Features of working with hyperactive children in elementary school. Kindergarten teachers, school teachers and educators

In modern society, the diagnosis of “hyperactivity” is heard literally on every corner. If a child behaves too actively, he is immediately attributed this disease, which in fact can only be determined by an experienced pediatric neurologist, psychologist or pediatrician. It is still necessary to understand what kind of concept this is - a “hyperactive child”, how it is diagnosed and what are the reasons for the development of this very excessive activity. And most importantly, how to help the baby and his parents cope with the child’s increased excitability and comfortably adapt to the world around them.

Signs and diagnosis of hyperactivity in a child

In medical terminology, the diagnosis of hyperactivity sounds like attention deficit hyperactivity disorder (ADHD). This condition manifests itself in overly active work of the brain and nervous system, in which the excitation of nerve impulses dominates over inhibition.

The first signs of “hyperexcitability syndrome” can be noted in infancy:

This is a short and restless sleep, disruption of the digestive tract, frequent regurgitation and an almost constant baby cry.
At an early age, coordination in movements is impaired, the child is clumsy and often injured. During this period, parents still closely monitor the child’s behavior, not leaving him alone, so it is extremely difficult to record these signs at this age.
You can start sounding the alarm when the baby is sent to a preschool institution, where there are a lot of rules and prohibitions, where you need to restrain your emotions.
When mental stress begins and the child cannot cope with it fully, the situation worsens. The child’s self-esteem begins to fall and aggression appears.
Parents should assess their child’s abilities accordingly. You should not send him to a school with an increased load. But a regular school with a competent and patient teacher will be quite acceptable for a child.

Diagnosis of ADHD

A competent diagnosis of “hyperactivity syndrome” does not end with a half-hour conversation with a specialist. The diagnosis cannot be made based solely on the parents' story and checking the child's reflexes. This testing must be carried out in several stages, which will be lengthy. Here are its main stages:

Consultation with the child's parents.
A set of prepared tasks and special testing to assess the normal or abnormal development of concentration and other indicators.
An electroencephalogram that allows you to objectively assess and study the baby’s brain activity.

Based on these or, if necessary, additional examinations, a neuropsychiatrist confirms or denies ADHD.

Hyperactive children and working with them

The problems of children with behavioral disorders and associated learning difficulties are especially relevant today. Constantly excited, inattentive, restless and noisy, such children attract the attention of the teacher, who needs to make sure that they sit quietly, complete tasks, and do not disturb their classmates. These schoolchildren are constantly busy with their own affairs during the lesson; it is difficult to keep them in place, make them listen to the task, and even more so complete it to the end. They “don’t hear” the teachers, they lose everything, they forget everything. They are inconvenient for teachers due to their excessive activity and impulsiveness. And since a modern school is a system of norms, rules, and requirements that regulate a child’s life, we can talk about the existing education system as not being adapted to work with hyperactive children.

That is why in recent years the problem of the effectiveness of teaching hyperactive children has become increasingly relevant and discussed. So, just a few years ago in primary school there were one or two hyperactive children per class, but now about 20–30% of students fall into this group. And this percentage is constantly growing. Despite all the existing behavioral problems, the intellectual functions of a hyperactive child are not impaired, and such children can successfully master the general education school program, provided that the requirements of the school environment meet the child’s capabilities.

Every year more and more hyperactive children enter school. Despite the well-developed topic, existing methods of working with hyperactive behavior in children of primary school age are not comprehensive enough. We teachers need to carry out correctional work with hyperactive children throughout the entire process of education and upbringing.

Hyperactivity - translated from Latin, “active” means active, effective, and the Greek word “hyper” indicates excess of the norm.

Hyperactivity in children is manifested by inattention, distractibility, impulsiveness, and excessive mobility that are unusual for a normal, age-appropriate child’s development.

Hyperactivity is usually understood as excessively restless physical and mental activity in children, when excitement prevails over inhibition. Doctors believe that hyperactivity is the result of very minor brain damage that is not detected by diagnostic tests. Scientifically speaking, we are dealing with minimal brain dysfunction. Signs of hyperactivity appear in a child already in early childhood. In the future, his emotional instability and aggressiveness often lead to conflicts in the family and school.

Hyperactivity manifests itself most clearly in children of senior preschool and primary school age. During this period, there is a transition to the leading - educational - activity and, in connection with this, intellectual loads increase: children are required to be able to concentrate attention for a longer period of time, complete the work they have started, and achieve a certain result. It is in conditions of prolonged and systematic activity that hyperactivity manifests itself very convincingly. Parents suddenly discover numerous negative consequences of restlessness, disorganization, and excessive mobility of their child and, concerned about this, seek contact with a psychologist.

Psychologists identify the following signs, which are diagnostic symptoms of hyperactive children.

1. Cannot sit still when asked to do so.

2. Easily distracted by extraneous stimuli.

3. Has difficulty maintaining attention when completing tasks or playing games.

4. Frequently moves from one unfinished activity to another.

5. Cannot play quietly or calmly.

6. Chatty.

7. Often interferes with others and pesters others.

8. Often loses things.

9. Sometimes commits dangerous actions without thinking about the consequences (for example, runs out into the street without looking around).

