The use of didactic games in teaching the Russian language in primary classes studying under a special (correctional) program of type 8 Mordashova Elena. - presentation

Collection of “Educational games for children with disabilities (intellectual disabilities)”

Ekaterinburg

2018

Collection of educational games for children with disabilities (intellectual disabilities) of primary school age / Municipal budgetary educational institution - secondary school No. 25 named after V.G. Feofanova. Ekaterinburg, 2020. - 36 p.

Compiled by : Suzdaltseva Olesya Sergeevna, primary school teacher.

The collection includes educational games and exercises for the development of perception, attention, memory for the successful education of a child in a comprehensive school, which contribute to the formation of psychological readiness to master the material. tasks, exercises, games are arranged in ascending order of difficulty.

CONTENT

EXPLANATORY NOTE

Mastering program material depends on the correct choice of teaching methods. At the same time, every teacher must remember about the age characteristics of children, about those developmental deviations that are characteristic of students with mental retardation (intellectual impairment). As a rule, these children are inert and unemotional. Therefore, such methodological techniques are needed that could attract the attention and interest of every child. Students with mental retardation (intellectual impairment) are passive and do not show the desire to actively act with objects and toys. Adults need to constantly create in children a positive emotional attitude towards the proposed activity.

Game is a method of learning. At school, play activities are used in the following cases:

– as an independent technology for mastering the topic;

– as a lesson, part of it.

A didactic game is both a gaming method and a form of teaching children with mental retardation (intellectual impairment), and an independent gaming activity, and a means of comprehensive development of the student’s personality. This is a complex pedagogical phenomenon.

Any didactic game has two goals: one is educational, which is pursued by the teacher, the other is gaming, for which the student acts. These two goals should complement each other. Didactic games are one of the most effective methods of mastering educational material. It makes it possible to repeat the same material in different ways.

To select a didactic game, you need to know the level of knowledge of students. In other words, when defining a didactic game, you need to know:

• what knowledge, skills and abilities do students have;
• what knowledge, skills and abilities need to be consolidated;
• what mental operations develop;
• what personal qualities are being formed.

Didactic games can be carried out both with toys, objects and pictures, and without visual material, in the form of verbal games.

Psychological and pedagogical features of conducting didactic games.

1. During the game, the teacher must create in the classroom an atmosphere of trust, student confidence in their own abilities and the achievability of their goals. The key to this is the teacher’s goodwill, tact, encouragement and approval of students’ actions.

2. Any game offered by the teacher must be well thought out and prepared. To simplify the game, you cannot give up clarity if it is required.

3. The teacher must be very attentive to how prepared the students are for the game.

Didactic games are short-term (10-20 minutes), and it is important that during this time the mental activity of the players does not decrease, and interest in the task does not fall. Didactic games can be used at different stages of the lesson.

Didactic games used in lessons

writing and speech development

Goals: development of auditory perception, the ability to identify sounds in words, their place, conduct a comparative analysis of words, compose words from given letters, changing their order in a word, activate students’ vocabulary, consolidate the spelling of words according to the learned rule.

Game " Miraculous transformation of words"

Listening to poems with “lost” letters. In every poem there is a word that does not fit the meaning and in which instead of one letter there is another. After reading each poem, an analysis is carried out and a new pair of words is written on the board.

Game "Two Wells"

The table shows two wells. Nearby there are buckets with letters written on them. Choose a bucket so that the letter on it matches the words written on the log house. You should end up with four different words. differing by one letter.

Game “What did the artist mix up”

Students work with cards on which are drawn: cancer (signed poppy), goat (signed rose), mouse (signed bear), cat (signed whale), fly (signed flour). Correct the error.

Game "Hidden Word"

The words are written in a column on the board: barn, duck, post, gap, bison, fishing rod, tick. Each of these words hides another word. What words are hidden? Find them in the adjacent column and connect.

New words: lion, dot, table, spruce, tooth, daughter, bream.

Game “Write the words in a pyramid”

Write the words using pictures with images: ram, beads, drum, bull.

Game "Crossroads" (guess the riddles)

Based on the description, guess what item we are talking about and write it in the lines

1. A tool used to hammer nails.

2. A tool used to chop wood.

3. Raspberries, blueberries, gooseberries - in one word.

4. Large populated area.

5. Red vegetable.

(Hammer, axe, berries, city, tomato.)

Game “Guess the last word and write it down”

Guess the last word and write it down, highlighting the spelling.

