two repeating actions, in older groups it is already five or six. In games of a sports nature, the play actions of older preschoolers are divided in time from the very beginning and carried out sequentially. Having mastered them, children act purposefully, clearly, quickly, consistently, and solve the game problem at an already practiced pace.

One of the elements of a didactic game is the rules. They are determined by the task of learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and the teacher. With the help of rules, he develops in children the ability to navigate in changed circumstances, the ability to restrain immediate desires, and demonstrate emotional and volitional effort. As a result of this, the ability to control the actions of other players develops. The rules of the game are educational, organizing and disciplinary in nature. Teaching rules help to reveal to children what needs to be done by whom and how: they correlate with game actions, strengthen their role, clarify the method of execution, organizers determine the order, sequence and relationships of children in the game; disciplinarians warn about what and why not to do.

The teacher must use the rules carefully, not overload the game with them, and apply only the necessary ones. The introduction of many rules and forced implementation of them by children lead to negative results. Excessive discipline reduces their interest in the game and even destroys it, and sometimes causes cunning tricks to avoid following the rules.

The result of a didactic game is an indicator of the level of children’s achievements in the acquisition of knowledge, in the development of mental activity, relationships, and it is not easy to win, obtained in any way.

Game tasks, actions, rules, and the result of the game are interconnected, and the absence of at least one of these components violates its integrity and reduces the educational impact.

Types of didactic games

Didactic games differ in the taught content, cognitive activity of children, game action and rules, organization and relationships of children, and the role of the teacher. The listed signs are inherent in all games, but in some one is clearly visible, in others - others. There are many didactic games listed in various collections, but there is no clear classification or grouping of games by type yet. Most often, games are correlated with the content of education and upbringing: games for sensory education, verbal games, games for familiarization with nature, and for the formation of mathematical concepts. Sometimes games are correlated with the material: games with folk educational toys, printed board games. This grouping of games emphasizes their focus on learning and cognitive activity of children, but does not sufficiently reveal the basics of a didactic game - the characteristics of children’s play activities, game tasks, game actions and rules, the organization of children’s lives, and the teacher’s guidance. The following known types of didactic games are used.

Travel games have similarities with a fairy tale, its development, miracles. Travel games reflect real facts or events, but reveal the ordinary through the unusual, the simple through the mysterious, the difficult through overcoming, the necessary through the interesting. All this happens in the game, in game actions. Becomes close to the child and makes him happy. The purpose of the game - travel - is to enhance the impression, to give the cognitive content a slightly fabulous unusualness, to draw children's attention to what is nearby, but is not noticed by them. Travel games sharpen attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success.

A didactic game contains a complex of various activities of children: thoughts, feelings, experiences, empathy, searches for active ways to solve a game problem, their subordination to the conditions and circumstances of the game, the attitude of children in the game. Travel games are always somewhat romantic. This is what arouses interest and active participation in the development of the game’s plot, enrichment of game actions, the desire to master the rules of the game and get a result: solve a problem, find out something, learn something.

Games - errands have the same structural elements as errand games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions. The game task and game actions in them are based on a proposal to do something: “Gather all the red objects in a basket,” “Arrange the rings by size,” “Take round objects from the bag.”

Guessing games: “What would happen...?” or “What would I do...?”, “Who would I like to be and why?”. Sometimes a picture can serve as the beginning of such a game. The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. The game's purpose is in the name itself. These games require the ability to correlate knowledge with circumstances and establish causal relationships. Their pedagogical value is that children begin to think and learn to listen to each other.

Games - riddles. The emergence of mysteries goes back a long way. The riddles were created by the people themselves and reflect the wisdom of the people. Riddles were part of rites, rituals, and included in holidays. They were used to test knowledge and resourcefulness. This is the obvious pedagogical focus and popularity of riddles as entertainment. Currently, riddles, telling and guessing, are considered as a type of educational game. The main feature of a riddle is an intricate description that needs to be guessed. The content of the riddles is the surrounding reality. The main feature of riddles is a logical riddle. Construction methods logical problems are different, but they all activate the child’s mental activity. Older children like riddle games. The need to compare, remember, think and guess - brings the joy of mental work. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions.