The diagnosis is considered valid if at least eight of all symptoms are present. Thus, having fairly good intellectual abilities, hyperactive children are characterized by insufficient speech development and fine motor skills, decreased interest in acquiring intellectual skills, drawing, and have some other deviations from the average age characteristics, which leads to their lack of interest in systematic activities that require attention, and therefore, future or present educational activities.

Improvement in the condition of a child with hyperactivity depends not only on specially prescribed treatment, but to a large extent also on a positive, balanced and consistent attitude towards it. The child’s loved ones need to explain his problems so that they understand: his actions are not intentional, and due to his personal characteristics, he is not able to manage the difficult situations that arise. Moreover, all family members without exception must understand well what is happening with the child in order to adhere to the same parenting tactics.

When raising a child with hyperactivity, parents need to avoid extremes: showing excessive softness, on the one hand, and imposing increased demands that he is unable to fulfill, combined with pedantry, harshness and punishment, on the other. Frequent changes in instructions and parental mood swings have a much more profound negative impact on a child with ADHD than on his healthy peers.

It is necessary to avoid overtiring the child associated with an excessive amount of impressions and excessive irritants. You should not go with your child unless absolutely necessary to crowded places - markets, hypermarkets, noisy companies; When playing with peers, it is advisable to limit the baby to only one partner.

A hyperactive child, like air, needs a strict daily routine, carried out daily and invariably, personifying the constancy of the conditions of existence.

Spare no effort in developing in your child the skills of obedience, accuracy, self-organization, the ability to plan and complete the tasks started; develop in him a sense of responsibility for his own actions.

In order to improve concentration when doing homework, it is necessary for the child to find a quiet place in the apartment with a minimum number of distractions and irritating factors. While preparing school lessons, one of the parents should look into the child's room to make sure that he continues to work. Every 15–20 minutes, allow your child to get up from the table, move around for about 5 minutes, and then return to class.

Each time the child should be given no more than 1-2 instructions, which should be specific.

An effective way of reminding children with attention, memory and self-organization difficulties is by hanging special reminder sheets. Choose the two most important tasks during the day that your child can successfully complete. After that, write reminders about these tasks on the sheets. The sheets are hung on a special “bulletin board” in the child’s room or, alternatively, on the refrigerator. On sheets of reminders, it is useful to provide information not only in written, but also in figurative form, that is, you can make drawings that correspond to the content of the upcoming tasks (for example, “Wash the dishes” - an image of a plate). After completing the appropriate assignment, the child must make a special note on the sheet.

Another way to develop self-organization skills is to use color coding. For example, if you keep notebooks of certain colors for classes in different school subjects (green for natural history, red for mathematics, blue for writing), then it will be easier to find them in the future. When the notebook is finished, it can be placed in a folder of the same color. If necessary, this will help you find notes on previously completed educational material without wasting extra time.

Color designations can also help to put things in order in the room: assign red to desk drawers, blue to clothing drawers, and yellow to toy drawers. Large and clearly visible color markings, which are complemented by drawings or stickers corresponding to the contents of the box, allow you to successfully solve the problem.

How to teach a child with hyperactivity to respect the rights of people around him, correct verbal communication, control of his own emotions and actions, and skills for effective social interaction with people?

The rules of behavior that are offered to the child must be simple, understandable and targeted, and provide a certain time for their implementation. They explain to him that for good behavior he will receive encouragement and a reward. On the contrary, failure to comply with the rules will entail a sanction (temporary cancellation of activities that are attractive to the child: riding a bicycle, watching a TV show, a favorite game). Discuss his behavior with your child and make comments calmly and kindly.

If it is necessary to change a child's behavior, it is important to choose one problem to overcome for a certain period of time.

To develop fine motor skills and general organization of movements, it is useful to include hyperactive children in choreography, dancing, tennis, swimming, karate (but not strength wrestling, boxing - since they are potentially traumatic, and direct bodily contact leads to overexcitation).

Call on specialists for help and try together to establish contact with school teachers, familiarize them with information about the essence and main manifestations of attention deficit hyperactivity disorder, and about effective methods of working with hyperactive students. The teacher’s reluctance to delve into this problem is an alarming signal! If fate has brought your child together with a teacher who immediately classifies him as underperforming or ill-educated, or shifts all educational tasks onto his parents, parents should not feel guilty or give up. Every child has the right to respectful and psychologically competent treatment, not to mention the right to secondary education!

If possible, the teacher is required to ignore the child’s defiant behavior and encourage good behavior. You can choose the optimal place in the classroom - in the center opposite the board and not far from the teacher’s desk. The child should have the opportunity to quickly seek help from the teacher in case of difficulties.

The teacher should offer assignments in lessons gradually, designed for certain time intervals. If a student needs to complete a voluminous task, then it is offered to him in the form of successive parts, the teacher periodically monitors the progress of work on each of them, making the required adjustments.

It is advisable for the teacher to explain each task several times (using synonymous phrases) until he is sure that all the children have understood it.

To keep the attention of hyperactive children, the teacher can agree with inattentive students on special “secret signs” known only to them, which he uses whenever the child is distracted and switched off from work.

Achieve increased self-esteem and self-confidence in your child by learning new skills and achieving success in school and everyday life. Determine the strengths of the child’s personality and his well-developed higher mental functions and skills in order to rely on them in overcoming existing difficulties.