1. Our fast... (car) will not go without gasoline.
2. You put down the spoons, forks and ..... (knives) for dinner.
3. The kids wanted to sharpen….. (pencils).
4. Our Murka is sleeping and hears ..... (mice) scratching in the corner.
5. White-winged housewives, flying above the wave..... (seagulls).
6. The stars began to spin,
7. They began to lie down on the ground,
8. No, not stars, but fluffs,
9. Not fluff, but ..... (snowflakes).
10. Our Sashka is surprised:

There is a saucer, but where is….. (cup)?

1. Brought us weeping rain

This thunderstorm…..(cloud).

1. I almost cry out of frustration -

Not being solved….. (task).

Game "Chain of words"

Try to make a chain of words, changing only one letter, and turn an onion into juice, a cat into a mouse, a whale into a catfish.

Game "Collect the word"

You can read the word if you arrange the letters by height

Game "Fun Words"

Divide each row of letters to form words. Write down the words you receive.

Didactic games used in mathematics lessons

Game "Mathematical run along the number line"

Goal: teaching children how to add and subtract the number 2 based on the number line.

Equipment: number line, pointer, pairs of examples written on the board

4 + 2 = 8 + 2 = 6 + 2 =

4 – 2 = 8 – 2 = 6 – 2 =

Contents of the game. Before starting the game, we repeat that by adding one, we get the next number.

- On which side of the number series is the next number from the given one? (on right).

-How many steps do we move to the right of a number to get the next number? (by 1)

- If we add 2 units to the number, how many steps will we move to the right? (I show each next number along the number line, the children count the steps in unison and note that there are 2 of them).

- Let's run our eyes along the number line, adding 2 to different numbers. (Students perform game actions according to the teacher’s instructions.)

Game "It Was - It Was"

Target. Familiarization with the commutative law of addition.

Equipment. On the board and on each student’s desk is a drawing of a Christmas tree and toys.

Content. The teacher pins a drawing of a Christmas tree on the magnetic board. On the branches he “hangs” 3 toys on the left, and 2 on the right. Children repeat the same actions in place. Based on the drawings, an addition example is compiled and written on the board: 3 + 2. After it is solved, the teacher asks the children to close their eyes and rearranges the drawings of the toys. Opening their eyes, students notice what has changed and also swap their drawings. Based on the new illustration, another example of addition is compiled: 2 + 3. Having solved it, the children receive the same answer: 5. Having swapped different numbers of toys on the left and right branches of the spruce tree several times and made up 3 - 4 pairs of examples, the students are led to the conclusion: from Rearranging the terms does not change the sum.

Game "Dispatcher and controllers"

Target. Familiarization with the composition of the number 10.

Equipment. The board shows a schematic representation of the airport and airplanes. The student, acting as a dispatcher, sends 1 plane at a time from the airport (moves 1 plane at a time). The controllers (all other students in the class) keep track of how many planes have been sent and how many remain after each car has departed.

In order not to forget the number of sent and remaining aircraft, they lay out split figures from the cash register in this way:

1. 1 2 3 4 5 6 7 8 9 10

10 9 8 7 6 5 4 3 2 1 0

As a result, a conclusion is drawn about the composition of the number 10.

Game "Magic Apple Tree"

Target. Consolidating knowledge of the table of addition and subtraction of the first ten numbers.

Equipment. Image of an apple tree with pockets for apples. Examples of addition and subtraction with missing numbers.

Content. There is a picture of an apple tree on the board. There are “magic apples” on this apple tree. Numbers are written on them. Only the one who can guess which number is missing in the example can pick the apple.

2 + □ = 5 4 + 2 = □ □ – 3 = 6, etc.

Students recall examples of adding and subtracting numbers from the first ten. Having guessed which number is missing, they pick an apple with this number and insert it into the windows.

Game "Restore Carlson's path"

Target. Consolidating knowledge of multiplication and division tables with the number 8.

Equipment. Picture of Carlson, writing examples on the board.

Content. The cities are encrypted with examples written on the board. Students need to reconstruct Carlson's path by recognizing the cities he visited. The city code is also encrypted; you can find it out by solving the example written under Carlson. Having learned the code (this is the number 8), students find cities with the same code (answer) and reconstruct the path by drawing a line from one example to another.

Game "Unlucky Mathematician"

Goal: generalize students’ knowledge about replacing a number with the sum of its digit terms.