Games - conversations (dialogues). The game-conversation is based on communication between the teacher and the children, the children with the teacher and the children with each other. This communication has a special character of play-based learning and play activities for children. Its distinctive features are the spontaneity of experiences, interest, goodwill, belief in the “truth of the game,” and the joy of the game. The educational and educational significance lies in the content of the plot - the theme of the game, in arousing interest and in certain phenomena of the surrounding life reflected in the game. The cognitive content of the game does not lie “on the surface”: it needs to be found, extracted - made a discovery and, as a result, learn something. The value of the conversation game lies in the fact that it makes demands on the activation of emotional and mental processes: the unity of words, actions, thoughts and imagination of children. Game-conversation develops the ability to listen and hear the teacher’s questions, children’s questions and answers, the ability to focus on the content of the conversation, complement what is said, and express it.

Chapter 2. General requirements for the management of didactic games

2.1 Methodology for organizing didactic games

The organization of didactic games by the teacher is carried out in three main directions: preparation for the didactic game, its implementation and analysis.

Preparation for conducting a didactic game includes:

Selection of games in accordance with the tasks of the teacher and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes;

Establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;

Determining the most convenient time for conducting a didactic game;

Choosing a place to play where children can play quietly without disturbing others;

Determining the number of players;

Preparation of the necessary didactic material for the game;

Preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;

Preparing and playing children: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary for solving a game problem.

Conducting didactic games includes:

Familiarizing children with the content of the game, with the didactic material that will be used;

Explanation of the rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules;

Demonstration of game actions, during which the teacher teaches children to perform actions correctly, showing that otherwise the game will not lead to the desired result;

Determining the role of the teacher in the game, his participation as a player, fan or referee;

Summing up the results of the game is a crucial moment when children achieve in the game, one can judge its effectiveness, whether it will be used with interest in the child’s independent play activities. At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Analysis of the game is aimed at identifying methods of preparing and conducting it: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game and avoid future mistakes. In addition, the analysis makes it possible to identify individual characteristics in the behavior and character of children and, therefore, to correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with a constant goal helps to vary the game and enrich it with new material in subsequent work. A game becomes a teaching method and takes on a didactic form if the didactic task, game rules and actions are clearly defined in it. In such a game, the teacher introduces children to the rules, game actions, and teaches how to perform them. Children operate with existing knowledge, which is acquired, systematized, and generalized during the game.

With the help of didactic games, a child can acquire new knowledge: by communicating with the teacher, with his peers, in the process of observing the players, their statements, and actions as a fan, the child receives a lot of new information for himself. And this is very important for its development.

Children who are inactive, unsure of themselves, and less prepared, as a rule, at the beginning take on the role of fans, while they learn from their comrades how to play in order to complete the game task and become a winner.

2.2 The importance of didactic games in the correctional and educational process

The main form of interaction with a child in preschool educational institutions of a compensatory type is organized classes in which the leading role belongs to adults.