1. Changing the environment:

— study the psychological characteristics of a child with attention deficit hyperactivity disorder;

— work with a hyperactive child individually. It should always be in front of the teacher (educator), in the center of the class (group), right next to the blackboard;

- change the lesson (lesson) mode to include physical education minutes;

- allow a hyperactive child to get up and walk to the back of the class (group) every 20 minutes;

- give your child the opportunity to quickly turn to you for help in case of difficulty;

— direct the energy of a hyperactive child in a useful direction: wash the board, distribute notebooks, etc.

2. Creating positive motivation for success:

— introduce a sign-based assessment system;

- praise a hyperactive child more often;

— the schedule of lessons (classes) must be constant;

- avoid over or underestimated demands on a hyperactive child;

— introduce elements of problem-based learning in the lesson (session);

- use elements of games and competition in the lesson;

- give tasks in accordance with the child’s abilities;

— break large tasks into successive parts, controlling each of them;

- create situations in which a hyperactive child can show his strengths and become an expert in the class (group) in certain areas of knowledge;

— teach your child to compensate for impaired functions at the expense of intact ones;

— ignore negative actions and encourage positive ones;

— build the learning process on positive emotions;

- remember that you need to negotiate with your child, and not try to break him!

3. Correction of negative behaviors:

- contribute to the extinction of aggression;

— teach necessary social norms and communication skills;

- regulate the relationship of a hyperactive child with classmates (groupmates).

4. Managing expectations:

— explain to parents and others that positive changes will not come so quickly;

— explain to parents and others that improving the child’s condition depends not only on medical and psychological-pedagogical correction, but also on a calm and consistent attitude towards a hyperactive child.

Remember:

— Brief touch to a hyperactive child is a strong stimulant for shaping his behavior and developing learning skills. Touch helps anchor a positive experience.

For example, an elementary school teacher in Canada conducted a touch experiment in her classroom that confirms this. The teacher focused on three hyperactive children who were disruptive in class and did not turn in their homework books. Five times a day, the teacher would casually encounter these students and touch them on the shoulder with encouragement, saying in a friendly manner, “I approve of you.” When they violated the rules of behavior, the teacher ignored it, as if not noticing. In all cases, within the first two weeks, all students began to behave well and turn in their homework books.

— Hyperactivity is not a behavioral problem

, not the result of poor upbringing, but a medical diagnosis that can only be made based on the results of special diagnostics. The problem of hyperactivity cannot be solved by willful efforts, authoritarian instructions and beliefs. A hyperactive child cannot cope with his problems on his own. Disciplinary measures in the form of constant punishments, comments, shouts, lectures will not lead to an improvement in the child’s behavior, but rather will worsen it. Effective results in the correction of attention deficit hyperactivity disorder are achieved with an optimal combination of medicinal and non-medicinal methods, which include psychological and pedagogical correction programs.

Literature:

1. Galina Danilkina

2. Parents’ website “Working with hyperactive children.”

3. Mlodik I. Yu. “Working with hyperactive children.”

At what age can we talk about a child’s hyperactivity?

Manifestations of hyperactivity can be observed from the very birth of the child. At this age, the doctor can already make a diagnosis of “hyperexcitability syndrome.” Do not despair if your baby is restless, excitable, and has a number of other signs of an unstable nervous system. Hyperexcitability does not necessarily develop into hyperactivity. The compensating capabilities of the children’s nervous system can “smooth out” the problem under the experienced supervision and treatment of a specialist.

However, symptoms of ADHD are present in children aged 2-3 years. After starting to attend kindergarten and school, all symptoms worsen, and it becomes more difficult for the child to control his behavior, as well as to follow the rules established by teachers.

That is why in many countries of the world such a medical diagnosis as attention deficit hyperexcitability disorder is not given to children until they reach the age of six.

Hyperactive child: what to do?

Of course, raising a hyperactive child is everyday work for parents.
But who, if not you, will help direct your child’s energy in the right direction? Without behavioral adjustments and education, ADHD will not go away without a trace, but will haunt a person into adulthood. How to calm a child?

When your baby becomes overly excited, change the environment. Take the baby to a quieter room or room and give him something to drink.
For children with this diagnosis, tactile contact is very important: hug the child, kiss, stroke. This should be done not only when he is upset, but also just like that, “for prevention.”

Taking a warm bath before bed has a beneficial effect on relaxing the nervous system. You can purchase special soothing mixtures based on medications at the pharmacy.

Replace evening watching of cartoons with reading books with colorful illustrations, give a light massage or play unobtrusive music - this will help you fall asleep faster.

Hyperactive child in kindergarten

Let's look at two models of behavior of a hyperactive child when he is taken to kindergarten.

The child does not want to take part in classes.

During classes, the child is restless and is constantly on the move. In some cases, he may flatly refuse to answer questions or participate in training. This is due to the fact that the baby is afraid of not being able to cope with the demands placed on him, even if he willingly performed exactly the same exercises at home. It’s just that at home he himself regulates the duration and process of actions. And in the garden you need to learn and remember a lot of things, that is, adhere to certain instructions.

Parents need to:
Ask the teachers to allow the child to watch the lesson for a while, let him take a comfortable place. When a hyperactive kid refuses team competitions, this does not mean that he does not want to do anything, just that his self-doubt still prevails. And when he realizes that no one is trying to force him to study, he himself will join the learning process.