Equipment. Maple leaves cut out of paper, with numbers and signs written on them, a figure of a Little Bear.

Contents of the game: Examples with missing numbers and signs are written on the board.

A little to the side are attached maple leaves cut out of paper with numbers and signs written on them and an illustration of a Little Bear.

The teacher offers the following situation: “Guys, Little Bear solved examples on maple leaves. The wind blew and the leaves scattered. Little Bear was very upset. What should we do now? We need to help him." The guys take turns going to the board, looking for pieces of paper with the correct answers and filling in the blanks with them. These games help to understand how well students have learned the material covered.

Game "Grow a Garden"

Target. Generalization of any computing skills.

Equipment. Images of trees, berry bushes, flowers. Examples are written on the back of the pictures.

Contents of the game. The student takes the picture he likes, completes the task and plants a plant in the “school garden.” If the player makes a mistake, the picture remains on the table. The game continues until the seedlings run out.

The teacher invites the children to admire the grown garden, a conclusion is drawn about the role of mathematical knowledge in the successful completion of the task.

Using the same principle, you can add fish to an aquarium, and distribute animals in their habitats, etc.

Game “What did Dunno mix up?”

Target. Repetition of the multiplication table, development of the ability to compare numerical expressions.

Equipment. An image of Dunno and correct and incorrect inequalities written on the board.

Content. Students will have to check the correctness of the signs in inequalities in Dunno's homework. The teacher points out the inequality one by one, and the students check whether the task is completed correctly. The one who finds the mistake goes to the board and corrects it, proving he is right with an explanation.

Game “Take Little Red Riding Hood to Grandma”

Target. Repeating the multiplication table.

Equipment. On the magnetic board are images of grandma's house, Little Red Riding Hood, trees, bushes, flowers, under which are written examples of multiplication and division.

Content. The game is built according to the “circular examples” type. Students come out one by one and solve the example. They move the girl from one object to another. The game continues until Little Red Riding Hood reaches her grandmother's house.

This game can be played in the form of a competition. One team will look for the wolf's path, the other - Little Red Riding Hood. Whoever gets to grandma faster wins.

Game "Make a Train"

Target. Formation of computing skills. Checking solutions to examples by composing words.

Equipment. Drawings of carriages with letters of the alphabet marked on them - one per carriage - and windows for recording examples.

Content. In the drawings of cars, examples for subtracting the number 4 are written in empty cells. The numbers of cars are encrypted with examples. Having solved the examples and placed the cars in order, the children read the word made from the letters on the car.

For example, on the car with the letter “B” there is an example (5 – 4), with the letter “A” -

(6 – 4), with the letter “G” - (7 – 4), with the letter “O” - (8 – 4), with the letter “N”

(9 – 4). Having made the train, the children read the word “car”.

Game “Well, wait a minute!”

Purpose: repetition of ordinal counting; development of attention and logical thinking.

- If we arrange all the numbers correctly, the wolf will not catch the hare.

Game "Triangles"

Goal: development of perception of the shape of objects.

The picture shows triangles: Question for the guys: How many triangles are shown in the picture?

Didactic games used in lessons about the world around us

Game “I'm in class for the first time”

Goal : To consolidate children’s ideas about the rules of behavior in the lesson, to train children in actions that meet the requirements of the Rules for students.

Equipment . Doll in student uniform.

Progress of the game . There is a knock on the door. The teacher introduces the doll. She greets the teacher and the kids (the teacher says behind the doll, changing her voice). The teacher introduces the new student and seats her in an empty seat at her desk. Asks the children to tell and, if possible, show the new student the rules of behavior in the lesson.

Game “What do we need for studying”

Target. To consolidate schoolchildren’s ideas about the name and purpose of educational supplies. Learn to pronounce words correctly.

Equipment. Pinocchio doll, a briefcase containing educational and non-educational things (at the discretion of the teacher).

Progress of the game. The teacher introduces the children to the Pinocchio doll. Then, he turns the children’s gaze to Pinocchio’s briefcase. Under the guidance of the teacher, children examine and name the contents of the portfolio. Select items needed for study. Explain how this subject is used in the learning process.

Game "Collect the picture"

Goal: to consolidate children’s knowledge about the main characteristic features of the seasons; practice putting together a whole from parts; develop perception, imagination, attention, memory; generate interest in the game.

