How to develop attention in a schoolchild. “Development of voluntary attention in younger schoolchildren

Methodological development

A set of tasks to develop attention
junior schoolchildren

Borodina Svetlana Anatolevna,
teacher primary classes
GBOU secondary school No. 121 of St. Petersburg

This complex is intended for conducting developmental activities with children of primary school age and is presented in the form of 4 blocks.

Organization of classes: special exercises can be included in the educational process, where, during lessons, children are offered activities and games aimed at developing the basic properties of attention. Also, some exercises can be used during breaks.

The material was selected taking into account the age capabilities of students.

Classes can be held at study desks and, if possible, in a circle of 10-15 people.

The purpose of the classes: to develop in schoolchildren the basic properties of attention through game and educational activities.

1. Create classes aimed at developing volume, switching, concentration and stability of attention.

2.Develop cognitive interest.

There are certain types of activities that place high demands on both individual properties of attention and the level of voluntary attention in general. These include exercises, games, special tasks, the systematic use of which helps to increase the effectiveness of psychological and pedagogical work on the development of attention in children of primary school age.

Block 1. Tasks that can be proposed for work in a Russian language lesson.

Task No. 1.

"Make a word."

Lead time: 5 minutes.

Instructions: Children in their workbooks must make as many words as possible from the given set of letters.

Option 1: a, k, s, o, i, m, r, t.

Option 2: m, w, a, n, i, s, g, r.

Task No. 2.

Game "Alphabet".

Lead time: 10 minutes.

Instructions: Children can sit in a circle (or remain at their desks). The letters of the alphabet from A to Z are distributed among the children. The fewer participants, the more letters There is an alphabet for everyone. Next, the teacher (leader) dictates a phrase or word. And the guys, like on a typewriter, must “print out” this phrase. Typing the required letter is indicated by clapping the hands of the participant in the game behind whom given letter fixed.

The one who makes a mistake becomes the leader.

Thus, you can “print out” several very different phrases or words. The one of the guys who has never been a leader is the most attentive.

This task can be completed within school year 10 minutes per lesson (2-3 times a week).

Task No. 3.

"Corrective exercises."

Goal: development of concentration and self-control when performing written work.

lead time: 5 minutes (at least 5 times a week) for 4 months.

Materials: texts in workbooks or printed (letter) texts, pens and pencils.

Instructions: Within 5 minutes you need;

Ver.1. Cross out all the letters “A” that you encounter (or circle them): both small and capital ones, both in the title of the text and in the author’s surname;

Var.2. “I” is underlined, “L” is crossed out;

Var.3.”E” circled, “D” crossed out;

Ver.4. “O” is underlined, “K” is crossed out;

Var.5. On one side the letters are circled, on the other they are marked with a tick, etc.

The students themselves check each other's completion of the task (they look for mistakes and correct them).

Task No. 4.

Game "Inverted words".

Goal: to develop children's ability to concentrate.

lead time: 10-15 minutes.

Instructions: Students are offered a set of words in which the letters are reversed. It is necessary to restore normal word order.

Example: MAIZ - WINTER, NINAAV - BATHROOM.

a) SHYAMNA- b) LABOSAK- c) SYUB-

TEEVR-DAUM-LOHDO-

FEKRI- TRKO- LOR-

EZEZHOL- RMEO- META-

AKSHA-NALEP-WORK-

The task can be used when studying the topic: “Noun”, where it is additionally given to determine gender and declension. noun.

Task No. 5.

Game "Typewriter".

Goal: development of concentration; developing the ability to work in a group.

Lead time: 10 minutes (oral work).

Instructions: The teacher asks students to “print” a sentence.

For example: “The ocean is great, but even a drop is a profit for it.”

Participants in the game must take turns calling out the letters. When the word ends, you must stand up, and when you need to put a punctuation mark, everyone stamps their feet, at the end of the sentence everyone must clap their hands.

Whoever makes a mistake leaves the game.

Task No. 6.

“Correct errors in the text.”

Purpose: to establish the level of stability of students’ attention when performing and checking written work; attention distribution training.

Time spending: 10-15 minutes, during the school year.

Instructions: “The text is written on the board. Please read carefully. Find the mistakes made.

Option 1 . Along a steep mountain path

The black lamb was walking home

And to the bridge hunchbacked

Met a white brother

He shook one of his horns,

I rested my feet on each other...

No matter how hard you turn your horns,

But two people can't get through.

(S. Mikhalkov).

Option 2.

Dandelions.

Everyone knows these simple flowers. They look like a small sun with golden rays. Dandelion seeds ripen quickly and become a fluffy ball. You blow on the ball and light fluff floats in the air. That is why people called this flower dandelion.

Option3.

A smart little boy is running around. The winter liege has opened.

A huge eagle is lit. White lilac is blooming.

It's pouring rain. Get out the dinnerware.

A glass vase stands. A thin needle has disappeared.

New Year's Eve is coming soon. The pot-bellied samovr is boiling.

This task must be carried out 3-5 times a week. First, students find errors orally, correct them with an explanation, and then each independently writes the text in their workbook.

They exchange notebooks and check again. New texts (sentences) are selected each time. Practice with this task has shown that errors in written tasks have been significantly reduced. This affected the overall performance of the class.

Task No. 7.

“Connect halves of words.”

Time spending: 5-10 minutes.

Instructions: Words are divided into two parts. Then, the first halves are written in discord in the left column, and the second halves - in the right. You need to connect these halves together so that you get whole words.

Option 1. Option 2.

SAMO LYAR ROD RAST

BEECH VERT WHEN RIDING

FOOT VAR WHO INA

BAL VAR RAZ GOROK

CAP CON BY POINT

KON NAL SOR BOR

VA KA PAR WHO

KA GON VODO FOR

GON KAN SEMA TA

Children write down the words they make up in their workbooks and then check them. You can give additional tasks not only on the topic of the lesson, but also as material for repetition.

Task No. 8.

"Find the words."

Time spending: 5-7 minutes.

Instructions: Words are written on the board, in each of which you need to find another word hidden in it and underline it.

Laughter, wolf, pillar, scythe, bison, regiment, fishing rod, stranded, set, injection, road, deer, pie, jacket.

Task No. 9.

Game "Writing a proposal."

Goal: development of concentration, consolidation of knowledge about the members of a sentence.

Lead time: 15 minutes.

Instructions: The participants of the game are divided into 2 teams. In each team, one of the players will play the role of the subject, someone will play the role of the predicate, complement, definition, circumstance, someone will be the preposition, comma, period, etc. The role being performed is written down on a card and attached to the clothing.

Then the teacher (leader) dictates the sentence. Whichever team does it faster and more correctly wins.

Task No. 10.

Game "Many - One".

Time spending: 5-10 minutes.

Instructions: Children sit in a circle (you can remain at their study desks).

The teacher, throwing the ball, names the word in the plural. The child, returning the ball, calls it in the singular (or vice versa, the teacher calls the word in the singular, the child in the plural).

Cats, rooks, forests, rows, bridges, pillars, hills, footprints, houses, moles, eyes, cabinets, elephants, gardens, bushes, noses, pancakes, sheets, mushrooms, tables, knives, rolls, bows, forfeits, floors, brothers, gnomes, mouths, watches, bolts, ladle, rubles, umbrellas.

The task is given when studying the topic “Noun” singular. and many more h. (nouns change) orally. Additionally, the task is given to determine the units of nouns. including gender and declension.

Task No. 11.

Exercise “Munsterberg Method”.

Goal: to develop concentration and stability of attention in children; development of selective attention.

Time spending: 5-10 minutes.

Instructions: Words are inserted into a meaningless set of letters (usually nouns, but there can be verbs, adjectives, adverbs). You need to find them as quickly as possible and without errors. The child is given a form with printed lines of randomly typed letters, following each other without spaces. Among these letters, students must find words and underline them. Then the students exchange the notebook with their deskmate and check the assignment (correcting mistakes, underlining unfound words).

The number of correctly found words can serve as an indicator of success.

Task No. 12.

Exercise “Come up with a word.”

Goal: training attention span.

Time spending: 3-5 minutes.

Instructions: The teacher throws a ball to each of the students, asking them to name as many words as possible based on the sound suggested to them. For example: “M” - car, furniture, sink, matryoshka, etc. (you can use not only nouns, but also adjectives and verbs).

Task No. 13.

Exercise “Make words”.

Goal: development of concentration and stability of attention.

Time spending: 5-10 minutes.

Instructions: Compose and write down in your workbook as many words as possible from the letters that form a word (nouns).

Example: PHOTOGRAPHY - reef, shooting range, mountain, bargaining, grotto, draft, count, etc.

Adding other letters is prohibited. The words used are different.

Task No. 14.

Exercise “Invisible words”.

Goal: to develop children's concentration, using the example of composing a word from individual letters.

Time spending: 10 minutes.

Instructions: The teacher (student) writes a word on the board (or in the air) with his finger, one letter at a time. Children write down the letters as they are depicted on paper or try to remember them (depending on their level of preparedness). Then they discuss what word each person came up with. The teacher can involve one of the students in depicting the word. In this case, he shows cards one after another with letters written on them to the child, which he reproduces with his finger on the board (you can gradually increase the pace of the exercise).

The resulting words can be written down in workbooks (additional tasks are given).

Task No. 15.

Exercise “Find related words.”

Goal: development of concentration and stability of attention.

lead time: 5-10 minutes.

Instructions: Different words (word roots) are offered.

For example: house, forest, cat, table, etc. It is necessary to find as many related (same-root) words as possible in the shortest possible time.

For example: HOUSE - house, house, house, house, brownie, housewife, housewife, housewife, brownie, etc. This task can be used when studying the topic: “Word composition and word formation.”

Task No. 16.

Game "Fourth wheel".

Goal: development of concentration.

Lead time: 10-15 minutes.

Instructions: Children sit in a circle (or at their desks). The teacher throws the ball to the student and names 4 objects, 3 of which belong to the same general concept. The child must identify the extra object, i.e. does not fit with the others, name it and return the ball to the teacher (work is carried out in a “chain”).

Option 1.

1) table, chair, bed, kettle;

2) horse, cat, dog, pike;

3) fir tree, birch, oak, strawberry;

4) cucumber, turnip, carrot, hare;

5) notebook, newspaper, notebook, briefcase;

6) cucumber, watermelon, apple, ball;

7) wolf, fox, bear, cat;

8) doll, car, jump rope, book;

9) train, plane, scooter, ship;

10) skis, skates, boat, sled.

Option 2.

1) snow, frost, heat, ice;

2) bus, tram, plane, trolleybus;

3) river, forest, asphalt, field;

4) fireman, astronaut, ballerina, policeman;

5) desk, board, student, hedgehog;

6) snake, snail, butterfly, turtle;

7) brushes, paints, teapot, canvas;

8) hat, roof, door, window;

9) milk, tea, lemonade, bread;

10) leg, arm, head, shoe.

Task No. 17.

Game "Funny Horse".

Goal: formation of concentration and stability of attention.

Lead time: 10 minutes.

Instructions: Without rearranging the letters, write 7 sentences from this letter combination (team work).

NOW RAISE THE UP TOO.

1) Raise those feathers, and those too. 2) Those feathers are under him, and those too. 3) Raise those feathers too. 4) Now I, lift those too. 5) Now I, lift it too. 6) Now I, those under them too. 7) Those feathers under them, those too.

The task is given when studying the topic “Proposal”.

Task No. 18.

Exercise “School essays”.

Time spending: 5-7 minutes.

Instructions: Be careful. Why these lines school essays considered humorous? How should I write it? Correct it.