Classes are conducted by a speech pathologist and educators. The content of classes is determined by the program. Every teacher must remember about the age characteristics of children, about developmental disabilities; these children are passive and do not show the desire to actively act with objects and toys. Adults need to constantly create in children a positive emotional attitude towards the proposed activity. Didactic games serve this purpose. A didactic game is one of the forms of educational influence of an adult on a child. At the same time, play is the main activity of children. Thus, a didactic game has two goals: one is educational, which is pursued by an adult, and the other is playful, for which the child acts. It is important that these two goals complement each other and ensure the assimilation of program material. A didactic game is a teaching tool, so it can be used to master any program material and is conducted in individual and group lessons, both by a speech pathologist and an educator. In addition, the game is included in music lessons and is one of the entertaining elements during a walk. In didactic play, conditions are created in which each child gets the opportunity to act independently in a certain situation and with certain objects, acquiring his own effective and sensory experience. This is especially important for mentally retarded children, whose experience of operating with objects is significantly impoverished, not recorded and not generalized. Thus, the special role of didactic games in the learning process is determined by the fact that the game should make the learning process itself emotional, effective, and allow the child to gain his own experience. Upon admission to preschool institutions Children with developmental disabilities have difficulty communicating with adults, do not know how to communicate with peers, and do not know how to assimilate social experience. Most mentally retarded children have impaired or underdeveloped fine motor skills and hand-eye coordination. They often do not highlight their leading hand; their hand movements are awkward and uncoordinated. Children are sometimes unable to use both hands at the same time. Early and preschool age can be called the age of sensory knowledge of the environment. During this period, children develop all types of perception - visual, tactile - motor, auditory - and form ideas about objects and phenomena of the surrounding world. Children acquire sensory experience in the process of extensive orientation and research activities. In mentally retarded children, sensory cognition develops slowly without special corrective influence. It does not reach the level where it can become the basis of activity. The main correctional task of the teacher is to develop in mentally retarded children of early and preschool age search methods of orientation when performing a task. On this basis, it is necessary to create interest in the properties and relationships of objects, in their use in activities, and thus lead children to true visual orientation. Games and exercises in which a mentally retarded child acts by testing and measuring develop his attention to the properties and relationships of objects, and the ability to take these properties into account in practical situations. This further improves visual perception. Games pay great attention to the formation of holistic perception. Conventionally, games can be divided into two stages of development of holistic perception: the first is recognition, in which children experience difficulties; the second is the creation of a full-fledged image, taking into account all the properties of objects (shape, color, size, presence and relationship of parts, etc.) In order for a child’s mental development to take place fully, it is not enough to teach him to correctly perceive the world around him. It is necessary to consolidate the received images of perception and form ideas based on them. This can be achieved by forcing the child to remember after a certain period of time (delay games) this or that object, its property. However, truly clear, moving ideas become only when they are combined with the word-name of a given object (quality, attribute, action). Such a word can bring to mind a familiar image at any time. Children with developmental disabilities cannot do this, since in most cases they are familiar with only those words that denote objects (girl, dress) and can evoke the corresponding visual image. Words denoting a part of an object, its action and qualities, do not evoke a visual image in them. Although these words are a kind of standards - “standards” that should be combined with images of perception. This constitutes an important part of correctional work with mentally retarded children of preschool age. Their visual images (if any) often exist separately from the word, and the word is out of connection with the visual image. Such a word does not evoke any idea in the child; it turns out to be “empty”, unrelated. This happens because children are often offered verbal material in conditions in which the property or relationship itself has not yet been highlighted by them and has not become significant for them. Therefore, it is difficult to overestimate the importance of the correct organization of games and exercises aimed at connecting the image of perception with the word, which subsequently affects the formation of ideas and the development of full-fledged speech. Here, work on the perception and development of speech merges into a single process.

For the correct and timely inclusion of speech in the communication process, it is necessary that in the first stages of familiarization with an object, its quality and properties, teach the child to isolate these properties from other objects, recognize and perceive them, and only then give the floor. The correct connection of a word with what it means not only fixes in the child’s mind the image of an object, a figurative idea of it, but also makes it possible to recall this object, property or relationship in the child’s memory. This is exactly what happens in the games “Naming Lotto”, “What Is Missing”, etc. A word that evokes the desired idea in a child’s memory can later become the basis for understanding stories, fairy tales, verbal instructions, regardless of the situation, and in the future for independent reading of books. In children with developmental disabilities, visual and effective thinking develops very slowly without corrective influence. They generalize poorly social experience, are poorly oriented in the conditions of a practical task, and are generally unable to solve problematic problems. Thanks to didactic games, it is possible to organize a child’s activity in such a way that it will contribute to the development of his ability to solve not only accessible practical problems, but also simple problem problems. And the experience gained in this way will make it possible to understand and solve familiar problems visually, figuratively, and even verbally. However, tactile-motor perception also has its own specifics, so new tasks and conditions appear in games. If visual perception usually occurs without the help of other senses of touch and hearing, then tactile-motor perception in a person with normal vision is usually accompanied by visual vision and is rarely encountered in a purely isolated form. In games, you have to specially create conditions to highlight tactile-motor perception: close your eyes, put up a screen, use a “wonderful bag,” etc. A child with developmental disabilities has no desire for tactile examination of objects; he does not independently master palpating movements. Having received the task of identifying an object by touch, the child holds it motionless in his hand, without making any movements, and therefore cannot identify the shape, size, location of parts, which impedes the development of visual-motor coordination. Games for the development of tactile-motor perception should help correct these defects. Of no less importance is conducting didactic games that promote the development of auditory perception, which helps the child navigate the space around him, creates the opportunity to act on a sound signal, distinguish many important objects, etc. In mentally retarded children, the formation of auditory attention, the discrimination of non-speech sounds and the ability to act in accordance with an audio signal poses great difficulties. And in didactic games this aspect of development can be significantly corrected.