Game plan:

1. Invite the children to play, tell them the rules of the game.
2. Look at pictures with the children depicting the seasons, clarify how the children determined that this is exactly that time of the year, using the questions: “What is shown in the picture?”, “What time of the year?”, “How did you know that it is winter ( Spring Summer Autumn)?".
3. Give the children cut pictures and invite them to fold them using a game technique: the evil sorceress tore the pictures and they need to be folded.
4. Summarize the game.

Game "Autumn"

Target. Strengthen children's ideas about the signs of autumn. Learn to show with actions and pronounce the signs of autumn, imitating the teacher.

Equipment. Pictures depicting individual signs of autumn.

Progress of the game. The teacher shows pictures with signs of autumn. Children, imitating him, show movements and pronounce what is depicted. Similarly, you can play the games: “Winter”, “Spring”, “Summer”.

Game "Vegetables and Fruits"

Target. Strengthen children's ability to classify and name vegetables and fruits.

Equipment . A picture depicting a garden, pictures from the “Vegetables and Fruits” series.

Progress of the game . Children take out object pictures and name what is depicted on them. Determine where it grows.

Game "Birds"

Target. Learn to recognize birds by verbal description.

Equipment. Pictures from the series “Birds”.

Progress of the game. Pictures of birds are hung on the board. The teacher calls someone, gives a brief description of one of the birds and asks them to find it in the picture.

Game “Help domestic (wild) animals”

Target. Expand and clarify the meaning of words associated with the name of domestic (wild) animals and their way of life.

Equipment. Stencils depicting domestic (wild) animals. A picture depicting a house, barn, kennel (forest, bush, den, hollow).

Progress of the game. Children take turns taking out stencils depicting domestic (wild) animals, calling them and helping the animal find its home. If a child makes a mistake when answering, the teacher calls on other children to help.

Game "Feed the Animals"

Target. Enrich and clarify ideas about the animals themselves, about what they eat.

Equipment. Pictures from the series “Domestic (wild) animals”. Small pictures depicting berries, nuts, mushrooms, bones, branches with leaves, cabbage, carrots...

Progress of the game. The teacher briefly describes an animal. Children guess. Then, the teacher offers to choose from the small pictures the one that corresponds to the animal’s food.

Game "Riddles of the Wise Briefcase"

Target. Clarify ideas about the importance of educational supplies.

Equipment. A briefcase containing a textbook, pencil, and notebook.

Progress of the game. The class includes the Wise Briefcase. He greets children and gets to know each child. During the conversation, he tells the children that he knows riddles about everything that is in the school and invites the children to guess some of them.

When guessing a riddle, children clearly pronounce the answer word. A wise portfolio asks about the need for these educational things in the learning process.

LIST OF REFERENCES USED

1. Aksenova, A.K. Didactic games in Russian language lessons in grades 1–4 of a auxiliary school [Text] / A.K. Aksenova, E.V. Yakubovskaya. – M.: Publishing house “Prosveshcheniye”, 1987. – 176 p.
2. Bgazhnokova, I. M. Education of children with severe intellectual disabilities. Software and methodological materials [Text] / I. M. Bgazhnokova. – M.: Humanitarian Publishing Center Vlados, 2007. – 181 p.
3. Volina, V. Learning by playing [Text] / V. Volina. – M.: Publishing house “New School”, 1994. – 448 p.
4. Kataeva, A. A., Strebeleva, E. A. Didactic games and exercises in teaching preschoolers with developmental disabilities: A manual for teachers [Text] / A. A. Kataeva, E. A. Strebleva - M.: Vlados, 2001. - 191 p.
5. Kutyavina, S.E. “Playing with words” [Text] / E. S. Kutyavina, N. G. Toporkova, I. T. Shcherbinina. - Yaroslavl. : Publishing house "Academy of Development", 1997.
6. Ushakov, I. N. Extracurricular activities in the Russian language in primary grades [Text] / I. N. Ushakov. – M.: Publishing house “Prosveshcheniye”, 1971. – 192 p.

1

The role of didactic games in correctional and educational work with mentally retarded children

Attention in a person’s life performs many different functions: it activates necessary and inhibits currently unnecessary mental and physiological processes, promotes the organized and targeted selection of information entering the body in accordance with its needs, and ensures selective and long-term concentration on one object or type of activity. In the system of cognitive processes of properties, attention occupies a special place, combining perception, memory, imagination and thinking into a single system aimed at studying the surrounding reality.