1. A flock of ducks and hares appeared in the distance.
2. Puppy Baikal has cheerful ears and a fluffy tail sticking out on the top of his head.
3. A heavy hand lay on my shoulder and said...
4. He stood and blinked his eyes.
5. In winter, many animals hibernate.

The above tasks help children not only become more attentive, but also make Russian language lessons more varied and exciting. It is also necessary to include riddles, charades, crosswords and puzzles in lessons.

Block 2. In a mathematics lesson, you can use tasks to train stability of attention, ability to switch and distribute attention.

Task No. 1.

Exercise “Each hand has its own job.”

Goal: formation of attention distribution in children and at the same time processing of memorization skills.

Instructions: Children are asked to slowly move a book with illustrations with their left hand for 1 minute (memorizing them), and draw with their right hand geometric figures or solve simple examples.

Task No. 2.

Goal: formation of attention switching in children.

Time spending: 5-7 minutes.

Instructions: Students work in a workbook.

Option 1. Fill in the blanks to make a sentence. To do this, solve examples. Replace number answers with words. Insert the first letters of these words instead of dashes. The number 1 can be replaced with the word “one” (0) and “one” (E). The number of the example block corresponds to the number of the word in the sentence.

Example: ---AND

Answer: CHILDREN, since 18-8=10 (D); 22:22=1(E); 18:6=3(T).

IR - - - I - - LV - - - - - -U - I - b - I - - - I - U -.

1. 10:5= 2. 7+8= 4. 25:5=

9-8= 3. 24:2= 12:4=

9-5= 21-10= 10x5=

10-10= 15-14= 6x5=

6. 1-1= 9+8= 27:9= 10x3= 20-7=

Option 2. Insert the missing letters instead of the dashes to form words. But first solve the examples, and in the answer, instead of the number, write down the first letter of the word denoting this number. Keep in mind that 1 is both “one” and “one” and “one”.

Example: - - - UH

We insert the resulting letters instead of the gaps and get the word COCK.

64:8= - - - - 8+8=

5x4=

b 4x4= - - A - - b - 49:7=

The task is carried out at the beginning of the lesson in the form of mental calculation. The task is gradually becoming more difficult.

Task No. 3.

Exercise “Counting with interference.”

Goal: formation of attention switching in children.

Time spending: 3 minutes.

Instructions: Children name numbers from 1 to 20 (can be from 1 to 30, from 1 to 40, etc.), while simultaneously writing them on a piece of paper or on the board in reverse order: says 1, writes 20, says 2, writes 19, etc. The number of errors is counted.

Task No. 4.

“Name your neighbors.”

Goal: development of voluntary attention.

Time spending: 5-7 minutes.

Instructions: Work is carried out orally. Children sit in a circle (or at desks). The teacher throws the ball to the students one by one, calling out numbers from 0 to 30 (the numbers and pace of work gradually increase). The person who catches the ball must name the “neighbors” of the given number, i.e. numbers are 1 less and 1 more than the named number, or previous and subsequent. After this, the student returns the ball to the teacher. If the child who caught the ball makes a mistake in naming the “neighbors” twice, he is eliminated and carefully watches the game from the sidelines. The last of the children is considered the most attentive. The task is used in mental calculation.

Task No. 5.

"Score by team."

Goal: to develop children's concentration using the example of arithmetic exercises and operations.

Time spending: 10 minutes.

Instructions: The class is divided into two teams. The order of numbers (within 10, 20, etc.) and the arithmetic operations used (+; -; x; :) are specified in advance. Then the children of the first team call numbers in turn, the teacher or one of the children calls arithmetic operations. The children of the second team watch this nearby and perform operations in their minds. Then the teams change rows. The team with the most correct answers wins.

Task No. 6.

"Guess the word".

Goal: development of concentration and switching of attention.

Time spending: 10 minutes.

Instructions: Columns of examples are written on the board. If you count correctly, you will get a word that is “coded” with letters.

B O N R A K WH

0 1 2 3 4 5 6 7 8 9

122 7112 8679 777

334 + 1136 - 7141 -326

456 8248 1538 451

CANCER CAKE BOW SLAVE

The task gradually becomes more difficult. This task helps children not only become more attentive, but also quickly and effectively master the rules of adding and subtracting numbers in a column, as well as multiplying and dividing multi-digit numbers within a million.

The work can be done both at the beginning and at the end of the lesson. Observation showed that the guys performed this task with great interest and desire. Errors in calculations have been significantly reduced.

Task No. 7.

Game "Clock".

Goal: formation of concentration.

Time spending: 10-15 minutes.

Instructions: 13 people can take part in the game (one of them is the leader). Children stand in a circle. The presenter invites them to depict the dial of a large clock; each child stands at a certain number. They agree on where 12 o'clock will be. One of the participants in the game stands in the center, he must call the time. The presenter explains to the participants of the game that the child standing where the hour hand should be at this time must make one clap, and the child who stands where the minute hand should be should make two claps. The one who makes a mistake stands in the center of the circle and calls the time.

The game is played while studying the topic “Time and its measurement.”

Task No. 8.

"We're playing counting rhymes."

Goal: development of concentration and stability of attention.

Time spending: 10 minutes.

Instructions: Participants work in pairs (desk neighbors). They stand (or sit) opposite each other. At the teacher’s command, each pair begins to count from 1 to 100, with one partner pronouncing odd numbers and the other saying even numbers. The same participants in the game are nearby, and they also count. It is difficult to count in such a situation. But the participants in the game must try not to get lost. The pair that can count to 100 the fastest wins.

Task No. 9.

“Each hand has its own job.”

Goal: formation of attention distribution.

Behavior time: 5 minutes.

Instructions: Draw with one hand and the other

one hand, the other, etc.

Used as a geometric material.

Task No. 10.

Game "Counting together".

Goal: development of concentration.

Time spending: 5-7 minutes.

Instructions: “Now we will count with you, just count: 1,2, 3, etc. One of us will start counting, and the person sitting next to us will continue, and so on. Let's try to count as quickly as possible. During the counting process, you will need to comply with one condition: if you have to name a number that includes the number 6 (for example: 16), then, while pronouncing this number, you will have to stand up (you can complicate the exercise by replacing standing up with a clap without saying the number ).

If one of us makes a mistake, he is eliminated from the game, but at the same time watches the progress of the game. We all have to be very careful and remember who is out and who is still playing."

The game is played at the beginning of the lesson as a warm-up.

Block 3. Tasks that can be used in reading lessons.

Task No. 1.“Time is stretchable...”

Goal: training attention span and concentration.

Instructions: “Now I will read you a poem by Samuil Yakovlevich Marshak “We know: time is stretchable,” and you will try to listen carefully in order to answer my questions after reading.”

We know: time is stretchable,

It depends on

What kind of content

You fill it up.

There are times when he has stagnation,

And sometimes it flows

Unloaded, empty,

Counting hours and days in vain.

Let the intervals be uniform,

What separates our days,

But, putting them on the scales,

We find long moments

And very short hours.

What is this poem talking about?

What time periods are mentioned?

What is the name of the poem?

What central, most important thought did S.Ya. want to express? Marshak?

This kind of work is carried out constantly in every lesson. Works may vary.

Task No. 2.

"Read the poem."

Goal: development of stability and concentration.

Instructions: “In front of you are forms with printed lines of letters. They contain “secret” lines of the poem by A.S. Pushkin. Try to read them."

Correct answer.

Driven by spring rays,

There is already snow from the surrounding mountains

They fled through muddy streams...

Task No. 3.

Exercises that develop attention to the word and its parts.

1. Reading words and phrases for a certain time (raising attention to the end of a word, reading words with a common root: water, water, white, linen, native, Motherland; combination of a noun with an adjective: clean shore, distant forest) to the root of the word, (with different roots, but with the same endings: purity-frequency, girl-grandfather, bun-squirrel). Usage different parts speech.

Purposeful installation reading.

Using the technique of mutual checking: a student reads a text of 1-2 paragraphs to his neighbor, who monitors the correctness and notes errors. Then the roles change - the other reads the next two paragraphs.

Collective books are used in the work.

Task No. 4.

"Reading with interference."

Goal: training of attention distribution.

Instructions: Work is carried out with books - collectives (or a reading textbook). Children read the text while tapping a rhythm with a pencil. Further work is carried out on textual issues.

Task No. 5.

A game. “Convey the meaning of the poem.”

Goal: development of voluntary attention.

Instructions: All students are divided into three teams (three columns). The presenter and his two assistants each read a quatrain, but in the following way: first, everyone takes turns reading the first line of each quatrain, then they take turns reading the second line, then the third and fourth in the same way.

With this reading, it is difficult to immediately grasp the content of each quatrain, so the reading can be repeated.

The task of the 1st team is to convey the meaning of the first poem, the task of the 2nd team is to convey the meaning of the second poem, the task of the 3rd team is to convey the meaning of the third poem. Poems must be complex.

Block 4. Let's look at some tasks that are recommended to be carried out during after school hours (during breaks).

Task No. 1.

“Listen to silence” (change).

Goal: to develop children’s perseverance and ability to concentrate.

Instructions: Everyone listens to silence for 3 minutes. This is followed by a discussion about who heard what and in what order.

Task No. 2.

Game “Four Elements” (used as a physical break).

Goal: development of attention associated with the coordination of the hearing aid and the motor analyzer.

Instructions: Children perform near their desks (during a physical break). On the command “earth” - children should lower their arms down, “water” - they stretch forward and make a swimming movement, “air” - they raise their arms up, and on the command “fire” - they rotate their arms at the elbow joints. Whoever makes a mistake is out of the game.

Task No. 3.

Exercise "Tangled Lines".

Goal: development of concentration.

Material: cards with drawn, tangled lines of the same color and for each child.

Time spending: 5 minutes.

Instructions: “The form shows mixed up lines. Trace the line

from left to right to determine where it ends. You need to start with line 1. You must write down the number with which this line ends. When completing a task, you need to follow the line with your gaze, without using your finger or pencil.”

Task No. 4.

Game "Remember the sounds."

Goal: development of concentration and auditory memory.

Instructions: “Sit comfortably and close your eyes. I will now walk around the room and make various sounds. Perhaps I'll open and close the door, shake the wastepaper basket, or knock on the radiator. I would like you to listen carefully and guess what I am doing. Listen carefully so that later you can describe these sounds. Try to remember the sequence of these sounds.”

Children will then have to describe what they heard and compare their results with those of others.

After the teacher has played this game a couple of times, the children themselves will be able to play this role.

Task No. 5.

Exercise "Minute".

Goal: to develop children's ability to concentrate. This exercise is also a good diagnostic method for studying a child’s internal tempo.

Instructions: The teacher asks students to internally measure a time equal to 1 minute (60 seconds). When the inner minute has passed, everyone raises their hand. The teacher uses a stopwatch to measure real time and records the degree of discrepancy for each answer.

Task No. 6.

Game "Rock, paper, scissors."

Goal: development of concentration.

Instructions: Participants in the game are divided into groups. On the count of “Three”, each participant throws out one of three figures on his fingers: a stone - a fist, scissors - two fingers, paper - an open palm. Moreover, there is a rule: scissors cut paper, a stone dulls scissors, paper can wrap itself around a stone. Accordingly, the player who has thrown out a piece on his fingers that will “defeat” the opponent (for example, a stone will defeat scissors) remains, and the losing player leaves the game. Now this game is considered popular among students. They constantly play it at all breaks, using chips and cards.

Task No. 7.

"Be careful".

Goal: development of voluntary attention.

Material: each student has a printed text.

Instructions: “Read the text carefully and only once. And then try to answer the question accurately.”

Task No. 8.

Game "Search non-stop".

Goal: increasing attention span.

Instructions: Within 10-15 seconds, see around you as many objects of the same color (or the same size, shape, material, etc.) as possible. At the teacher’s signal, one child begins the list, the others complement it.