Here a lot depends on the teacher; he should not shame or ridicule the child in front of other children. His task will be to encourage the baby at the moment when he decides to take active action in the lesson.

The child agrees to participate in learning, but at the same time interferes with everyone.

The teacher should remember that, compared to other children, a hyperactive child will not be able to sit still for a long time and sculpt a craft, for example. Then it is necessary to load the child with other various activities, sometimes not even related to the learning process (bring and serve, assist the nanny with household chores). This way the child will get down to business and will not disturb other members of the group.

Advice to parents:

Do not overload your baby’s nervous system, it is already working to its maximum. Give preference to groups with a playful form of activities, where you can frolic to your heart’s content and respond when the child himself wants.

Corrective training program for hyperactive children

Cooperative activity:

involving parents in organizing living rooms and participating in children's research and design activities.

Contents of areas of work with families by educational area

Educational field "Physical development"

Explain to parents how the family’s lifestyle affects the child’s mental health.

Inform parents about factors affecting the child's mental health. Help parents maintain and strengthen their child’s mental health.

Encourage parents to read literature with their child on preserving and promoting health, and watch relevant feature films and animated films.

Together with parents, create individual programs for preserving and strengthening the mental health of children and support the family in their implementation.

Educational field "Social and communicative development"

To acquaint parents with the achievements and difficulties of public education in kindergarten.

Show parents the importance of mother, father, as well as grandparents, teachers, children (peers, younger and older children) in the development of the child’s interaction with society, understanding of social norms of behavior. Emphasize the value of every child for society, regardless of his individual characteristics and ethnicity.

To interest parents in the development of children's play activities, ensuring successful socialization and the acquisition of gender behavior.

Help parents understand the negative consequences of destructive communication in the family, which excludes people close to the child from the context of development. Create motivation among parents to preserve family traditions and create new ones.

Support the family in building the child’s interaction with unfamiliar adults and children in kindergarten (for example, at the stage of mastering a new subject-developmental environment of a kindergarten, group - when entering kindergarten, moving to a new group, changing teachers and other situations), outside of it (for example, during project activities).

Study the peculiarities of communication between adults and children in the family. Draw the attention of parents to the possibilities of developing the child’s communication sphere in the family and kindergarten.

We recommend that parents use every opportunity to communicate with their child, the reason for which can be any events and associated emotional states, the child’s achievements and difficulties in developing interaction with the world, etc.

Show parents the value of dialogical communication with the child, which opens up the opportunity to understand the world around them, exchange information and emotions. Develop communication skills in parents using communication training and other forms of interaction. Encourage parents to help their child establish relationships with peers and younger children; suggest how to more easily resolve a conflict (disputed) situation.

Hyperactive child at school

Too active behavior of a young student may be perceived by the teacher as spoiling and echoes of improper upbringing. Therefore, parents and teacher need to closely interact with each other, and the teacher needs to show understanding and teaching ethics towards such a child. This does not mean that everything is allowed to a hyperactive child, but those moments that such a child cannot do in comparison with other children are taken into account.

Features of the work of a primary school teacher with hyperactive children

First, there is no limit on execution time. In a familiar environment, the child feels more confident and calm. Secondly, parents provide assistance and guide his work.

The third problem that children face at school is the inability to build relationships with peers. The success of a child’s educational activities depends on the ability to build conflict-free relationships with peers and control one’s behavior.

Corrective work is based on the above problems;

The following areas are identified in the work of a teacher with hyperactive children;

1. Increasing educational motivation: using a reward system, using non-traditional forms of work (for example, the opportunity to choose homework), teaching students to younger students, increasing students’ self-esteem (the “I am a star” task)

2. Organization of the educational process taking into account the psychophysiological characteristics of students:

- changing types of activities depending on the degree of fatigue of the child;

- fulfilling the child’s motor needs (carrying out the teacher’s instructions that require motor activity: handing out notebooks, erasing from the board;

— lowering the requirements for accuracy in the first stages of training;

— performing relaxation exercises and removing muscle tension (massage of the hands, finger games, etc.);

— the teacher’s instructions should be clear and terse;

— application of multisensory teaching techniques;

— knowledge check at the beginning of the lesson;

- avoidance of categorical prohibitions.

For the student, you need to choose a place in the classroom where there are fewer distractions. It is better for him to sit alone, but this measure should not have the form of punishment. You should also not constantly move the student from place to place. The clearer the rules in force in the lesson, the easier it is for a child with impaired attention.

Particular importance should be attached to the preparation of teaching aids and materials: the clearer, more systematic, and structured the teaching materials are, the better a hyperactive child will be able to learn. It is also desirable that the training be aimed at achieving strong automation of basic skills; one should not overload the child with a lot of detailed knowledge, one should teach him to learn.

Of course, school teachers must remember that it is easier for a hyperactive child to work at the beginning of the day than in the evening, and also at the beginning of the lesson, and not at the end. Interestingly, a child working one-on-one with an adult does not show signs of hyperactivity and copes with the work much more successfully.

The child's workload must correspond to his capabilities. For example, if children in a kindergarten group can engage in an activity for 20 minutes, but a hyperactive child is productive for only 10 minutes, there is no need to force him to continue the activity longer. It won't do any good. It makes more sense to switch him to another type of activity: ask him to water the flowers, set the table, pick up a “accidentally” dropped pencil, and so on. And if the child is able to continue the lesson, you can be allowed to return to it.