The problem of attention was dealt with by outstanding domestic and foreign scientists: L. S. Vygotsky, P. Ya. Galperin, D. Deitch, N. F. Dobrynin, D. Kahneman, K. Koffka, D. Norman, I. P. Pavlov, S. L. Rubinshtein, S. Ya. Rubinshtein, I. M. Sechenov, A. Treisman, D. I. Uznadze, A. A. Ukhtomsky and others.

Attention plays an important role in the formation of the cognitive and emotional-volitional spheres of the child’s psyche, ensuring the success of his socialization and learning. With developed attention, thought processes proceed faster and more correctly, movements are performed more accurately and clearly, which has a positive effect on learning at school.

The school makes special demands on the development of children's attention in terms of the ability to act without distractions, follow instructions and control the results obtained. Many scientists who have studied the characteristics of the mental development of children with mental retardation (V. G. Belyakova, I. V. Petrova, E. A. Strebeleva and others) first of all note their pathological inertia, persistent disorders in the field of cognitive processes, from which depend on the quality of acquired knowledge and lack of interest in the environment. The attention of younger schoolchildren with mental retardation is predominantly involuntary, characterized by small volume, instability, and difficult switching. Such features of attention lead to maladjustment of children and negatively affect their performance of educational and work activities. Therefore, the problem of developing the properties of attention in children with mental retardation is an urgent problem in child psychology.

To optimize the learning and development of children with mental retardation, methods of pedagogical influence are needed that are aimed directly at activating cognitive processes. Play, as a special and extremely important type of activity for children’s mental development, is of great importance for the development of attention properties. In the process of didactic play, the child learns to coordinate and direct his actions in accordance with the assigned tasks, in accordance with the given rules. Issues of theory and practice of didactic games were developed by V.N. Avanesova, Z.M. Boguslavskaya, A.K. Bondarenko, F.N. Bleher, L.A. Wenger, E.F. Ivanitskaya, E.I. Radina, A.I. Sorokina, E.I. Udaltsova, A.P. Usova, B.I. Khachapuridze and other authors.

Didactic games and activities are very important for the mental education of children. During classes, the child develops the qualities necessary for successful mental development; the ability to concentrate on what an adult shows and says to him is manifested. Based on the ability and inclination of young children to imitate, the teacher encourages them to reproduce the actions shown and the words spoken.

Developing concentration and the ability to imitate is a necessary condition for children to acquire information and skills. This is one of the important tasks that must be solved during classes, especially since not all children master these qualities equally.

By causing imitation of his actions and words, the teacher teaches children to carefully look, listen, understand and, to the best of their ability, do what is required of them.

By attracting the attention of children and stimulating their interest, the teacher lays the first foundations in the development of such an important quality as curiosity. Receiving food for his mind, a small child willingly participates in activities, waits for them, and enjoys them. During classes, a child, accustomed to listening to an adult and looking at what is shown to him, masters certain signs. He learns a lot about different objects: their purpose, appearance, properties, such as shape, color, size, weight, quality of material, etc. His perception develops and improves.

Children learn especially well about the objects and phenomena around them when they have the opportunity not only to contemplate, but also to actively act. Therefore, training in various activities is included in the lesson program. Children gradually learn to assemble turrets, folding bowls, nesting dolls, etc., build simple structures from cubes, and use a stick, spatula, scoop, and wooden hammer. In the process of this activity, children develop purposefulness, activity and some systematic action. Classes are also important for the aesthetic education of young children. The selection and design of didactic material, toys, and pictures should serve the purpose of instilling good taste and a love of beauty. The content of some classes is directly aimed at fulfilling the tasks of artistic education: listening to fairy tales, nursery rhymes, poems, music, etc. Therefore, it is very important that the musical and literary material was truly artistic.

It is very important to remember that activities should create a good mood in children, cause joy: the child is happy that he has learned something new, rejoices in his achievement, the ability to pronounce a word, do something, achieve a result, rejoices in his first joint actions with other children and experiences. This joy is the key to the successful development of children at an early age, and is of great importance for further education.

L. S. Vygotsky, considering the role of play in the mental development of a child, noted that in connection with the transition to school, play not only does not disappear, but, on the contrary, it permeates all the student’s activities. He wrote that at school age the game does not die, but penetrates into the relations of reality, it has its internal continuation in school education and in work. Playful activities at primary school age are one of the most effective ways to develop a child, form the cognitive sphere, including the formation of attention properties.