The other side of auditory perception is directly related to the development of speech, the so-called “speech” hearing. Difficulties here are associated primarily (provided that tonal hearing is preserved) with the state of phonemic hearing, with the child’s ability to distinguish and perceive the phonemes of his native language, with the assimilation of the phoneme system, which also serves as a sensory standard and without which it is impossible to master the phonetic side of speech. In children with developmental disabilities, phonemic hearing impairments are so great that they are often mistaken for hearing impaired or are mistakenly assigned alalia (motor or even sensory). Therefore, games for the development of auditory perception are of extreme importance for them. Thus, games and exercises for the development of auditory perception create the necessary prerequisites for the formation of speech in mentally retarded children. The formation of thinking is important in the mental development of a child. It is during this age period that not only the basic forms of visual thinking arise - visual-effective and visual-figurative, but also the foundations of logical thinking are laid - the ability to transfer one property of an object to others (the first types of generalization), causal thinking, the ability to analyze, etc. Correct and timely organization of work on the formation of all types of thinking for a mentally retarded child acquires special importance. Undoubtedly, skillful pedagogical guidance contributes to the successful implementation of didactic games. For a mentally retarded child, the emotional side of organizing play is an important condition. The teacher, through his behavior and emotional mood, should induce in him a positive attitude towards the game. The goodwill of an adult is necessary, thanks to which cooperation appears, ensuring the child’s desire to act together and achieve a positive result. The role of an adult in a didactic game is dual: on the one hand, he leads cognitive process, organizes children's education. On the other hand, he plays the role of a participant in the game, a partner, directs each child to perform game actions, and, if necessary, provides a model of behavior in the game. While participating in the game, the adult simultaneously monitored compliance with the rules. An important condition The effective use of didactic games in teaching is to maintain consistency in the selection of games. First of all, the following didactic principles should be taken into account: accessibility, repetition, gradual completion of tasks. In addition to didactic games, articulatory gymnastics and finger exercises also have a great influence on the development of speech in mentally retarded children. At the initial stage, speech gymnastics is recommended for the development, clarification and improvement of the basic movements of the speech organs. Gymnastics must be done daily so that the motor skills developed in children are consolidated and become stronger. It can be done before morning exercises or before breakfast for 3-5 minutes. Children should not be offered more than 2-3 exercises. When selecting material, you must follow the sequence, moving from simple exercises to more complex ones. Speech gymnastics must be carried out emotionally, in a playful way. The exercises can be performed sitting or standing in front of a mirror; children should see the adult’s face and their own face. The adult monitors the quality of the movements performed, the accuracy and correctness of the movement, smoothness, sufficient volume of movement, pace of execution, stability, good switchability from one movement to another, symmetrically, and the presence of unnecessary movements. Work on each exercise occurs in a certain sequence:

A story about the upcoming exercise using game techniques (the tale of the Merry Tongue);

Exercise demonstration;

Children performing the exercise in front of a mirror;

Checking correct execution, indicating errors;

Doing the exercise without a mirror.

At the beginning of work, there may be tension in the movements of the tongue and lips. Gradually the tension will disappear, movements will become free and coordinated. On preparatory stage Two types of general developmental exercises are used: statistical and dynamic, with figurative names. Statistical exercises are aimed at maintaining articulatory posture. Dynamic exercises require rhythmic repetition (about 6 times) of movement, coordination, and good switchability.

This problem was dealt with by such scientists as: M.E. Khvattsev, M.F. Fomicheva, A.M. Borodich, V.I. Rozhdestvenskaya, E.A. Rodina, M.G. Gening, N.A. Garman, A.N. Gvozdev.