Task No. 9.

Exercise "Living Picture".

Goal: formation and development of attention span in children.

Instructions: The teacher (or one of the children) organizes the participants (from 2 to all) into any group. Participants freeze in a given position. The driver examines this sculptural group for 30 seconds, then turns away. A strictly specified number of changes are made to the picture. (For example: 2 participants change places, the 3rd lowers his raised hand, the 4th turns in the other direction - 3 changes in total). The driver's task is to restore the original picture.

Task No. 10.

Goal: development of concentration and stability of attention.

Instructions: The exercise is performed sitting in a circle or the group stands in a circle. “Let each of you come up with a movement and demonstrate it to everyone in turn. At the same time, we will be attentive and try to remember everyone’s movements.” The group completes this part of the task.

“Now that we have all memorized each other’s movements, let’s proceed to the exercise itself. The one who starts first performs his own movement, and then the movement of one of us to whom he wants to pass the move. You all need to be very careful so as not to miss the moment when your own movement is completed and the right to move passes to you. The one to whom the move is passed will have to make his own movement and pass the move on.

Please note one limitation: you cannot pass the move back, i.e. to the one who just handed it to you."

During the exercise, the teacher encourages participants to act faster. At the end of the exercise, you can ask the question: “What difficulties did you have?”, “What is your mood?”

Task No. 11.

Goal: development of attention switching.

Instructions: The exercise is performed sitting or all participants stand in a circle.

“Let one of you go out the door. We (those who remain) will choose one

the person who will initiate the movement. He will perform some movements, changing them from time to time, and we will all repeat them. The participant who was behind the door will return to the room, stand in the center of the circle and, carefully watching us, try to understand who is the initiator of the movement.” When one of the participants walks out the door, the group decides who will initiate the movement.

Task No. 12.

Exercise: “Shadow”.

Goal: development of concentration and stability of attention.

Instructions: “Before you is a form with figurines of the depicted gnomes. Find out which gnome the shadow belongs to." (Application).

Task No. 13.

Game "Let's sing together."

Goal: development of concentration.

Instructions: The teacher suggests singing a song together, for example, “Blue Car” or “Smile”. Moreover, if the teacher claps his hands once, everyone begins to sing out loud together. If he claps twice, everyone continues to sing, but only mentally to themselves. If he claps once again, everyone continues to sing out loud again. And so on several times until one of the participants makes a mistake. The one who makes a mistake becomes the leader himself.

Task No. 14.

Exercise "Hide and Seek".

Goal: development of concentration and stability of attention.

Instructions: Find the objects that are hidden in the picture.

Task No. 15.

Game "Roll call - confused."

Goal: development of voluntary attention.

Instructions: The presenter calls the last names and first names of the children present, confusing first and last names (the first name is called correctly, the last name is not; the last name is correct, the first name is wrong). Children listen carefully and call only when both the first and last names are correctly named. Whoever makes a mistake is out of the game.

Task No. 16.

Exercise “Primitive schoolchildren”.

Goal: development of concentration and stability of attention.

Instructions: Find a pair of the same: from eight boys.

Task No. 17.

Game "Fish, Bird, Beast".

Goal: development of the ability to switch attention.

Instructions: Children sit in a circle. The presenter points to each player in turn and says: “Fish, bird, beast, fish, bird, beast, fish...”. The player on whom the counting stops must quickly (while the leader counts to three) name, in this case, the fish. Moreover, the names should not be repeated. If the answer is correct, the host continues the game. If the answer is incorrect or the name is repeated (a delay in answer is also considered an error), then the child drops out of the game, leaving his “forfeit” to the presenter. The game continues until one player remains. He and the host role-play what each “forfeit” should do.

Task No. 18.

Game "Choir".

Goal: development of concentration.

Instructions: 3-4 children take part in the game. The rest are closely watching the game.

One of the playing children is asked to go out the door for a while (or turn their back to the players), the rest receive cards with words from one sentence, which they must pronounce at the presenter’s signal simultaneously - each their own word. The task of the “guesser” is to understand and pronounce the entire sentence. The game is played several times so that all children take part in it. If the “guesser” does not cope with the task immediately, you can repeat it. The one for whom fewer offers were made wins:

A squad was walking down the street.

The goat went for nuts.

The toad began to croak importantly.

The magpie was flying high.

The fly found the money.

A cuckoo walked past the garden.

The cook was preparing lunch.

The poor cat cut her paw.

There is a stump in the swamp.

There lived an old man in the world.

An elephant walks along the path.

Practice shows that primary school students treat with great interest and diligence such classes in which the formation of attention is set as a special educational task.

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Updated: 02/22/2019 09:18

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Selection of exercises to develop concentration and self-control

"Corrective test" : The essence of the technique is that the child is asked to find and cross out certain letters in printed text. You can use newspaper clippings, old unnecessary books, etc. as material. Conditions: daily for 5 minutes. at least 5 times a week for 2-4 months.

Rules:

The game is held in a friendly atmosphere, children can be additionally interested, first find out who they want to be, say that this training will help them become good drivers, doctors, etc.

Losing should not cause you to feel displeased.

The volume of the text viewed does not matter and may vary for different children: from 3-4 sentences to several paragraphs.

As you master the game, the rules become more complicated: the letters being searched change, they are crossed out in different ways, 2 letters are searched at the same time, one is crossed out, the other is underlined (syllables, circling, ticking, etc.)

Option: underline the first letter in each line:

To tro To nt kk jube To wow To ayvya
Mitchu m R m ohe m T m hchf m ts

Another option: first we underline one letter (C), and cross out the other (O), then at the command “Attention!” a line is drawn and the second part of the work begins: C – now we cross out, and O – we underline:

The golden flower grew, it became round and fluffy. ("Attention!" Sasha will blow, laugh, and Pooh will fly in the wind.

A similar exercise can be carried out on educational material, offering students a grammatical analysis of several texts. In the text, nouns should be underlined with one line, and adjectives with two. Then, at the command “Attention!” - on the contrary - nouns have two lines, and adjectives have one.

Based on the results of the work, the number of omissions and incorrectly crossed out letters is calculated. The indicator of normal concentration of attention of younger schoolchildren at first is 4 or less absences, more than 4 - weak concentration. The test can take place as follows: first, this role is assigned to the teacher, and later to the neighbor at the desk. The winners can, for example, receive a token, at the end of the week the number of tokens is counted, and the best one can be rewarded. If you carry out similar exercises regularly for 2-4 months, the number of errors in students’ written work is reduced by approximately 2-3 times.

Exercises for concentration and attention span

a) "Copiers": Schoolchildren are asked to rewrite the following lines without errors:

Ammadda bereyure avvamava essesnessas detailata; - etaltarrs usokgata enazloby klatimori liddozoka; - minotsaprimapavotil schonerkapridyurakeda kuftiroladzloekunm

b) Munsterberg test: words are hidden among the letter row

Options:

The hidden words are in italics:

B SUN DEC HEAT EZI FISH JC

Find among the letters vocabulary words and fix errors:

SCH RIBINA FHZ VILLAGE UYE APARTMENT LBO CORTINA

Among the letters, find and underline the words, find the extra word:

PVC DOG AT COW LD BOAR EYTSY HORSE

Separate words from each other in a continuous text and write down a saying (you can add completing a grammar task related to the topic of the lesson - for example, determining the tense of verbs, declension of nouns, etc.)

UNDERLYING STONE WATER DOESN’T FLOW /Water does not flow under a lying stone./

b) “Encryptions”

Decipher the words, find the odd one out:

IAKBNI /Bianki/ KVASLADO /Sladkov/ URCHSHINA /Charushin/ KOVYLR /Krylov/

c) “Coding” words using numbers. Each letter has its own number.

For example: encrypt the words METRO, CAKE.

N M E T R A L O S

1 2 3 4 5 6 7 8 0 23458 , 4854

Replace them with the sum of the bit terms;

Name the total number of hundreds, tens, etc. ;

Find out how much the first number is greater than the second.

Exercises to develop auditory attention

These are arithmetic dictations that are well known to us, but the point of the exercise is that each task consists of several actions. The teacher can give the following instruction: “Now I will read arithmetic problems to you. You have to solve them in your mind. The numbers you receive must also be kept in mind. Write down the results of calculations only when I say: “Write!” The content of the tasks itself depends on the age of the children, their preparedness and program material. For example:

Grade 1 – Given two numbers 6 and 3. Add these numbers, subtract 2 from the resulting number, then another 4. Write. /answer 3/

Grade 2 – Given two numbers 15 and 23. Add the first digit of the second number to the first digit of the first number, subtract 2 from the resulting number, and now add 4. Write. /answer 5/

Grade 3 – Given two numbers 27 and 32. Multiply the 1st digit of the second number by the 1st digit of the first number and subtract the second digit of the number from the resulting product. Write. /answer 4/

Grade 4 – Given two numbers 54 and 26. To the second digit of the first number, add the second digit of the second number and divide the resulting amount by the first digit of the second number. Write /5/

Exercises to increase the level of attention distribution(ability to perform several actions simultaneously)

The sentence is read aloud to the children. Reading is accompanied by soft tapping of a pencil on the table. Children must memorize the text and count the number of beats.

The child draws circles in a notebook and at the same time counts the claps with which the teacher accompanies the drawing. Execution time – 1 minute. The number of circles and the counted number of strokes are counted. The more circles are drawn and the claps are counted correctly, the higher the score.

- “Counting with interference”: the child names numbers from 1 to 20, while simultaneously writing this sequence on a piece of paper or board, but in reverse order: says 1, writes 20, says 2, writes 19, etc. Then the execution time is calculated and the number of errors.

Functional exercise "My triangular cap"(old game). Target: development of concentration and motor control, elimination of impulsivity. Participants sit in a circle. Everyone takes turns, starting with the leader, pronouncing one word from the phrase:“My cap is triangular, my cap is triangular. And if it’s not triangular, then it’s not my cap.” Then the phrase is repeated, but the children who get to say the word “cap” replace it with a gesture (light clap on the head with their palm). Then the phrase is repeated again, but at the same time two words are replaced with gestures: the word “cap” (light clap on the head with your palm) and “mine” (point with your hand at yourself). When repeating the phrase for the third time, three words are replaced with gestures: “cap”, “my” and “triangular” (image of a triangle with hands).

. Looking at the sky. The subjects are asked to go to the window and look at the sky, concentrate their gaze on the sky (not on a point, but on the entire visible volume), looking at it. You can just look (admire), you can describe what you see. Execution time 2 minutes. After the end of the exercise there is a discussion. It is important that the exercise is enjoyable. Because even simply looking at (admiring) the sky is an expansion of the scope of attention.

"Find differences"

Tasks of this type require the ability to identify the characteristics of objects and phenomena, their details and master the comparison operation. Systematic and purposeful teaching of comparison to schoolchildren contributes to the development of the skill of timely activation of attention and its inclusion in the regulation of activity.

For comparison, children can be offered any objects, their images, pictures that differ in a certain number of details.

A game common among Indian hunting tribes

Children are asked to sit quietly for a short time and try to hear all possible noises and guess what they came from (the teacher can specially organize some noises). This game can be played as a competition: who can hear the most noises and guess their origin.

Game "Fly"

This game is also aimed at developing concentration. To carry it out, you will need sheets of paper with a lined nine-cell 3x3 playing field, and chips (chips can be buttons, coins, or pebbles).

The game is played for 5-10 minutes, 2-3 times a week, for 1-2 months. It can be played by children from 7 to 17 years old.

The task is completed in pairs. Each pair of players is given a sheet with a lined playing field and one chip.