Classes and work with hyperactive children

Make a lesson plan in advance.

Don't force your child to sit still. Let him be active during class rather than sitting.
Shorten the duration of the lesson. Let it be 5 minutes in which the child can concentrate. Repeat these “five minutes” every 2-3 hours, up to 10 minutes of exercise, no longer.
Think in advance about how the lesson will be held; it should be interesting and exciting. Prepare for it: if you spend time searching for material, the child will be distracted and his attention will be lost.
Try to schedule these short activities at the same time each day so that your child can tune in to them.
A peculiarity of the memory of hyperactive children is that yesterday they willingly learned the material, but today they no longer remember it. In such cases, do not swear, pretend that nothing bad happened. Pause, play, and then you can come back to this question.

Temper your child's body.

Of course, dousing yourself with ice water is not the best option. You can start with a contrast shower. This will help strengthen the immune and cardiovascular systems of the child's body, relax the nervous system and help sleep.

Don't let your child stay within four walls.

Especially when the baby is over three years old. He becomes unusually inquisitive and eagerly explores the world around him. He simply becomes bored at home, and it is very difficult to entice him with something new. In addition, he needs to contact other children and adapt to society.

Organization of work with hyperactive children of primary school age

The problems of younger schoolchildren with behavioral disorders and associated learning difficulties are especially relevant today. Constantly excited, inattentive, restless and noisy, such children attract the attention of the teacher, who needs to make sure that they sit quietly, complete tasks, and do not disturb their classmates. These younger schoolchildren are constantly busy with their own affairs during the lesson; it is difficult to keep them in place, make them listen to the task, and even more so complete it to the end. They “don’t hear” the teachers, they lose everything, they forget everything. They are inconvenient for teachers due to their excessive activity and impulsiveness. Since a modern school is a system of norms, rules, and requirements that regulate the life of a primary school student, we can talk about the existing system of primary general education as not being adapted to work with hyperactive children.

Many teachers, psychologists and doctors M.I. Buyanov, N.N. Zavadenko, V.P. Kashchenko, V. Klein, V.V. Kovalev, G. Craig, R. Campbell, V.V. Lebedinsky, D. Lyubar, E. Lyazar, A.S. Spivakovskaya, G.E. Sukhareva, M.I. Chistyakova, Yu.S. Shevchenko, L.Ya. Yasyukova and others dealt with this problem. Most researchers have tried to identify common personality traits and behavior of overactive primary schoolchildren, establish their nature and develop methods of psychological and pedagogical correction. In modern psychological and pedagogical science and practice, primary schoolchildren with increased motor activity and low voluntary attention are called hyperactive, and the combination of symptoms of overactivity is called attention deficit hyperactivity disorder. The most generalized description of hyperactivity is given by the American psychologist V. Klein, who identified its four main blocks: overactivity, scatteredness, impulsiveness, and increased excitability. Scientists have proposed methods for psychological and pedagogical correction of the described syndrome. For example, M.I. Chistyakova proposed a course of psycho-gymnastics for overactive primary schoolchildren, and one of the famous foreign scientists D. Lyubar, dealing with this problem, focused on psychotherapy, which can significantly help students with hyperactivity syndrome [6].

In recent years, the problem of the effectiveness of teaching hyperactive younger schoolchildren has become increasingly relevant and discussed. So, just a few years ago in the elementary grades there were one or two hyperactive junior schoolchildren per class, but now about 20–30% of students fall into this group. This percentage of hyperactive children in the classroom is constantly growing. Despite all the existing behavioral problems, the intellectual functions of this hyperactive junior schoolchild are not impaired, and such children can successfully master the general education school program, provided that the requirements of the school environment meet the capabilities of the junior schoolchild. Despite the scientific study of this problem, existing methods of working with hyperactive behavior of primary school children are not comprehensive enough. Primary school teachers need to conduct correctional work with hyperactive children throughout the entire process of education and upbringing in primary school.

Hyperactivity – translated from Latin, “active” means active, effective, and the Greek word “hyper” indicates excess of the norm [5]. Hyperactivity in younger schoolchildren is manifested by inattention, distractibility, impulsiveness, and excessive mobility, which are unusual for a normal, developmentally appropriate younger student.

Hyperactivity is usually understood as excessively restless physical and mental activity in younger schoolchildren, when excitement prevails over inhibition. Doctors believe that hyperactivity is the result of very minor brain damage that is not detected by diagnostic tests. Scientifically speaking, we are dealing with minimal brain dysfunction. Signs of hyperactivity appear in younger schoolchildren already in early childhood. In the future, his emotional instability and aggressiveness often lead to conflicts in the family and school. Hyperactivity is most pronounced in younger schoolchildren and in children of older preschool age. During this period, a transition to leading – educational – activity takes place and, in connection with this, intellectual loads increase. Younger schoolchildren are required to have the ability to concentrate attention over a longer period of time, complete a task they have begun, and achieve a certain result. It is in the conditions of their long-term and systematic activity that hyperactivity manifests itself very convincingly. During the adaptation period of first-graders, parents suddenly discover numerous negative consequences of restlessness, disorganization, and excessive mobility of their child and, concerned about this, seek contact with a psychologist.