According to V.F. Machikhina, educational activities place high demands on the level of development of voluntary attention of students in special (correctional) schools, therefore the development of attention properties is one of the main tasks facing teachers. The author emphasizes that school and educational activities play a special role in the development of attention of younger schoolchildren with special needs, since attention and its properties develop most intensively under the guidance of a teacher in cognitive, educational activities.

Children's attention, both involuntary and voluntary, develops in all types of activities: in class, in the process of independent work, during extracurricular time (club activities, cultural work, individual extracurricular activities, play activities). One of the main forms of educational influence of an adult on a younger student is a didactic game.

Didactic play is considered both as a specific type of children's activity, and as a form of organization of children, and as a means and method of education in a holistic pedagogical process. As a form of teaching children, a didactic game contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. A didactic game has a certain structure - the main elements that characterize the game as a form of learning and gaming activity at the same time. The following structural components of the didactic game are distinguished: didactic task; game task; game actions; rules of the game; result (summarizing). The didactic task is determined by the purpose of the teaching and educational influence. It is formed by the teacher and reflects his teaching activities. For example, in a number of didactic games, in accordance with the program objectives of the relevant educational subjects, the ability to compose words from letters is reinforced, counting skills are practiced, and so on.

The game task is carried out by children. The didactic task in a didactic game is realized through a game task. It determines play actions and becomes the task of the child himself. The most important thing: the didactic task in the game is deliberately disguised and appears before the children in the form of a game plan (task). Game actions are the basis of the game. The more varied the game activities, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved. In different games, game actions differ in their focus and in relation to the players. This, for example, can be role-playing actions, solving riddles, spatial transformations, and so on. They are related to the game concept and come from it. Game actions are means of realizing the game plan, but also include actions aimed at fulfilling the didactic task. The rules of the game, their content and orientation are determined by the general tasks of forming the child’s personality, cognitive content, game tasks and game actions. The rules contain moral requirements for the relationships between children and for their compliance with norms of behavior. In a didactic game, the rules are given. With the help of rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children. Rules also influence the solution of a didactic task - they imperceptibly limit the actions of children and direct their attention to completing a specific task.

In pedagogy, didactic games are divided into three main types: games with objects, board-printed and word games. Games with objects involve the use of toys and real objects. The value of this type of games is that with their help children become familiar with the properties of objects and their characteristics (color, size, shape, quality), they solve problems of comparison, classification, and establishing a sequence in solving problems. This type of games has a positive effect on the development of the student’s attention properties. When playing with objects, it becomes necessary to keep several objects in sight at the same time, distributing attention between them, switching attention in time in accordance with the rules of the game, etc.

Printed board games are aimed at developing schoolchildren’s thinking, attention, and memory. While being a fun activity, they develop teamwork and social skills.

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description.

Thus, a didactic game is a multifaceted, complex pedagogical phenomenon; it is both a gaming method of teaching, a form of learning, an independent gaming activity, and a means of all-round development of the child. Used in working with primary schoolchildren with disabilities, the didactic game makes it possible to make the process of children’s mental development more effective, making it possible to develop thinking, memory, types and properties of attention.

As an analysis of psychological and pedagogical literature shows, attention is the direction and concentration of consciousness on any real or ideal object, which implies an increase in the level of sensory, intellectual or motor activity of the individual. Attention means the connection of consciousness with a certain object, its concentration on it. The features of this concentration determine the properties of attention. These include: stability, concentration, attention span, distribution and switching.

The development of attention is a complex, long-term process. Having gone through a long path of development, only by primary school age, under the influence of new types of activities and new requirements, the process of attention changes qualitatively, becoming voluntary. By primary school age, all the properties of attention begin to actively develop.

Games:

- develop color perception, sense of shape, size, rhythm;

- develop memory, elementary logic, visual-figurative thinking, eye;

 improve fine motor skills, coordination of movements, develop the skill and ability to correctly hold a pencil, scissors, etc.;

- expand vocabulary and figurative speech.

Literature:

1. Osipova E. Yu. Didactic games for the development of mental processes with moderate mental retardation.
2. Raising and teaching children with developmental disorders. No. 3. 2010
3. Aliev Yu. B. Emotional and value-based activity of schoolchildren as a didactic basis for their introduction to art // Modern problems of education: Collection. — Tula, 1997
4. Raising and teaching children with developmental disorders. No. 3,4,5,6. –M., 2010
5. Bondarenko A.K. Didactic games in kindergarten., M., Education, 1991.