The players are given the following instructions: “Look at a sheet of paper with lined cells. This is the playing field. But this chip is a “fly”. The “fly” sat in the middle of the sheet in the middle cell. From here she can move in any direction. But she can move only when she is given the commands “up”, “down”, “left”, “right”, turning away from the playing field. One of you, the one sitting on the left, will turn away and, without looking at the field, will give commands, the other will move the “fly”. You need to try to keep the “fly” on the field for 5 minutes and not let it “fly away” (leave the playing field). Then the partners change roles. If the “fly” “flies away” earlier, it means that the role exchange will occur earlier. All clear?"

The game becomes more difficult due to the fact that the players team up in groups of three. Two people take turns giving commands, trying to keep the “fly” on the field. The third controls its “flight”. The one whose “fly” “flies away” before the agreed time gives up his place to the controller. If everyone fits into the allotted time, then they change roles in turns.

Game "Search non-stop"

Within 10-15 s, see around you as many objects as possible of the same color (or the same size, shape, material, etc.). At the teacher’s signal, one child begins the list, the others complete it.

Exercises to develop attention in primary school children

Exercise “My favorite fruit”

The exercise allows the facilitator to create a working mood in the group; memory is also developed and the ability to concentrate for a long time is developed.

Group members introduce themselves in a circle. Having identified themselves by name, each participant names their favorite fruit; the second - the name of the previous one and his favorite fruit, his name and his favorite fruit; the third - the names of the previous two and the names of their favorite fruits, and then your name and your favorite fruit, etc. The latter, therefore, must name the names of the favorite fruits of all group members.

2. Exercise “I won’t get lost”

Exercise to develop concentration and distribution of attention

The psychologist offers the following tasks:

count out loud from 1 to 31, but the test taker should not name numbers that include three or multiples of three. Instead of these numbers, he should say: “I won’t go astray.” For example: “One, two, I won’t get lost, four, five, I won’t get lost...”

Sample correct count: 1, 2, -, 4, 5, -, 7, 8, -, 10, 11, -, -, 14, -, 16, 17, -, 19, 20, -, 22, -, -, 25, 26, -, 28, 29, -, - _the line replaces numbers that cannot be pronounced).

3. Exercise “Observation”

Exercise to develop visual attention. This game reveals the connections between attention and visual memory.

Children are asked to describe in detail from memory the school yard, the path from home to school - something they have seen hundreds of times. Junior schoolchildren make such descriptions orally, and their classmates fill in the missing details.

4. Exercise “Fly 1”

Exercise to develop concentration

This exercise requires a board with a nine-cell 3X3 playing field lined on it and a small suction cup (or a piece of plasticine). The sucker acts as a “trained fly”. The board is placed vertically and the presenter explains to the participants that the “fly” moves from one cell to another by giving it commands, which it obediently carries out. According to one of four possible commands (up, down, right and left), the fly moves according to the command to the adjacent cell. The starting position of the “fly” is the central cell of the playing field. Teams are given by the participants one by one. The players must, by constantly monitoring the movements of the “fly”, prevent it from leaving the playing field.

After all these explanations, the game itself begins. It is held on an imaginary field, which each participant imagines in front of him. If someone loses the thread of the game, or “sees” that the “fly” has left the field, he gives the command “Stop” and, returning the “fly” to the central square, starts the game again. "Fly" requires constant concentration from the players.

5. Exercise “Selector”

Exercise to develop concentration and attention span

For the exercise, one of the game participants is selected - the “receiver”. The rest of the group - the "transmitters" - are busy with each counting out loud from different numbers and in different directions. The “receiver” holds the rod in his hand and listens silently. He must tune in to each “transmitter” in turn. If it is difficult for him to hear this or that “transmitter,” he can make him speak louder with an imperative gesture. If it's too easy for him, he may turn down the volume. After the “receiver” has worked enough, he passes the rod to his neighbor, and he himself becomes a “transmitter”. During the game, the rod makes a full circle.

6. Exercise “Flies - does not fly”

An exercise to develop attention switching and the ability to perform movements.

Children sit down or stand in a semicircle. The presenter names the items. If an object flies, children raise their hands. If it doesn’t fly, the children’s hands are down. The presenter may deliberately make mistakes; many children’s hands will rise involuntarily, due to imitation. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.

7. Exercise “My Birthday”

The exercise will develop memory and the ability to concentrate for long periods of time.

The group members, as in the previous version, take turns saying their names, but each participant adds the date of their birthday to their name. The second is the name of the previous one and the date of his birthday, his name and the date of his birthday, the third is the names and birthdays of the two previous ones and his name and the date of his birthday, etc. The latter, therefore, must name the names and birthdays of all members of the group.

8. Exercise “Palms”

Exercise to develop stability of attention.

Participants sit in a circle and place their palms on the knees of their neighbors: the right palm on the left knee of the neighbor on the right, and the left palm on the right knee of the neighbor on the left. The point of the game is to raise your palms one by one, i.e. a “wave” of rising palms ran through. After preliminary training, palms raised at the wrong time or not raised at the right time are eliminated from the game.

9. Exercise “Edible – inedible”

Exercise to develop attention switching.

The presenter takes turns throwing a ball to the participants and at the same time names the objects (edible and inedible). If the object is edible, the ball is caught; if not, it is discarded.

10. Exercise “Fly”

An exercise to develop concentration and switching attention.

The exercise is carried out in exactly the same way as the previous version, only in a more complicated version: the number of flies has been increased (there are two of them). Commands to the “flies” are given separately.

11. Exercise “The most attentive”

Exercise to develop visual attention and memory.

Participants must stand in a semicircle and identify the driver. The driver tries to remember the order of the players for a few seconds. Then, on command, he turns away and names the order in which his comrades stand. All players in turn must take the place of the driver. It is worth rewarding those who do not make a mistake with applause.

12. Exercise “Telephone”

Exercise to develop auditory attention and auditory memory.

The verbal message is whispered around the circle until it returns to the first player.

Fairy tale "Bubble, straw and bast shoe"

Once upon a time there was a bubble, a straw and a bast shoe. They went into the forest to chop wood; They reached the river and don’t know how to cross it. Lapotya says to the bubble: “Bubble, let’s swim across on you?” “No,” says the bubble, “it’s better to let the straw drag itself from bank to bank, and we will cross it!”

The straw was pulled; the bast shoe went over it, and it broke. The bast fell into the water, and the bubble began to laugh - it laughed and laughed and burst!

Literature:

1. Kruglov Yu.G. Russians folk tales– M.: Education, 1983.

2. Panfilova M.A. Game therapy of communication - M.: Publishing house GNOM and D, 2000.

“Your child is completely inattentive” is a phrase parents often hear from teachers. When a child starts going to school, new and unusual demands are placed on him. The educational process requires perseverance and concentration on the task from the child. When young children enter school, these qualities are poorly developed. But it is quite possible to increase a student’s attention and concentration; the main thing is to find an approach to the child.

Table of contents:

What is attention?

Every moment we receive a lot of information from the outside. But only our brain from the entire stream focuses only on significant information, filtering out the insignificant. This mechanism is carried out due to attention. From a psychological point of view, attention is a person’s ability to focus on a specific phenomenon or object. In children younger age attention is not developed enough. And only as the child goes to school and grows up, his attention becomes better and better.

Psychologists distinguish between involuntary and voluntary types of attention. Involuntary attention is not associated with the participation of the will, does not require effort from a person to concentrate on a specific object. For example, parents walk with their child down the street. Suddenly, behind you, someone shouts someone else’s name. The child will turn around at this exclamation, even though it was not his name. This is an unconscious reaction to a sound stimulus, a manifestation of involuntary memory.

Voluntary attention implies the use of will. That is, a person needs to make an effort to concentrate for a certain time on some subject. Young children have difficulties with this parameter, because the volitional sphere is not yet fully developed. It is very difficult to force a child to perform any task or sit still if he does not want to. The main task of training is precisely the development of voluntary attention in the baby.

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Family influence on child development

Young children learn about the world through their parents. It is fair to assume that a child's inattention may be a copy of an adult's behavior. If the parent is distracted and disorganized, such behavior is perceived by the child as the norm. Hence possible problems with the baby's concentration.

But parents can also become a positive example for their child. For example, when getting ready for work, comment on your actions out loud. “I’m packing my bag now. I put a notepad, pen, phone in it - I need all this for work. I’m checking to see if the keys are in the pocket of my bag.” A child can try the same game. For example, saying your actions out loud when getting ready for school. This will help develop your baby's concentration.

Any free minute can be usefully spent helping your child improve his attention. While walking down the street, a parent can draw the student’s attention to various objects and ask them to describe them. “You see that house, describe it. What color is the house, the roof? How many windows does the building have? These simple ways will help your child become more focused.

Properly organized daily routine

The key to a child’s successful education is a properly organized daily routine. It will be easier for a child to “join” the school process if he has a clear work and rest schedule. One of the most important aspects is sleep. A primary school student should sleep about ten hours at night. There can be no talk of concentration or productivity if the child comes to class sleepy.

Extracurricular activities are good, but in moderation. When parents immediately after school take their child from one elective to another, there will be no benefit. The child is not able to cope with such a volume of information and will simply get tired. The baby should have free time when he can rest.

Also, for the healthy development of a child, it is necessary to arrange daily walks in the open air , lasting two to three hours. By the way, walks can also include active games, for example, with a ball. In general, sports activities are very effective in increasing attention and concentration. Therefore, the baby can be sent to dance or to a sports section.

It is very important to organize workplace baby at home . It could be separate room or your own corner in the apartment. Here the student will complete his assignments and also store all his textbooks and notebooks. It is also important to teach your child to keep the workplace in order. It is advisable for the child to do homework at the same time every day. In the future, this principle will help the child to quickly engage in the process of studying school subjects.

During runtime homework The child should not be distracted by anything. It is better to turn off the TV; family members should not talk loudly. The absence of external stimuli will help the baby concentrate better and quickly complete homework.

Special exercises

Effective learning at school is impossible without developed attention and the ability to concentrate. With a small attention span and poor concentration, the child makes mistakes in assignments and does not remember educational material well. To develop these important skills, various techniques are used that can be easily reproduced at home.

Exercise "Buttons"

For this exercise you will need two sets of different colored buttons. Parent and child sit at the table opposite each other. One set of buttons stays with the child, the other set is taken by the adult. Each participant is also given a piece of paper with squares marked out. Then a partition is installed in the middle of the table.

The adult makes the first move - lays out the buttons on his piece of paper in a certain order. The partition is removed. For ten seconds, the child looks at the location of the buttons and remembers the pattern. Then the partition is installed again. And now the student must, from memory, lay out the same pattern with buttons on his sheet of paper.

Exercise "Beetle"

Prepare a sheet of paper with marked cells. The essence of the exercise is that the child must mentally imagine how a beetle crawls under the instructions of an adult. So the parent gives the command. For example, a beetle crawls up or a beetle crawls to the right, etc. At the same time, the child should mentally imagine how the beetle moves, without moving a pen or pencil along the sheet. At some point, the adult says “stop” and the student uses a pencil to mark a dot in the cell where the beetle should be.

Correction test

For this exercise you need to prepare old book or a newspaper with long texts. An adult gives a task, for example, to underline all the letters “a” in the text from the bottom, and cross out all the letters “o”. Then he times five minutes, and the child begins to complete the task. After the time has passed, the child stops the exercise. And then, together with the parent, he checks how well he completed the task and how many letters he missed.

In the future, the game can be complicated. For example, first one letter is underlined and the other is crossed out. And then, at the adult’s command, “Attention!” The exercise goes the other way around, we cross out the first letter and underline the second.