Psychologists identify the following signs that are diagnostic symptoms of hyperactive students.

1. Cannot sit still when asked to do so.

2. Easily distracted by extraneous stimuli.

3. Has difficulty maintaining attention when completing tasks or playing games.

4. Frequently moves from one unfinished activity to another.

5. Cannot play quietly or calmly.

6. Chatty.

7. Often interferes with others and pesters others.

8. Often loses things.

9. Sometimes commits dangerous actions without thinking about the consequences (for example, runs out into the street without looking around).

Meanwhile, the diagnosis of hyperactivity in first-graders is considered legitimate if at least eight of all the symptoms listed above are present. Thus, having fairly good intellectual abilities, hyperactive schoolchildren are characterized by insufficient speech development and fine motor skills, decreased interest in acquiring intellectual skills, drawing, and have some other deviations from the average age characteristics, which leads to their lack of interest in systematic activities that require attention, and therefore to future or present educational activities.

It may be better to seek help from a specialist to solve this difficult problem. After all, often in a family where a hyperactive child is growing up, excessive tension arises around him, a vicious circle is formed, from which it is more difficult for parents and the youngest schoolchild to get out every year. Improvement in the condition of a younger schoolchild with hyperactivity depends not only on specially prescribed treatment, but to a large extent also on a positive, balanced and consistent attitude towards it. Relatives of a primary school student need to explain his problems so that he understands: his actions are not intentional, and due to his personal characteristics, he is not able to manage the difficult situations that arise. Moreover, it is good to understand what is happening to the child; all family members, without exception, must adhere to the same tactics for raising him.

In raising a junior schoolchild with hyperactivity, parents need to avoid extremes: showing excessive softness, on the one hand, and presenting increased demands that he is unable to fulfill, combined with pedantry, harshness and punishment, on the other. Frequent changes in instructions and fluctuations in parental mood have a much more profound negative impact on a primary school student with attention deficit hyperactivity disorder than on his healthy peers. It is necessary to avoid overfatigue of the younger schoolchild associated with an excessive amount of impressions and excessive irritants. You should not go with your child unless absolutely necessary to crowded places - markets, hypermarkets, noisy companies. When playing with peers, it is advisable to limit such a child to only one partner. A hyperactive junior schoolchild, like air, needs a strict daily routine, carried out daily and invariably, personifying the constancy of the conditions of existence. It is important for the parents and teacher of such a first-grader to spare no effort in developing in the younger student the skills of obedience, accuracy, self-organization, the ability to plan and complete the things he has begun; develop in him a sense of responsibility for his own actions [1].

In order to improve concentration when doing homework, a primary school student needs to find a quiet place in the apartment with a minimum number of distractions and irritating factors. In the process of preparing school lessons, one of the parents should look into the younger student’s room to make sure that he continues to work. Every 15–20 minutes, it is important to allow the child to get up from the table, move around for about 5 minutes, and then return to lessons.

Each time such a student should be given no more than 1–2 instructions, which should be specific. An effective way of reminding younger schoolchildren with attention, memory and self-organization difficulties is by hanging special reminder sheets in this room. Parents of a child with hyperactivity should choose the two most important tasks during the day that he can successfully complete. After that, write reminders about these tasks on paper sheets. These sheets are hung on a special “bulletin board” in the primary school student’s room or, alternatively, on the refrigerator. On sheets of reminders it is useful to provide information not only in written, but also in figurative form, i.e. you can make drawings that correspond to the content of the upcoming tasks (for example, “Wash the dishes” - an image of a plate). After completing the corresponding assignment, the student must make a special note on the sheet. Another way to develop self-organization skills is to use color coding. For example, if you keep notebooks of certain colors for classes in different school subjects (green for natural history, red for mathematics, blue for writing), then it will be easier to find them in the future. When the notebook is finished, it can be placed in a folder of the same color. If necessary, this will help you find notes on previously completed educational material without wasting extra time. To restore order in the room of a first-grader with hyperactivity, color designations can also help: assign red to desk drawers, blue to clothing drawers, and yellow to toys. Large and clearly visible color markings, which are complemented by drawings or stickers corresponding to the contents of the box, make it possible to successfully solve the task of specific work with such a student.

It is also important to teach him respect for the rights of people around him, correct verbal communication, control of his own emotions and actions, and skills of effective social interaction with people. The rules of behavior that are offered to a child with hyperactivity should be simple, understandable and targeted, and provide a certain time for their implementation. It is very important to explain to him that for good behavior he will receive encouragement and a reward. On the contrary, failure to comply with the rules will entail a sanction (temporary cancellation of activities that are attractive to a primary school student: riding a bike, watching a TV show, a favorite game). Parents of such a child should discuss his behavior with him and make comments calmly and kindly. If it is necessary to change the behavior of a younger student, it is important to choose one problem to overcome for a certain period of time. To develop fine motor skills and general organization of movements, it is useful to include hyperactive younger schoolchildren in choreography, dancing, tennis, swimming, and karate classes. But not into strength wrestling or boxing - because... They are potentially traumatic for such children, and direct bodily contact leads to overexcitation [5].