Scientists have proven that the development of the hand is closely related to the development of speech and thinking of the child. The level of development of fine motor skills is one of the indicators of intellectual readiness for school education. Typically, a child who has a high level of development of fine motor skills can reason logically, has sufficiently developed memory and attention, and coherent speech. Work on developing fine motor skills should begin long before entering school. Parents and teachers who pay due attention to exercises, games, various tasks for the development of fine motor skills and hand coordination solve two problems at once: firstly, they indirectly influence the overall intellectual development Secondly, the child is prepared to master writing skills. You need to start working on developing fine motor skills from a very early age. Already in infancy You can massage your fingers, thereby affecting active points associated with the cerebral cortex. In early and early preschool age, you need to do simple exercises accompanied by a poetic text, for example, “Magpie,” and do not forget about developing basic self-care skills: fastening and unbuttoning buttons, tying shoelaces, etc. And, of course, in older preschool age, work on developing fine motor skills and hand coordination should become an important part of preparing for school. Children's ability to understand surrounding objects is largely related to the development of hand actions. From the outside it may seem that it is so simple for a child to reach out to an object, reach out and take it that it does not deserve special attention. But no matter how simple these actions may seem to us, adults, it should be noted: in a child’s first months of life they are still absent; the baby is not yet able to perform coordinated, purposeful actions. Indeed, in the first months of life, all the child’s movements, including hand movements, are, of course, reflexive in nature, i.e. arise without a targeted volitional effort - they are not intentional. Purposeful, intentional actions arise in a child in the process of upbringing and learning with adults. Studies of the development of child's hand movements are of interest not only for teachers and psychologists, but also for other specialists (philosophers, linguists, historians, biologists, etc.), since hands, having a variety of functions, are a specific human organ. The antogenesis of the development of the actions of a child’s hands is interesting. THEM. Sechenov was one of the first scientists to criticize the theory of hereditary predetermination of the development of a child's movements as a result of the maturation of certain nervous structures. He wrote that the movements of a person’s hand are not hereditarily predetermined, but arise in the process of education and training as a result of associative connections between visual, tactile and muscular changes in the process active interaction with the environment. In preschool age, it is necessary to continue working on the development of fine motor skills and hand coordination. It should be recalled that for children from one to three years old, exercises are given in a simplified version that is accessible to their age. For older children, tasks can be made more difficult. Work on developing hand movements should be carried out regularly, only then will the greatest effect from the exercises be achieved. Tasks should bring joy to the child and prevent boredom and overwork. In children with a number of speech disorders, general motor insufficiency is expressed to varying degrees, as well as deviations in the development of finger movements, since the movements of the fingers are closely related to speech function. In this regard, the system provides for educational and correctional measures in this direction.

Conclusion

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the acquisition of knowledge. These games provide an opportunity to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role. When working with children with developmental disabilities, didactic play plays a large role in correctional work. Thus, the special role of didactic games in the learning process is determined by the fact that the game should make the learning process itself emotional, effective, and allow the child to gain his own experience. Early and preschool age can be called the age of sensory knowledge of the environment. During this period, children develop all types of perception - visual, tactile - motor, auditory - and form ideas about objects and phenomena of the surrounding world. Children acquire sensory experience in the process of broad, approximately sequential activity. In mentally retarded children, sensory cognition develops slowly without special corrective influence. It does not reach the level where it can become the basis of activity.

The main correctional task of the teacher is to form search methods of orientation in completing a task in mentally retarded children of early and preschool age. On this basis, it is necessary to create interest in the properties and relationships of objects, in their use in activities, and thus lead children to true visual orientation.

List of used literature

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Didactic games and exercises for sensory education of preschoolers. Ed. L.N. Wenger. - M.: Education, 1973.
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Prepared by a teacher - speech therapist, 1st quarter. categories Martyusheva Svetlana Vladimirovna

MADO "Kindergarten No. 96", Perm

Everyone knows that a person’s speech is an indicator of the level of development of his thinking, intelligence, general culture. In addition, speech performs not only a communicative function, but also serves as a means of cognition and the transfer of one’s own and others’ experience.

Agree that for a future first-grader, clear and correct speech is the main factor for successful learning at school. Unfortunately, recently there has been a constant increase in the number of children with speech pathology, burdened by the complex structure of the defect.

The correctional and developmental process in a speech center does not allow for sufficient automation and reinforcement of all sounds, since children attend speech therapy classes no more than 2-3 times a week. The help and experience of a teacher in this situation is an integral part of our common cause.

I can confidently confirm that the teaching staff of the MADOU “Kindergarten No. 96” in Perm regularly follows all the necessary recommendations of the speech therapist. Teachers regularly plan individual work with children to develop speech sound culture. Tasks on the formation of clear and correct speech are offered not only to those children who are enrolled in the speech center, but also to everyone who attends kindergarten. Children removed from the speech center also require the attention of the teacher, because the work on automation and differentiation of the given sounds should not be interrupted.

At this moment, Her Majesty the Game comes to our aid. The role of play in a child’s life was studied by the great teachers of the past: J.-J. Rousseau,

K. D. Ushinsky, A. S. Makarenko. L. S. Vygotsky emphasized the unique specificity of children’s play, and L. A. Wenger repeatedly spoke about the importance of play activity for the mental development of children, for children’s mastery of new forms of thinking. There is no doubt that it is in the game that the development of all thought processes, the integrative qualities of the child’s personality and, of course, the enrichment of the speech sphere occurs. In addition, as a participant in play activities, a preschooler learns to manage his behavior: follow the rules, cooperate with play partners, and share the joy of victory. In the game, not only the assimilation of social norms of behavior occurs, but also the accumulation of social experience in interpersonal relationships.