Game "Repeat the phrase"

This game is suitable for both younger and older students. An adult says the phrase “I take my bag with me for a walk.” Then the same phrase is repeated, but with the addition of a new object. And so on, gradually increasing the number of items to ten to twenty. The child must repeat phrases, naming objects in the correct order.

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Attention is a quality that can and should be developed. You should not rely only on school teachers. Spend more time with your children, do special exercises together in a playful way, organize a daily routine for the student. All these techniques will soon help increase the student’s attention and concentration.

Valeria Grigorova, doctor, medical columnist

Check it out, buddy.
Are you ready to start the lesson?
Is everything in place, is everything in order:
Pencils and notebook?
Have you checked? Sit down!
Work hard!

II. Warm up.
1. We continue to solve problems to develop attention. Why does a person need to be Attentive?
We set off on a journey through stormy waters on a beautiful sailboat. What should we call our ship? We are the crew of the sailing ship “Druzhba”. There are many challenges ahead of us. I hope you will overcome them with dignity, and our friendship will help. So, let's go!

4. a/ 2 numbers are planned. These numbers were added and we got 9. What numbers are intended?
b/ 2 numbers are guessed. Their difference is 3. What numbers are these?

lV. Physical education minute. Marina "Let's Play"

Like soldiers on parade
We walk row by row,
Left - once, left - once,
Look at us all.
Everyone clapped their hands -
Friends, have fun!
Our feet began to knock -
Louder and faster!
Let's hit you on the knees -
Hush, hush, hush!
We raise our hands, our hands -
Higher, higher, higher!
Our hands are spinning,
They went down again.
We spun around on the spot
And they stopped.
We are stomping with our feet,
We clap our hands - clap!
We are the eyes of a moment - a moment,
We chuck our shoulders together.
One - here, two - there,
Turn around yourself.

1. So, we have arrived at the port of destination “Attention”. Dictation on a square field in notebooks on page 30.

Vl. Lesson summary.
Our sea voyage has ended, what did you like and remember?
You receive medals to commemorate your exciting voyage.
Well done guys, you coped with all the tests and didn’t sink our sailboat.

Exercises to develop attention in primary school children

Exercise “My favorite fruit”

^ 2. Exercise “I won’t get lost”

Types and properties of attention

Attention is closely related to interest and is therefore divided into arbitrary And involuntary. Voluntary attention is subordinated to conscious goals. By first subordinating his attention to the teacher’s verbal instructions, the student gradually learns to formulate the tasks facing him and organizes his attention. Voluntary attention requires certain experience and the ability to organize one’s activities. Therefore, children develop involuntary attention earlier, and only later, in the course of their development, voluntary, intentional attention is formed.

Another property - attention span. This is the number of objects that can simultaneously be in a person’s area of attention. In younger schoolchildren, the attention span does not exceed 3-4 objects, and in some children it is even less. A small attention span does not give the child the opportunity to concentrate on several objects and keep them in mind. Pedagogical correction of attention span has limited opportunities. Therefore, the teacher simply needs to take into account the small amount of attention. It will increase as the child's brain develops. Experienced teachers, knowing this feature, limit visualization in the lesson to 3-4 manuals, do not give different examples of more than a designated number, and even build their explanations of new material into blocks that do not exceed the volume of children's attention.

^ Sustainability of attention -

^ Distribution of attention

^ Concentration of attention

^ How to get children's attention?

a) “Attention!” sign- the teacher raises a circle with a red exclamation mark in the center;

b) “Rainbow of Attention”- this technique is for concentration. To carry it out, you will need simple equipment: 7 white landscape sheets with a colored circle in the center, its diameter is 7 cm. The colors of the circles are: red, orange, yellow, green, blue, indigo, violet. Each color corresponds to a day of the week. The sheet is attached to the board. Pleasant calm music is turned on. Students silently look at the center of the sheet for 30 seconds, then close their eyes and another 30 seconds. hold in front of them the image of a leaf with a circle.

c) “Hunters of the Yumba Tribe”- the teacher invites the children to imagine themselves as Yumba Indians. Their main activity is hunting. Hunters must be very attentive, be able to notice and hear everything that happens around them. Example words from the teacher: “Imagine that you are on a hunt. Let's be silent for a while, so that the class becomes completely quiet. Try to hear all kinds of noises and guess their origin.” To make it more interesting, the teacher can specially organize some noises and sounds.

d) “Who can hear me...” If there is noise in the class and the children will not calm down, the teacher can quietly say the following phrase: “Whoever can hear me, raise your right hand" Some students will probably hear and raise their right hand. Next, the teacher quietly says: “Whoever can hear me, raise both hands.” Some children will raise both hands. The teacher quietly pronounces the phrase, drawing out the words: “Whoever hears me, clap your hands twice.” Here you will hear popping noises, which alarm even those who have not yet reacted to the teacher’s words. The teacher quietly says: “Whoever can hear me, stand up.” After this, all the students usually stand up, and there is silence in the class. The teacher achieves his goal - the children's attention is drawn to him. This technique, unfortunately, cannot be used often in the same class: a lot here is built on the effect of surprise.

e) “Prohibited movement”- this attention game can be used as the final moment of a physical education lesson. The teacher agrees in advance with the children which movement shown to them will be “forbidden” (for example, you cannot raise your hands up). The teacher shows the students different movements(including prohibited), gradually increasing the pace. The one who repeated the prohibited movement is eliminated from the game.

e) “Please”: the teacher shows various movements; if the word “Please” is pronounced, the movements are repeated by the children; if the word is not spoken, the movement cannot be repeated.

Exercises to develop concentration and self-control

"Corrective test": The essence of the technique is that the child is asked to find and cross out certain letters in printed text. You can use newspaper clippings, old unnecessary books, etc. as material. Conditions: daily for 5 minutes. at least 5 times a week for 2-4 months.

^ Rules:

To tro To nt kk jube To wow To ayvya
Mitchu m R m ohe m T m hchf m ts

A golden flower grew,
He became round and fluffy. ("Attention!")
Sasha will blow, laugh,
The fluff will fly with the wind.

a) "Copiers" :

b) Munsterberg test: words are hidden among the letter row

Options:

B SUN DEC HEAT EZI FISH JC

SCH RIBINA FHZ VILLAGE UYE APARTMENT LBO CORTINA

PVC DOG AT COW LD BOAR EYTSY HORSE

b) “Encryptions”

c) “Coding” words using numbers. Each letter has its own number.

N M E T R A L O S

- Does green suit you?

- Will this be a ball gown?
- Ballroom.

- Yes(!).

For example, these:

4. Exercise "Hidden word".

^ 5. Game "What has changed?"

Tula, Poltava.

^ 7. Where is whose house?

12. Exercise "Numerical table".

^ 13. A bird is not a bird.

“And who is the fly?”

The birds have arrived:
Pigeons, tits,
Flies and swifts...

The birds have arrived:
Pigeons, tits,
Storks, crows,
Jackdaws, pasta.,

The birds have arrived:
Pigeons, tits,
swans, martens,
Jackdaws and swifts,
Seagulls and walruses

The birds have arrived:
Pigeons, tits,
Lapwings, siskins,
Jays and snakes.

The birds have arrived:
Pigeons, tits,
Seagulls, pelicans,
T-shirts and eagles.
Pigeons, tits,
Herons, nightingales,
Perches and sparrows.

The birds have arrived:
Pigeons, tits,
Ducks, geese, owls,
Swallows, cows.

The birds have arrived:
Pigeons, tits,
Sticks and swifts,
Butterflies, siskins,
Storks, cuckoos,
even Scops Owls,
swans and ducks -
and thanks for the joke!

^ 14. A cow was flying.

A cow flew and said a word.
What word did the cow say?

15. Top clap.

^ 16. Game "Button".

^ 17. Game "Little Beetle".

For example, the teacher reports:

3rd grade- “Given two numbers: 54 and 26... To the second digit of the first number, add the second digit of the second

Students are asked to rewrite the following lines without errors:

a) AMMADAMA COAST OF ASSAMASA
^ GESCLALLA ESSANESSAS DETALLATA

b) ENALSSTADE ENADSLAT
CLATIMORE

c) RETABRERTA NORASOTANNA
DEBARUGA KALLIHARRA
PHYLLITADERRA

d) GRUMMOPD

e) WATERPROOFETTA
SERAFINNETASTOLE
EMMASEDATONOV

f) GRACEMBLADOVUNT

g) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATENORRA

h) LIONOSANDER

j) MAZOVRATONILOTOTOZAKON

m) ADSELANOGRIVANTEBYUDAROCHAN

MSTENATUREPVADIOLYUZGLNICHEVYAN

o) OSTIMARE

^ Stage 1- look at the table and find in order all the black numbers from 1 to 12;
Stage 2- look at the table and find all the red numbers in reverse order from 12 to 1;
Stage 3- you need to alternately look for black numbers in direct order from 1 to 12, and red numbers in reverse order from 12 to 1.

3 - A

11 - I

4 - C

6 - G

10 - B

5 - M

8 - E

2 - N

9 - K

4 - F

12 - R

1 - B

8 - H

8 - M

7 - N

7 - F

5 B

11 - L

2 - T

10 - E

9 - A

3 - K

1 - B

6 - X

12 - I

24. Exercises to train the distribution and selectivity of attention.

b Sun itranv table ryudzhimet window ggshshschat car
I'm just saying rose euicide heat mylrkvt bag ldchev fish th
^

Then the game can be complicated.

Attention!

For example:

food

Full name

Class

Note

Azizova Yana Mustafaevna

2 - B

Abieva Evelina Remzievna

2 - B

Baranova Yulia Vladimirovna

2 - B

Baranovsky Konstantin Alekseevich

2 - B

Vasina Victoria Alexandrovna

2 - B

Grishakin Sergey Anatolievich

2 - B

Gumenyuk Ilya Vladimirovich

2 - B

Doroshenko Alexander Sergeevich

2 - B

Zhdanova Ulyana Yurievna

2 - B

Kaspar Artyom Dmitreevich

2 - B

Kravchuk Anastasia Konstantinovna

2 - B

Kushnir Daniil Sergeevich

2 - B

Lysyuk Andrey Yurievich

2 - B

Moroz Eduard Viktorovich

2 - B

Neroev Maxim Alexandrovich

2 - B

Oleynik Vadim Olegovich

2 - B

Oleinik Polina Vitalievna

2 - B

Pak Andrey Dmitrievich

2 - B

Pronenko Vladislav Sergeevich

2 - B

Razbitskaya Anna Andreevna

2 - B

Romanenko Karina Igorevna

2 - B

Smeshnoy Mikhail Sergeevich

2 - B

Stepanov Oleg Evgenievich

2 - B

Tikhonova Victoria Nikolaevna

2 - B

Shabanova Darina Ruslanovna

2 - B

Shchirskaya Yana Romanovna

2 - B

Boyko Evgeniy Sergeevich

2 - B

List of students provided with free hot drinks

food

Full name

Class

Note

Alexandrovich Olga Vladimirovna

2 - B

Akhmedova Guletar Shavkatovna

2 - B

Vlasenko Vitalina Vitalievna

2 - B

Gryaznova Elizaveta Viktorovna

2 - B

Kostyuk Dmitry Viktorovich

2 - B

Krivoshchekov Alexander Andreevich

2 - B

Manyuk Anna Genrikhovna

2 - B

Ostrovsky Arthur Olegovich

2 - B

Pismennaya Evgeniya Romanovna

2 - B

Poronnik Anna Vasilievna

2 - B

Prikhodko Igor Vyacheslavovich

2 - B

Seliverstova Vlada Valerievna

2 - B

Silina Maria Sergeevna

2 - B

Skalygin Egor Andreevich

2 - B

Stepanishchev Andrey Nikolaevich

2 - B

Timchuk Daniil Andreevich

2 - B

Tyshchenko Rostislav Dmitrievich

2 - B

Famichev Artem Andreevich

2 - B

Yusifova Leila Zagidovna

2 - B

Yatsunenko Polina Vladimirovna

2 - B

Arkhipova Carolina Alekseevna

2 - B

‹ ›

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Primary classes

Description:

Exercises to develop attention in primary school children

Exercise “My favorite fruit”

The exercise allows the facilitator to create a working mood in the group; memory is also developed and the ability to concentrate for a long time is developed.