The teacher of such younger schoolchildren should advise parents of children with hyperactivity to call upon specialists for help and try together to establish contact with them. other school teachers, to familiarize them with information about the essence and main manifestations of attention deficit hyperactivity disorder, and about effective methods of working with such students. The teacher’s reluctance to delve into this problem is an alarming signal! If fate brings a younger schoolchild together with a teacher who immediately classifies him as an underperforming or ill-educated person or shifts all educational tasks onto his parents, parents should not feel guilty or give up. Every child has the right to respectful and psychologically competent treatment, not to mention the right to secondary education! The teacher of such younger schoolchildren is required, if possible, to ignore their defiant behavior and constantly encourage their good behavior. It is important to choose the optimal place for a first-grader with hyperactivity in the classroom - in the center opposite the board and not far from the teacher’s desk. Such a junior student should have the opportunity to quickly seek help from the teacher in case of difficulties. The teacher should offer assignments in lessons gradually, designed for certain time intervals. If such a student needs to complete a voluminous task, then it should be offered to him in the form of successive parts, and the teacher should periodically monitor the progress of work on each of them, making the required adjustments. It is advisable for the teacher to explain each task several times (in synonymous phrases) until he is sure that all such children have understood it. To keep the attention of hyperactive younger schoolchildren, the teacher can agree with inattentive students on special “secret signs” known only to them, which he uses whenever the student is distracted and switched off from work. In a classroom setting, the teacher must strive to increase self-esteem and self-confidence in a younger student with hyperactivity through his mastering new skills, achieving success in school and everyday life. It is important for him to determine the strengths of the personality of a junior schoolchild and his well-developed higher mental functions and skills, in order to rely on them in overcoming existing difficulties [2].

Scientists and practitioners have developed certain requirements that primary school teachers must adhere to when working with hyperactive children.

1. Changing the environment: study the psychological characteristics of a primary school student with attention deficit hyperactivity disorder; Work with a hyperactive child individually. It should always be in front of the teacher’s eyes in the center of the class (group), right next to the blackboard; change the lesson (lesson) mode to include physical education minutes; Allow your hyperactive child to stand up and walk to the back of the class every 20 minutes; give your child the opportunity to quickly turn to you for help in case of difficulty; direct the energy of a hyperactive elementary school student in a useful direction: wash the board, distribute notebooks, etc.

2. Creating positive motivation for success: introduce a sign-based assessment system; praise a hyperactive younger student more often; the schedule of lessons (classes) must be constant; avoid over or underestimated demands on a hyperactive child; introduce elements of problem-based learning in the lesson (session); use elements of games and competition in the lesson; give tasks in accordance with the abilities of the younger student; break large tasks into successive parts, controlling each of them; create situations in which a hyperactive child can show his strengths and become an expert in the class (group) in certain areas of knowledge; teach a primary school student to compensate for impaired functions at the expense of intact ones; ignore negative behaviors and encourage positive ones; build the learning process on positive emotions; remember that you need to negotiate with your child, and not try to break him!

3. Correction of negative forms of behavior: contribute to the extinction of aggression; teach necessary social norms and communication skills; regulate the relationship of a hyperactive primary school student with classmates (classmates) [4].

4. Adjusting expectations: explain to parents and others that positive changes will not come so quickly; Explain to parents and others that improving the condition of a primary school student depends not only on medical and psychological-pedagogical correction, but also on a calm and consistent attitude towards a hyperactive student.

So, hyperactivity is not a behavioral problem, not the result of poor upbringing, but a medical diagnosis that can only be made based on the results of a special diagnosis. The problem of hyperactivity cannot be solved by willful efforts, authoritarian instructions and beliefs. A hyperactive child cannot cope with his problems on his own. Disciplinary measures in the form of constant punishments, comments, shouts, lectures will not lead to an improvement in the behavior of a younger student, but rather will worsen it. Effective results in the correction of attention deficit hyperactivity disorder are achieved with an optimal combination of medicinal and non-medicinal methods, which include psychological and pedagogical correctional [6] programs.

Games for hyperactive children

Classes with hyperactive children should be conducted in a playful way - they will be much more useful than strictly sitting at a table. You can also use therapeutic techniques.

Teach your baby to relax.

Use natural antidepressants – water and sand. A child who has had enough time playing on the beach or the shore of a lake, river or sand castle will feel much better, more relaxed.

If it is not possible to go to an open body of water, playing with water at home, in the bathroom, will be enough. Water pistols, sprinklers from empty shampoo bottles, and soap bubbles will be used. Such games can be finished with a contrast shower, which has already been mentioned.

You can buy clay, children's kinetic sand, and a bunch of other devices for relaxing games at home.

Don't stop hypermobility.

Children with ADHD syndrome need to move as if they were in the air; unless absolutely necessary, there is no need to limit it. Do not punish your baby by putting him in a corner or ordering him to sit in one place.

Equip a children's place for active games, a sports corner. This will reduce the baby’s destructive actions and allow him to develop dexterity and agility.
Enroll your child in the section if he shows a desire. It doesn't matter what section it is. It doesn’t have to be sports: it can be dancing, gymnastics, theater group or horse riding. So, the child will have to lead an active lifestyle, but this will definitely be useful.

Take your child to the pool; if this is not possible, organize inflatable mini-pools in the yard or at your summer cottage. Not only your child will enjoy this swim.
Take long walks outdoors. This is especially important in winter, when it is not possible to stay outside for a long time, but spend time actively: skating, skiing, sledding down the mountain until exhaustion. The baby’s nervous system will be unloaded and receive the desired relaxation.