For effective interaction between the teacher and the speech therapist in correctional work, we use ready-made games, but we always develop several options to increase the child’s interest in gaming activities. This approach allows you to activate the child’s thought processes, stimulates the desire to pronounce and comprehend not only his own, but also the actions of his play partners. In the process of such work, a card index of didactic games was developed with a mandatory indication of the purpose of the game and the main tasks (educational, correctional, developmental, educational).

"Fishermen and Fishes"

Goals and objectives	Equipment	Progress of the game
Purpose of the game: development of coherent speech. Learning task: clarify children’s knowledge on the topic “fish”. Corrective task: form phonetic-phonemic perception, automate and differentiate the sounds [P], [Pb]. Developmental task: Educational task: maintain activity in completing the task; learn to interact with a partner in the game, follow the rules of the game	1. Cardboard fish (on the back of the picture with the sounds [P], [Rb]). 2. Toy fishing rods with a magnet (4 pcs.). 3. Toy buckets. 4. Chips for encouragement. 5. Game cube.	First option: The child is asked to look at the fish; they note that on the reverse side there is a picture with an object in the name. [R] [Rb]. Next, the child “catches” fish with a fishing rod, saying the phrase: the fish brought me ... (name of the object). For the correct answer, the child is rewarded with a chip. Second option: Players take turns “catching” fish, saying the phrase: I caught a fish with ... (name of the object), or: I caught a fish with ... (name of the object). Third option: Each player takes turns throwing the dice to “catch” a given number of fish, saying the phrase: the fish brought me ... (name of the object). Fourth option: Players determine which sound [P] or [Rb] can be used to “catch” objects. Only pictures corresponding to the given sound are left. The one with the most correctly chosen words wins. Number of players 2-4 children. For the correct answer, the child is rewarded with a chip. Whoever has the most chips at the end of the game wins ek.

Goals and objectives

Equipment

Progress of the game

Purpose of the game: development of coherent speech.

Learning task: clarify children’s knowledge on the topic “fish”.

Corrective task: form phonetic-phonemic perception, automate and differentiate the sounds [P], [Pb].

Developmental task:

Educational task: maintain activity in completing the task; learn to interact with a partner in the game, follow the rules of the game

1. Cardboard fish (on the back of the picture with the sounds [P], [Rb]).

2. Toy fishing rods with a magnet (4 pcs.).

3. Toy buckets.

4. Chips for encouragement.

5. Game cube.

First option: The child is asked to look at the fish; they note that on the reverse side there is a picture with an object in the name. [R] [Rb]. Next, the child “catches” fish with a fishing rod, saying the phrase: the fish brought me ... (name of the object). For the correct answer, the child is rewarded with a chip.

Second option: Players take turns “catching” fish, saying the phrase: I caught a fish with ... (name of the object), or: I caught a fish with ... (name of the object).

Third option: Each player takes turns throwing the dice to “catch” a given number of fish, saying the phrase: the fish brought me ... (name of the object).

Fourth option: Players determine which sound [P] or [Rb] can be used to “catch” objects. Only pictures corresponding to the given sound are left. The one with the most correctly chosen words wins. Number of players 2-4 children. For the correct answer, the child is rewarded with a chip. Whoever has the most chips at the end of the game wins ek.

Images of fish are pasted onto cardboard with a paper clip attached to the edge.

On the back of the fish there are pictures with the sounds [Р], [Рь].

We offer you options for games based on the game: “Fishermen and Fishes”

"Get to know the fish"

Purpose of the game: development of coherent speech.

Learning task: learn to identify the essential features of an object.

Corrective task: learn to compose sentences based on sensory standards, automate the sounds [Р], [Л].

Developmental task: improve skills in comparing objects based on sensory attributes.

Educational task:

Progress of the game

First option: Fishes are laid out in front of the children. Teacher: “I wished for a fish, it has red fins and a lilac tail.” Children compare the descriptions of the fish and choose the appropriate option. The child answers: “I found a fish, it has red fins and a lilac tail.” For the correct answer, the child receives a chip.

Second option: The role of the leader is taken by the child.

Third option

The one with the most chips wins. Can be played by 2 to 5 people.

"Four Buckets"

Purpose of the game:

Learning task: strengthen the ability to divide words into syllables.

Corrective task: develop phonemic hearing, automate the sounds [Р], [Рь].