^ 2. Exercise “I won’t get lost”

Exercise to develop concentration and distribution of attention

The psychologist offers the following tasks:

Count aloud from 1 to 31, but the subject should not name numbers that include three or multiples of three. Instead of these numbers, he should say: “I won’t go astray.” For example: “One, two, I won’t get lost, four, five, I won’t get lost...”

Sample correct count: 1, 2, -, 4, 5, -, 7, 8, -, 10, 11, -, -, 14, -, 16, 17, -, 19, 20, -, 22, -, -, 25, 26, -, 28, 29, -, - _the line replaces numbers that cannot be pronounced).

^ 3. Exercise “Observation”

Exercise to develop visual attention. This game reveals the connections between attention and visual memory.

^ 6. Exercise “Flies - does not fly”

An exercise to develop attention switching and the ability to perform movements.

^ 7. Exercise “My Birthday”

The exercise will develop memory and the ability to concentrate for long periods of time.

^ 11. Exercise “The most attentive”

Exercise to develop visual attention and memory.

Types and properties of attention

Attention is closely related to interest and is therefore divided into voluntary and involuntary. Voluntary attention is subordinated to conscious goals. By first subordinating his attention to the teacher’s verbal instructions, the student gradually learns to formulate the tasks facing him and organizes his attention. Voluntary attention requires certain experience and the ability to organize one’s activities. Therefore, children develop involuntary attention earlier, and only later, in the course of their development, voluntary, intentional attention is formed.

Another property is attention span. This is the number of objects that can simultaneously be in a person’s area of attention. In younger schoolchildren, the attention span does not exceed 3-4 objects, and in some children it is even less. A small attention span does not give the child the opportunity to concentrate on several objects and keep them in mind. Pedagogical correction of attention span has limited possibilities. Therefore, the teacher simply needs to take into account the small amount of attention. It will increase as the child's brain develops. Experienced teachers, knowing this feature, limit the visualization in the lesson to 3-4 manuals, do not give different examples of more than a designated number, and even build their explanations of new material into blocks that do not exceed the volume of children's attention.

^ Sustainability of attention - This is the ability to maintain concentration of consciousness on a specific object. In younger schoolchildren, attention span actively increases by the age of 9-10. At the beginning of the educational process, it lasts in the time range from 7 to 12 minutes. For the teacher, this first of all means that the explanation of new material with all the preparatory work should not last more than 7 minutes. It would be a mistake to think that the more we pick up preparatory exercises, the better students will understand the new topic. This can only be true if the time limit is not exceeded. Often, when explaining educational material, we see that the child seems to be listening to us, is not distracted, is not talking, but it is clear from his gaze that his concentration has weakened. Psychologists advise stopping the explanation for a few seconds and asking the guys to each ask themselves the question “What am I doing now?” After this, stability of attention returns.

^ Distribution of attention- this is the concentration of consciousness on two different objects at the same time. This property is necessary for younger schoolchildren, for example, when doing annotated writing (the child must simultaneously say what he is writing down and carry out the writing process), when checking his own work (you need to read the written text and at the same time look for spellings, check them and compare them with what is written) , when conducting mathematical dictations. As you can see, this is a very useful and necessary property for studying. However, you need to remember that it is precisely this that is not formed until the age of 7 with the normal mental development of the child. Therefore, in the 1st grade, children, answering at the board, are able to first say and then write a sentence. By the age of 8, the division of attention into 2 educational objects becomes the norm, if one of the necessary actions is at least to some extent automated. If a student has automated the writing process (he does not need to remember every graphic symbol), then he can learn to speak at the same time.

^ Concentration of attention– concentration on the object of attention, the process of immersion. Sometimes a person gets so deep into doing one thing or another, so engrossed in reading a book or watching a movie, that he doesn’t see or hear anything around him. We probably all dream of students being so enthusiastic about solving problems or writing exercises. If the student does not know how to concentrate his attention, then his consciousness seems to slide over objects, without stopping for a long time on any of them. As a result, the impression of the object remains vague and unclear. There are several reasons for reducing concentration. Surprisingly, one of the reasons is the presence of adenoids in the child. This inflammatory process does not allow the brain to receive enough oxygen and, as a result, creates absent-minded attention. The biggest problem of modern children is watching TV, and now a computer has also been added. The fact is that flashing frames require a superficial look, while a concentrated look during prolonged viewing causes headache. If children watch a lot of TV, they easily develop a superficial view and transfer it to other activities.

^ Peculiarities of attention of younger schoolchildren

During a child’s education at the primary level, significant changes occur in the development of the attention process; all its properties are intensively developed: the volume of attention increases especially sharply (2 times); by the age of 9-10, children are able to maintain and carry out an arbitrarily given program of actions for quite a long time. Research shows that different properties of attention have different “contributions” to learning success. Thus, when mastering mathematics, the leading role belongs to the volume of attention, and learning to read is associated with stability of attention. From this we can conclude: by developing various properties of attention, it is possible to increase the performance of schoolchildren in various subjects.

^ How to get children's attention?

All teachers know how difficult it is sometimes to get the classroom back into working order after a break or a physical education lesson. Overexcited kids are unable to immediately concentrate on school assignments. In order to induce a state of so-called pre-attention in children and calm them down a little, you can use the following techniques:

A) “Attention!” sign - the teacher raises a circle with a red exclamation mark in the center;

B) “Attention Rainbow” - this is a technique for concentrating attention. To carry it out, you will need simple equipment: 7 white landscape sheets with a colored circle in the center, its diameter is 7 cm. The colors of the circles are: red, orange, yellow, green, blue, indigo, violet. Each color corresponds to a day of the week. The sheet is attached to the board. Pleasant calm music is turned on. Students silently look at the center of the sheet for 30 seconds, then close their eyes and another 30 seconds. hold in front of them the image of a leaf with a circle.

C) “Hunters of the Yumba Tribe” - the teacher invites the children to imagine themselves as Indians of the Yumba tribe. Their main activity is hunting. Hunters must be very attentive, be able to notice and hear everything that happens around them. Example words from the teacher: “Imagine that you are on a hunt. Let's be silent for a while, so that the class becomes completely quiet. Try to hear all kinds of noises and guess their origin.” To make it more interesting, the teacher can specially organize some noises and sounds.

D) “Who can hear me...” If there is noise in the class and the children will not calm down, the teacher can quietly say the following phrase: “Whoever can hear me, raise your right hand.” Some students will probably hear and raise their right hand. Next, the teacher quietly says: “Whoever can hear me, raise both hands.” Some children will raise both hands. The teacher quietly pronounces the phrase, drawing out the words: “Whoever hears me, clap your hands twice.” Here you will hear popping noises, which alarm even those who have not yet reacted to the teacher’s words. The teacher quietly says: “Whoever can hear me, stand up.” After this, all the students usually stand up, and there is silence in the class. The teacher achieves his goal - the children's attention is drawn to him. This technique, unfortunately, cannot be used often in the same class: a lot here is built on the effect of surprise.

D) “Forbidden movement” - this attention game can be used as the final moment of physical education. The teacher agrees in advance with the children which movement shown to them will be “forbidden” (for example, you cannot raise your hands up). The teacher shows the students different movements (including prohibited ones), gradually increasing the pace. The one who repeated the prohibited movement is eliminated from the game.

E) “Please”: the teacher shows various movements, if the word “Please” is pronounced, the movements are repeated by the children; if the word is not pronounced, the movement cannot be repeated.

^ How to choose the time for testing?

This information may help teachers choose the right times for the most meaningful lessons. Psychologists conducted a special study: they studied the characteristics of attention in the same schoolchildren during their education in grades 1, 2 and 3. It turned out that the majority of first-graders are characterized by a single dynamic of sustained attention throughout the day. Starting from scratch high level, they demonstrate a tendency to decline in attention after the first lesson. In other words, they only have enough attention span for 35-40 minutes of the 1st lesson. When studying in 2nd grade, the dynamics of attention in these same children during the day looks different. For most children, peak activity occurs during lessons 2-3. Approximately the same picture is observed in grades 3-4.

This can be explained as follows: first-graders, who go to school with great readiness, are already preparing for work in advance, anticipating the new, interesting, and unexpected. This all-encompassing mindset leads to rapid exhaustion and fatigue. Starting from the 2nd grade, direct interest in school cools down somewhat, but some skills in academic work appear, among them the skill of managing one’s attention and synchronizing it with the tasks of academic work.

Exercises to develop concentration and self-control

“Proofreading test”: the essence of the technique is that the child is asked to find and cross out certain letters in a printed text. You can use newspaper clippings, old unnecessary books, etc. as material. Conditions: daily for 5 minutes. at least 5 times a week for 2-4 months.

^ Rules:

The game is held in a friendly atmosphere, children can be additionally interested, first find out who they want to be, say that this training will help them become good drivers, doctors, etc.

Losing should not cause you to feel displeased.

The volume of the text viewed does not matter and may vary for different children: from 3-4 sentences to several paragraphs.

Option: underline the first letter in each line:

k trok ntkk jubk uik ayvya
mitchum rm ochem tm ychfm ts

A golden flower grew,
He became round and fluffy. ("Attention!")
Sasha will blow, laugh,
The fluff will fly with the wind.

Analysis of the results shows that after some time the use of such exercises, the teacher’s call “Be careful!” can induce a state of concentration in children. Simultaneously with the introduction of such play exercises, the child’s attitude towards reading a textbook on the Russian language should be changed. Children are taught that exercises in a Russian language textbook, unlike reading, must be read aloud as they are written - orthographically. Based on the results of the work, the number of omissions and incorrectly crossed out letters is calculated. The indicator of normal concentration of attention of younger schoolchildren at first is 4 or less absences, more than 4 - weak concentration. The test can take place as follows: first, this role is assigned to the teacher, and later to the neighbor at the desk. The winners can, for example, receive a token, at the end of the week the number of tokens is counted, and the best one can be rewarded. If you carry out similar exercises regularly for 2-4 months, the number of errors in students’ written work is reduced by approximately 2-3 times.

^ Exercises for concentration and attention span

A) “Copiers”: schoolchildren are asked to rewrite the following lines without errors:

Ammadda bereyure avvamava essesnessas detailata;
- etaltarrs usokgata enazloby klatimori liddozoka;
- minotsaprimapavotil schonerkapridyurakeda kuftiroladzloekunm

B) “Münsterberg” test: words hidden among a series of letters

Options:

The hidden words are in italics:

THE SUN DEKJAR EZIRYBA YTS

Find dictionary words among the letters and correct errors:

SCHRIBINA FHZDIVILLE UYYEKVORTYRA BBOKORTINA

Among the letters, find and underline the words, find the extra word:

ZHEZHEDOBAKA PRIKOROVA LDKABAN ETSYHORSE

UNDERLYING STONE WATER DOESN’T FLOW /Water does not flow under a lying stone./

B) “Encryptions”

Decipher the words, find the odd one out:

IAKBNI /Bianki/ KVASLADO /Sladkov/ URCHSHINA /Charushin/ KOVYLR /Krylov/

C) “Coding” words using numbers. Each letter has its own number.

For example: encrypt the words METRO, CAKE.