Developmental task

Educational task: teach how to interact in a group of players and follow the rules of the game.

Progress of the game

First option: There are four buckets on the table, each with a designation of the number of syllables (one, two, three, and four syllables). Fishes are laid out in front of the children. Players “catch” fish, pronounce the name of the picture with reverse side and determine the number of syllables. Next, choose a suitable bucket.

Second option: Players distribute buckets with each other indicating the number of syllables. Everyone “catches” only those fish on the back of which there are pictures with the same number of syllables in the words.

The one with the most fish wins. Can be played by 2 to 4 people.

"Three Buckets"

Purpose of the game: development of phonetic-phonemic perception.

Learning task: learn to determine the place of a given sound in a word (beginning, middle, end).

Corrective task: develop phonemic hearing, automate the sounds [Р], [Рь].

Developmental task: develop fine motor skills and spatial orientation.

Educational task: teach how to interact in a group of players and follow the rules of the game.

Progress of the game

First option: There are three buckets on the table, each with a designation of the location of a given sound in a word (beginning, middle, end). Fishes are laid out in front of the children. Players “catch” fish, pronounce the word from the reverse side and determine the place of the sound in the word. Next, choose a suitable bucket.

Second option: Players distribute buckets among themselves indicating the place of a given sound in a word. Everyone “catches” only those fish that have pictures glued to the back of them with a specific place of sound in a word.

The one who catches 5 fish the fastest wins. Can be played by 2 to 3 people.

"Big Catch"

Purpose of the game: development of coherent speech. Teaching task: learn to coordinate nouns and adjectives,

Corrective task: automate the sounds [Р], [Рь].in phrases.

Developmental task: develop fine motor skills and spatial orientation.

Educational task

Progress of the game

First option: Fishes are laid out in front of the children. Players take turns “catching” fish, pronouncing the word on the back side (Example: pencil). The teacher asks the child the question: “Which pencil?” The child selects a word that has a suitable meaning (Example: wooden pencil). For the correct answer, the child takes the fish.

Second option: The role of the leader is taken by the child.

Third option: The role of the leader passes from one child to another in turn.

The one with the most fish wins. Can be played by 2 to 6 people.

In order to train educators, active and interactive methods are used: consultations, workshops, master classes.

Thus, games for automating sounds introduced into speech can be used not only in the work of a speech therapist teacher, but also effectively used in everyday life children of senior preschool age, and the active position of the teacher is a necessary condition in overcoming speech disorders in children.

Play, as one of the main activities of children of primary school age, creates the most favorable preconditions for the formation of various mental properties and personality traits. The experience and practice of conducting speech therapy classes show that the acquisition of knowledge, skills and abilities occurs more easily and firmly when the speech therapist includes various types of games and game situations in the learning process.

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Mitrofanova V.A.

Teacher

State government educational institution Sverdlovsk region "Nizhny Tagil boarding school No. 1, implementing adapted basic general education programs"

The use of didactic games in correctional speech therapy classes at a school implementing adapted basic general education programs.

An urgent problem in the field of correctional work is the quality of correctional classes, which depends on a number of factors. Among these factors, a significant place is occupied by the method of conducting classes chosen by the teacher-defectologist (teacher-speech therapist) - the choice of methods, techniques, forms of work that are most productive for solving the assigned tasks. Conventionally, there are three parts of the “correctional lesson”: introductory, main, final. Each part of the lesson solves its own specific problems; I would like to dwell in more detail on the introductory part. General task the introductory part is to create conditions for students’ successful activities in the classroom. To do this, it is necessary to solve the following tasks: 1. Arouse in students a positive emotional mood, without which the effective formation of skills and methods of activity is impossible.

2. To attract children’s interest in the upcoming activity, which stimulates the child’s cognitive activity. 3. Ensure the activation of mental activity. The solution to this problem is also due to the fact that correctional classes are often held after school.

Since children with disabilities are characterized by immaturity of the emotional-volitional sphere, they are interested in tasks that involve game uniform. A game can be one of the methods of creating a positive emotional background and activating their mental activity at the beginning of a lesson.

Play, as one of the main activities of children of primary school age, creates the most favorable preconditions for the formation of various mental properties and personality traits. In connection with this, in Russian psychology and pedagogy, great importance is attached to the implementation of the developmental nature of the game when teaching children (L.S. Vygotsky, E.A. Arkin, A.N. Leontyev, etc.). In speech therapy, play activities serve as one of the main corrective means for the development of children’s speech. The experience and practice of conducting speech therapy classes show that the acquisition of knowledge, skills and abilities occurs more easily and firmly when the speech therapist includes various types of games and game situations in the learning process.

Didactic games undoubtedly have particular value in speech therapy work, which is due, first of all, to the fact that their main goal is educational.

During the didactic game, the child must correctly complete the task proposed by the speech therapist, and the game situation helps him in this. It is important that each of the games has a relatively complete structure and includes such basic structural elements as a game task, content, game actions, rules, and results. In this case, I would like to dwell in more detail on the game “Animal Letters”, used in the formation of technical reading skills during the period of initial training.

The game “Animal Letters” allows you to solve several problems: it helps to increase the motivational component, correct visual perception and memory of children, strengthens sound-letter connections, and forms a stable graphic image of a letter on a polyanalyzer basis.

To play it, the child does not need to know the names of the letters; they will be naturally remembered during the game. At the same time, students who know letters play no less enthusiastically, which contributes to the development of memory and sound-letter analysis.

The game set consists of 33 cards with animals, 66 cards with letters (two letters of each), half of which have marks for playing according to the basic rules, 1 memory card with the alphabet. With this set of cards, several game options are possible.

Basic rules of the game. For the first level of difficulty of the game, you need to choose a set of cards with orange traces - 9 cards with the most commonly used letters of the Russian alphabet and 8 cards whose names consist of these letters. Cards with letters are laid out face down on the table. Cards with pictures are placed in a stack next to each other. The game consists of several rounds, in each of which one card with a picture is played - it is laid out from the pile at the beginning of each round. The player’s task is to open all the letters that are included in the name of this picture. The one who manages to reveal the last of the letters included in the word takes the card with the “beast” as “prey”. After that, the next picture is laid out from the pile and the next round begins. Victory goes to the one who received the most cards. Players take turns, on their turn the player opens one of the letters, if it does not match any of the letters in the name of the picture, then the player again puts the card face down, leaving it in the same place. The player can continue to reveal letters until he makes a mistake. All correctly opened letters remain open until the end of the round. In the next round, the letters are covered, but are in the same places. Thus, visual memory is trained.In a complicated versionIn the game, the card with the beast is shown only before the start of the round, and then it is closed. During the round, students must figure out from memory what letters are in the word (carrying out a sound-letter analysis).Other complication options:

letters should be opened only in the order of their location in the word, starting with the first;
The game uses cards that come in two, three or four sets.

The set with letters can be used as a memory or lotto game. When playing lotto , students receive one or more cards with animals and place them in front of them. The presenter (teacher or student) reveals one letter at a time, the participant who was the fastest to notice that there is such a letter in the word on his card with an animal must shout out “there is!” the fastest, then he receives a card with a letter. If the student shouts out incorrectly, he returns one of the previously won letters to the deck. The player who scores the most letters wins.

Burners . The deck with letters lies in the center of the table, face down. On their turn, each player removes a card and places it face up on the table. Each subsequent card is laid out next to the others. When someone announces a word that can be formed from letters lying on the table, the “burnt out” player takes all the cards with letters from which it is composed as a penalty. The move moves on. The game ends when there are no cards left in the deck; the one with the fewest penalty cards wins.

Balda. A word of 5-7 letters is laid out on the table, and students are given five cards with letters. On your turn, you need to add one letter to the existing ones so that you get a new word; the number of letters in the resulting word is the number of points the player receives. Next the player takes new map from the deck so that there are five of them again, the move moves on to another. If a child cannot come up with a word with a given set of letters, he can skip a turn, changing one letter to a new one from the deck. When all the letters from the deck are exhausted, the game ends and the one with the most points wins.

Children with different levels of preparation for schooling enter the first grade of a school for students with intellectual disabilities; accordingly, the speed and quality of assimilation of educational material also differ greatly. But almost all children lack motivation for educational activities, because... gaming activity is actively formed and developed (in best case scenario), and in some cases only individual game actions. Therefore, the content of the correctional and speech therapy work of the first stage is determined by the fact that students with intellectual disabilities tend to progress more slowly through the stages of reading acquisition, starting from the alphabetic stage, as well as the need to constantly maintain interest in classes and form the motivational component of their activities.

Thus, the use of various types of games in correctional and developmental classes meets the requirements of the Federal State Educational Standard for Educational Education for the purpose of the correctional work program, the implementation of which must take into account the special educational needs of students based on the implementation of an individual and differentiated approach in the educational process.