N M E T R A L O S

1 2 3 4 5 6 7 8 0 23458 , 4854

Replace them with the sum of the bit terms;

Name the total number of hundreds, tens, etc. ;

Find out how much the first number is greater than the second.

^ Exercises to develop auditory attention

Grade 1 – Given two numbers 6 and 3. Add these numbers, subtract 2 from the resulting number, then another 4. Write. /answer 3/

Grade 2 – Given two numbers 15 and 23. Add the first digit of the second number to the first digit of the first number, subtract 2 from the resulting number, and now add 4. Write. /answer 5/

^ Exercises to increase the level of attention distribution(ability to perform several actions simultaneously)

The sentence is read aloud to the children. Reading is accompanied by soft tapping of a pencil on the table. Children must memorize the text and count the number of beats.

^ Educational games and exercises

1. Exercise “Watch your speech.”

In the twenties of the last century, this attention game was very popular. The presenter says: “The lady bought a toilet. There are 100 rubles in the toilet, buy whatever you want, don’t say yes and no, don’t buy black and white.” And he begins to ask tricky questions, trying to “snatch” forbidden words from the answerer.

You want to buy black dress?
- I want to buy a green dress.
- Does green suit you?
- I just like green velvet.
- Will this be a ball gown?
- Ballroom.
- Should your green dress be long?
- Yes(!).
Losing. For example, you should have said “Of course.”

This is a game, on the one hand, to develop the ability to ask psychologically complex, “raining down” questions, thereby diverting the attention of the person answering to thinking about a complex answer from not using forbidden words, and on the other hand, to develop the attention of the person answering the questions.

You can simply agree on which words or parts of speech cannot be said and then ask a variety of questions. There should be a lot of questions. This is a frank test of attention.

For example, these:

Did you have breakfast today? Do you like your hairstyle?
Are you late for class today? Are you left-handed? Do you like cinema?
What flowers do you like and what do you dislike? Why?

^ 2. Exercise "Forbidden letter".

In this game, everyone will have to watch themselves so as not to spill the beans.
And it’s not surprising to let it slip, as we’ll see now.

One of the game participants is appointed as the driver. Turning to the players one by one, the driver asks each of them some simple question, demanding an immediate answer. For example: “How old are you?”, “Who do you sit at your desk with?”, “What kind of jam do you like?” etc. The one to whom the question is addressed must immediately give any answer, but without using in his phrase a letter that, by agreement, is declared prohibited. Let's assume that the letter "A" is declared prohibited.

Of course, the driver will try to find tricky questions, answering which without the letter “A” would be difficult. "What is your name?" And he will ask, say, a comrade whose name is Vanya. It is clear that he cannot give his name. He'll have to get off with a joke. "I can't remember!" - he will answer, resourcefully avoiding the trap prepared for him. Then the driver will turn to another participant in the game with the same unexpected question.

The game is played at a fast pace, you are not allowed to think for a long time. If you hesitate, don’t answer right away, or, confused, use a forbidden letter in your answer, take the place of the driver and ask questions. We will consider those who never fell into a trap and gave quick, resourceful answers as winners.

As a variant of the game, the condition may be not to pronounce the forbidden letter, i.e. it must be replaced in words with any other.

^ 3. Exercise "Hidden hint".

In this game you are allowed to give hints, although not in the usual way.

We choose a driver and declare him a guesser. Let's ask the guesser to leave the room for a minute or step aside. In the meantime, let's think of a word. This must be a singular noun, consisting of four to five letters, and all the letters in it must be different, for example “table”, “mosquito”, “board”, “sail”, etc. There are many such words, choose they won't take long.

The driver's task is to guess the word we have in mind. Since this is difficult, you will have to help him, that is, suggest something, but, of course, not directly, but in some indirect way, relying on his intelligence and attention.

Let's assume that the hidden word is "mosquito". It is unknown to the guesser.

Please tell me the first letter,” he addresses the players.

It is his right to demand a hint, and any three participants in the game can give hints, each in their own way.

The first letter of the hidden word is "K".

How can you suggest it without directly naming it?

This is how it is done. Three players take turns pronouncing one word, one or two syllables, containing the letter “K”. Let's say one says the word "compass", another - "marmot", the third - "drop".

The letter "K" is repeated in all three words.

The guesser will highlight this letter and remember it.

Give us the second letter! - he demands.

Three other players will tell him the second letter, say, with the following words: “lesson”, “elephant”, “mole”. Having highlighted the letter “O” repeated three times in them, the guesser will also try to remember it.

If the guesser is attentive and does not get confused in our clues, then we will give him the right to appoint a new driver himself to continue the game. And if he doesn’t guess the word we’ve planned, we’ll make him drive again: let him train his attention some more.

4. Exercise "Hidden word".

In games, people often look for a hidden object.

But you can hide and find not only objects. In the game we are about to introduce, you will have to look for hidden words. And we will hide them among other words.

In such a game, keen eyesight and observation will no longer help; other qualities will be needed: concentration, attention and resourcefulness. The game begins, as usual, with the choice of driver. We will “hide” the words, he will “look for” them.

Let's ask the driver to leave the room for a while and say some well-known proverb or line from a familiar poem. Let’s say we decided to hide the proverb “Language will take you to Kyiv.” Let's break this text into parts: “language”, “to Kyiv”, “will bring”. Why such a breakdown is needed will become clear from the further description of the game.

The driver returns. He is informed that a proverb is “hidden” and that, when starting to search for it, he can ask any three questions to any three participants in the game. The driver will understand that the text of the hidden proverb is divided into three parts and that the first one to whom he turns with a question must insert the first part of the hidden text into his response phrase, the second - the second part of the text and the third - the last part of the text.

Let's see how it turns out.

"What did you see in your dream today?" - suppose the driver asks one of the participants in the game. Tom needs to enter into his answer the first part of the hidden text - the word “language”, but in such a way as to better hide it among other words. He can say: “I saw in a dream that I arrived in a foreign city, went into the dining room, and there they served me such a dish that it was impossible to pronounce its name: you would break your tongue.” "Where do lemons grow?" - let’s say the driver asks the other. He can get off with a joke: “In warm countries and in my grandfather’s garden: he lives on a collective farm, twenty kilometers short of Kyiv.”

The phrase seems to be smooth, but the words “to Kyiv” may make the driver be wary and take note of them. The last question, whatever it may be, can be given an evasive answer: “Don’t be so curious, it won’t lead to any good.” Now let the driver guess what proverb we have made.

^ 5. Game "What has changed?"

The game is played like this. Small items(10-15 pieces of eraser, pencil, notepad, match, etc.) are laid out on the table and covered with newspaper. Whoever wants to test their powers of observation first, please come to the table! He is asked to take 30 seconds (count to 30) to familiarize himself with the arrangement of objects; then he must turn his back to the table, and at this time three or four objects are transferred to other places. Again, 30 seconds are given to inspect the objects, after which they are again covered with a sheet of newspaper. Now let's ask the player: what has changed in the arrangement of objects, which of them have been rearranged?

Don't think that answering this question will always be easy! Answers are scored in points. For each correctly indicated item, the player receives 1 point as a win, but for each mistake, 1 point is deducted from the winnings. An error is considered when an item is named that was not moved to another place.

Let’s mix up our “collection”, arranging the items in a different order, and call another participant in the game to the table. So, one by one, all team members will pass the test.

The conditions of the game should be the same for everyone: if four objects were swapped for the first player, then the same number was swapped for the rest.

In this case, the best result is 4 points won. Everyone who passes the test with this result will be considered winners of the game.

^ 6. Exercise “I remember everything” (development of attention and memory).

This fun game You can do it with two, three or even four people, competing in the ability to remember words in a given order.

Compliance with this condition is monitored by the referee, who keeps a check sheet during the game, writing down the words named by the players. Words are selected on a specific topic, such as the names of cities, names of plants or animals. Let's say that the theme of the game is the names of cities. Of course, it is better to name cities that are well-known; they are easier to remember.

So, let's start the game. The participants sit in a circle.

Tula, says one. The judge immediately writes this word down on the control sheet.

The second player, repeating the named city, adds the name of another city to it:

Tula, Poltava.

Tula, Poltava, Omsk, - announces the third.

If there are three players, then the turn goes back to the first. It should add one more name to the list of cities. For example.

Tula, Poltava, Omsk, Vladivostok.

So, each time adding one city, the players on their next turn must repeat all the cities named earlier, mentioning them in the same order and without skipping a single one.

At first this comes relatively easily, but when the list of names exceeds a dozen, you will inevitably begin to stumble. And the judge, adding each newly added word to his check sheet, vigilantly watches to see if anyone misses at least one of them.

The one who makes a mistake is eliminated from the game.

The rest continue the competition until one of them is the winner.

Divide everyone who wants to take part in this game into threes. In every three, someone will be the winner. And then arrange a final meeting of the winners for the title of champion in this interesting game.

^ 7. Where is whose house?

A game for developing sustained attention. Offer your child a drawing depicting seven different animals, each of which is hurrying to its own house. Lines connect animals to their homes. You need to determine where whose house is without drawing a pencil along the lines. If the task is difficult for the baby, then allow it, but eventually put the pencil aside.

^ 8. Exercises to develop stability and switching attention.

You can play like this. Call your child various words: table, bed, cup, pencil, bear, fork, etc. The baby listens carefully and claps his hands when he comes across a word that means, for example, an animal. If the baby gets confused, repeat the game from the beginning.

Another time, suggest that your child stand up every time he hears a plant word. Then combine the first and second tasks, i.e. The baby claps his hands when he hears words for animals, and stands up when pronouncing words for a plant. These and similar exercises develop attentiveness, speed of distribution and switching of attention, and, in addition, expand the child’s horizons and cognitive activity. It’s good to play such games with several children; desire, excitement and a prize for the winner will make them even more exciting.

To develop sustained attention, give your child a small text (newspaper, magazine) and ask him to cross out a letter (for example, a) while looking through each line. Record the time and number of errors. Graph your results daily and analyze them. Rejoice in your child's successes. Then, to train distribution and switching of attention, change the task. For example, like this: “In each line, cross out the letter a, and underline the letter p.” Or like this: “Cross out the letter a if it is preceded by the letter r, and underline the letter a if it is preceded by the letter n.” Record time and errors. Don't forget to praise your baby.

^ 9. Exercise "What has changed?" (development of observation).

A game for training observation skills. It is best to play with several children. Everyone stands in one line. The presenter calls one child and asks him to remember appearance each participant in the game. This will take 1-2 minutes. After this, the baby turns away or goes into another room. The remaining participants in the game make minor changes to the costume or hairstyle: you can pin on a badge or, conversely, remove it, unbutton or fasten a button, change places with each other, change your hairstyle, etc. Then the person remembering must name those changes in the costumes of his comrades that he was able to notice.

If you are unable to collect big company, you can modify this exciting game: place 10 objects on the table in front of the child, ask him to turn away and at this moment change the arrangement of the objects. Then offer to answer what has changed.

^ 10. Pictures "Find the difference".

All the kids enjoy looking at the pictures. You can combine business with pleasure. Invite your child to look at pictures that, for example, show two gnomes (or two kittens, or two fish). At first glance they are exactly the same. But, looking more closely, you can see that this is not so. Let your child try to spot the differences. You can also select several pictures with ridiculous content and ask your child to find the inconsistencies.

^ 11. Exercise "Color your other half."

There are also exercises to develop concentration. You need to prepare several half-colored pictures. And the child must color the second half of the picture in the same way as the first half was painted. This task can be complicated by asking the child to first complete the second half of the picture and then color it. (This could be a butterfly, dragonfly, house, Christmas tree, etc.).

12. Exercise "Numerical table".

Show your child a table with a set of numbers from 1 to 25, which are arranged in random order. But first, make sure your baby knows all these numbers. Tell him: “Try to find, show and say out loud the numbers from 1 to 25 as quickly as possible.” Most children 5-7 years old complete this task in 1.5-2 minutes and with almost no errors.

Another variation of this game: prepare a table with 25 cells, on which numbers from 1 to 35 are written in random order, of which 10 numbers are missing. Ask your child to find and show all the numbers in a row, and write down the missing numbers (if he cannot write down the numbers, then just have him tell them to you). Record the time it took your child to complete this task.

If these exercises turned out to be difficult for your son or daughter, make a simpler table, for example, with 9 cells.

^ 13. A bird is not a bird.

A fun game for attention and knowledge of birds.
An adult reads poems. The children's task is to listen carefully and, if a word is heard that does not mean a bird, give a signal - stomp or clap. Be sure to ask your child what is wrong. Specify:
“And who is the fly?”

The birds have arrived:
Pigeons, tits,
Flies and swifts...

The birds have arrived:
Pigeons, tits,
Storks, crows,
Jackdaws, pasta.,

The birds have arrived:
Pigeons, tits,
swans, martens,
Jackdaws and swifts,
Seagulls and walruses

The birds have arrived:
Pigeons, tits,
Lapwings, siskins,
Jays and snakes.

The birds have arrived:
Pigeons, tits,
Seagulls, pelicans,
T-shirts and eagles.
Pigeons, tits,
Herons, nightingales,
Perches and sparrows.

The birds have arrived:
Pigeons, tits,
Ducks, geese, owls,
Swallows, cows.

The birds have arrived:
Pigeons, tits,
Sticks and swifts,
Butterflies, siskins,
Storks, cuckoos,
even Scops Owls,
swans and ducks -
and thanks for the joke!

^ 14. A cow was flying.

There must be at least three players. Everyone sits in a circle and, turning their right hand palm down and their left hand palm up, connect their palms with the palms of their neighbors. They take turns pronouncing a word of the verse, clapping the right neighbor’s palm in time with the word:

A cow flew and said a word.
What word did the cow say?

Whoever gets the turn to answer names any word, for example, “grass.” His neighbor, along with a clap, says the first letter of this word - “t”, the next one - the second, and so on until the end of the word, until the last “a”. The task of the last player is not to gape and have time to remove his hand from under the final clap.

15. Top clap.

A game to develop attention and memory.

The presenter pronounces phrases-concepts - correct and incorrect.
If the expression is correct, the children clap, if it is not correct, they stomp.

Examples: “It always snows in summer.” "They eat potatoes raw." "Crow - migrant"It is clear that the older the children, the more complex the concepts should be.

^ 16. Game "Button".

Two people play. In front of them lie two identical sets of buttons, in each of which not a single button is repeated. Each player has a playing field - it is a square divided into cells. The player who starts the game places 3 buttons on his field, the second player must look and remember where each button is. After this, the first player covers his playing field with a piece of paper, and the second must repeat the same arrangement of buttons on his field.

The more cells and buttons used in the game, the more difficult the game becomes.
The same game can be used to develop memory, spatial perception and thinking.

^ 17. Game "Little Beetle".

“Now we are going to play this game. You see, in front of you is a field lined with squares. A beetle is crawling across this field. The beetle moves on command. It can move down, up, right, left. I will dictate your moves, and you will move the beetle across the field in the desired direction. Do it mentally. You cannot draw or move your finger across the field!

Attention? Let's start. One cell up, one cell left. One cell down. One cell to the left. One cell down. Show me where the beetle stopped."

(If the child finds it difficult to complete the task mentally, then first you can let him show each movement of the beetle with his finger, or make a beetle and move it across the field. It is important that as a result the child learns to mentally navigate the cellular field).

You can come up with a variety of tasks for the beetle. When the field of 16 cells has been mastered, proceed to move along the field of 25, 36 cells, complicate the tasks with moves: 2 cells diagonally to the right and down, 3 cells to the left, etc.

^ 18. Exercise aimed at increasing the level of attention distribution
(ability to do several things at the same time).

Read a short sentence out loud. Reading is accompanied by soft tapping of a pencil on the table. Children must memorize the text and count the number of beats.

You can conduct this exercise as a competition: whoever counts correctly wins. The winners receive, for example, a red circle. Since it is better to play several times during a lesson, winnings are counted at the end of the lesson, and the winners are somehow rewarded.

As classes progress, the number of sentences used in the text increases.

^ 19. Exercise on distribution of attention.

The exercise is aimed at developing the child’s ability to perform two different actions at the same time.

A) The child draws circles in a notebook and at the same time counts the claps with which the adult accompanies the drawing. Task completion time - 1 min.

The number of circles and the number of strokes counted are counted. How more circles drawn and the more correctly the claps are counted, the higher the score.

B) The task is similar to the previous one. Within 1 minute you need to simultaneously draw with both hands: with your left - circles, with your right - triangles. At the end, the number of drawn triangles and circles is counted.

(Triangles with “rounded” vertices do not count, as do circles with “corners”. The child’s task is to draw as many triangles and circles as possible.)

Parents can come up with tasks of this type themselves. This can be drawing and oral solution of simple examples; recording words and listening to a piece of a poem, etc. It is important to develop such a quality as noise immunity in a child.

^ 20. Exercise to enhance the concentration of auditory attention.

For this, it is very convenient to conduct arithmetic dictations, but the point of the exercise is that each task consists of several actions.

For example, the teacher reports:

Grade 3 - “Given two numbers: 54 and 26... To the second digit of the first number, add the second digit of the second
numbers... and divide the resulting amount by the first digit of the second number... Write!.." (answer: 5)

“Given two numbers: 56 and 92... Divide the second digit of the first number by the second digit of the second number... Multiply the resulting quotient by the first digit of the second number... Write!..” (answer: 27)

In such exercises, you can introduce a game element: a magician and a magician who can guess numbers: “Guess a number... add 5 to it, now subtract 2... subtract the number you have in mind... and multiply the resulting difference by 4 ...You did it..."

The given exercises allow you to maintain and concentrate attention, and the data obtained may indicate a slow involvement in work (if the first tasks are solved incorrectly and the subsequent ones are solved correctly) or about the rapid exhaustion of attention, the inability to maintain its concentration (if the first tasks are solved correctly and the subsequent ones are solved incorrectly) , which allows the teacher to adjust his work depending on the results obtained.

^ 21. Exercise for concentration and stability of attention.

Students are asked to rewrite the following lines without errors:

A) AMMADAMA COAST OF ASSAMASA
^ GESCLALLA ESSANESSAS DETALLATA

B) ENALSSTADE ENADSLAT
ETALTARRS USOCGATA LIMMODORA
CLATIMORE

B) RETABRERTA NORASOTANNA
DEBARUGA KALLIHARRA
PHYLLITADERRA

D) GRUMMOPD

D) WATERPROOFETTE
SERAFINNETASTOLE
EMMASEDATONOV

E) GRACEMBLADOVUNT

G) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATENORRA

H) LIONOSANDER

I) MINOSEPRITAMATORENTALI TELIGRANTOLIADZE

K) MAZOVRATONILOTOTOZAKON

K) MUSERLONGRINAWUPTIMONATOLIG RAFUNITARE

M) ADSELANOGRIVANTEBUDAROCHAN

N) BERMOTINAVUCHIGTODEBSHOZHANUJ
MSTENATUREPVADIOLYUZGLNICHEVYAN

O) OSTIMARE

^ 22. Exercise “Follow the example” (training concentration).

The exercise includes the task of drawing fairly complex but repeating patterns.
Each of the patterns requires increased attention of the child, because... requires him to perform several sequential actions:

A) analysis of each element of the pattern;
b) correct reproduction of each element;
c) maintaining a sequence for a long time.

When performing this type of task, it is important not only how accurately the child reproduces the sample (concentration), but also how long he can work without errors. Therefore, each time try to gradually increase the time it takes to complete one pattern. To get started, 5 minutes is enough.

Once the “checkered” patterns are mastered, move on to more complex patterns on a blank sheet of paper.

To complete this kind of task, it is convenient to make forms in advance with different numbers of rows of circles, triangles or squares. Forms can be presented with a mixed set of figures. For example, a series of squares, a series of circles, a series of triangles, etc.

The task can be supplemented by asking the child to check the correctness of the pattern and correct mistakes.

^ 23. An exercise aimed at training switching attention.

To train attention switching, exercises based on the “Red-Black Tables” test are used.

For the lesson, tables with numbers in black and red are used, the order of which is constantly changing. The order of work remains unchanged:

^ Stage 1 - look at the table and find in order all the black numbers from 1 to 12;
Stage 2 - look at the table and find all the red numbers in reverse order from 12 to 1;
Stage 3 - you need to alternately look for black numbers in direct order from 1 to 12, and red numbers in reverse order from 12 to 1.

After the child has satisfactory results on the number of numbers suggested above, their number can be increased first to 16 (both) and then to 24 (i.e. black - from 1 to 24, red - from 24 to 1).

The same task can be modified by replacing numbers with letters. For example, black letters need to be written in alphabetical order, and red letters in reverse order. Since this task is more difficult than the previous ones, it is advisable to use it after the children have learned to cope well with numerical options; the table itself should consist of no more than 9-16 cells (i.e. the number of black letters does not exceed 8, and the number of red - 7).

When children achieve significant success in working with the tables described above, the task can be complicated.

Children must find red and black numbers alternately on the table offered to them and write down only the letters corresponding to these numbers, and the red numbers must be found in descending order, and the black ones in ascending order. The first proposed tables should contain no more than 13 black pairs of numbers - letters and 12 red pairs of numbers - letters. The work goes like this:

Red number 12, write the letter P, then black number 1, write the letter B, then red number 11, write the letter I, black number 2, write the letter H...
At successful work For children, the number of pairs can be increased to 24 red pairs of numbers - letters and 24 black pairs of numbers - letters.

24. Exercises to train the distribution and selectivity of attention.

Words are inserted among the alphabetic text. The child must find and underline these words.

Example (words that the child needs to underline are in italics):

Sun and tranv table
prstyyurozae
^ 25. Exercise “Proofreading test” (developing the ability to analyze written words).

This exercise is aimed at developing the ability to analyze written words, “see” the letters in them, and as a result, develop attentiveness. It is a game that is based on a proofreading test. For it, old books with large print, suitable only for waste paper, are taken. Within 5 minutes (only 5), children are asked to cross out all the letters “a” they encounter. At the same time, it is agreed that if the guys miss more than four letters, then they lose, four or fewer misses - they win. The winners receive, for example, green chips. Since it’s better to play every day, it’s better to count winnings once a week, and the winners are rewarded with something...

The assignments are checked by the guys themselves - neighbor to neighbor. If they do not notice any omissions, although at this age children are more partial to other people’s work than to their own, then this does not matter, the main thing is that for several minutes the child will be in a state of concentration.

Then the game can be complicated.

For example, cross out in each line the letter that appears first in it:

The next step is to cross out one letter in the line and underline the other.
For example, “e” is crossed out, and the letter “m” is underlined.”

Another option: “First we underline one letter and cross out the other, then on the command: “Attention!” work in progress on the contrary, we cross out the first and underline the second.”

For example, “1st part of the work: “C” - underline, “O” - cross out, at the command: “Attention!”,” a line is drawn and the 2nd part of the work begins: the letter “C” is now crossed out, and the letter “O” "We emphasize."

Attention!

^ 26. Exercise to develop attentiveness among students at school.

A similar exercise can be carried out on educational material, offering students a grammatical analysis of several texts. In the text, you need to underline nouns with one line, and adjectives with two, then at the command “Attention!” - on the contrary: nouns - two, and adjectives - one.

For example:

^ Exercises to develop self-control.

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