Corrective work with hyperactive children 5-7 years old

Gubina O.V.

Child psychologist, medical psychologist, National Educational Institution of Education and Training Center "White Elephant"

Recently, in Russia and around the world there has been an increase in childhood hyperactivity. Hyperactivity, along with inattention and impulsivity, is one of the clinical manifestations of ADHD (attention deficit hyperactivity disorder), and it is also the main manifestation of the disease in preschool age.

However, excessive motor activity of a child does not always serve as a reason for making a diagnosis. Children from three to seven to eight years old experience an increased need for movement; when it is suppressed, the child experiences a protest reaction: first in the form of slight disobedience, and then if the child’s motor activity is systematically suppressed and does not find a way out in more rational types of children’s activities - reaction protest acquires a stable character, which leads to neuroticization of the child’s personality and motor disinhibition. In preschool age, you need to take into account the child’s need for movement: the baby should be able to move quite a lot, both during a walk and while in a group. It is important that motor activities are meaningful: outdoor games, sports exercises, dancing, and here you will need the organizing help of an adult.

Increased physical activity can serve as a signal of psycho-emotional stress that a child experiences when in a stressful situation. This may be a new, unusual situation for the child (starting to attend kindergarten, a period of adaptation to a new team), conflictual relationships with the teacher, peers, parents, tense relationships in the family. This “hyperactivity” appears unexpectedly and the child’s behavior gradually normalizes as the stressful situation resolves.

Often among preschoolers you can meet a child whose motor activity goes beyond the idea of a simply active child. Such children, as a rule, are characterized by constant motor activity, restlessness, fussiness, numerous extraneous movements that the child often does not notice, high sensitivity to external stimuli, talkativeness, impulsiveness, emotional lability, a desire to be the center of attention, and hot temper. In more severe cases, behavior is characterized by a lack of purposefulness and disinhibition. Hyperactive children are characterized by increased muscle tone, impaired motor coordination, immaturity of fine motor skills, poor sleep, increased sweating with little exertion, etc.

It is important to refer preschoolers with signs of hyperactivity to a neurologist as early as possible to make an accurate diagnosis, since ADHD can subsequently become a cause of school failure and inappropriate behavior. Psychologists and doctors recognize the need for comprehensive assistance for hyperactive children: this includes medication support, neuropsychological correction, and psychological and pedagogical support.

The educator, later the teacher, as well as the parents, play a leading role in the process of adaptation of a hyperactive child to life in society. To successfully cope with this role, an adult needs to understand that the behavior of a hyperactive child: his increased activity, inattention, impulsiveness in actions and in the expression of feelings is not “harmfulness” and “bad manners,” but the result of the peculiarities of the functioning of his nervous system.

The first thing a teacher can do is to establish a trusting relationship with the child. When a hyperactive child feels that he is being taken seriously and given enough attention, he will show signs of hyperactivity to a much lesser extent.

Harmonious relationships with adult parents and educators are one of the conditions for the successful adaptation of a hyperactive child to life in society and the gradual development of voluntary forms of behavior.

The main methods of raising a hyperactive child are support and reward. If a child does something illegal, it is better to remain calm, redirect his attention and direct his behavior in the right direction. As a reward, you can use both material and moral incentives, giving preference to the latter. Gratitude for help, an approving smile, and a positive assessment of successful activities are of great importance for a hyperactive child and effectively influence his behavior. You can use a sign system for assessing the baby’s activities.

Hyperactive children are not susceptible to negative methods of influence (screaming, pulling back, punishment). On the contrary, a raised tone, physical punishment, constant attention to the child’s negative actions with insufficient attention to positive ones will provoke increased manifestations of hyperactivity and the consolidation of negative forms of behavior.

In young children (up to about 5 years old), involuntary attention predominates; at the age of 4-5 years, the first successes in voluntary behavior appear, and by 6-7 years the child can already voluntarily regulate his behavior. In hyperactive children, even at the age of 6-7 years, involuntary attention predominates; it is very difficult for them to concentrate on monotonous, monotonous activities. On the contrary, if the activity is interesting and exciting, with elements of play and a traceable result, it will be much easier for a hyperactive child to remain interested in the activity, although even in this case he may be distracted and show physical activity. The mental activity of a hyperactive child has a cyclical nature, when a short period of working capacity (5-10 minutes) is replaced by a period of “rest” of the brain (3-7 minutes). During these moments of a kind of “switching off”, it is difficult for the child to be concentrated: he is distracted, often exhibiting motor activity. The hyperactive child thus accumulates strength in order to begin purposeful activities again. The best tactic in this case would be not to focus your attention and his attention on the violation of discipline, but to help return to the lesson material by asking him a question, inviting him to discuss, and draw the child’s attention to the lesson material.

Minutes of active rest during the lesson will help you relax and will be useful not only for hyperactive children, but also for all the children in the group.

With all the constant attention to a hyperactive child, the teacher should treat him the same as other children. Try not to notice small pranks. Overprotection leads to increased hyperactivity.

A hyperactive child experiences great difficulties in a group of peers: the guys refuse to play with him, because... A child with ADHD has difficulty remembering and following the rules of the game; he often gets offended and may lose his temper. In this situation, you cannot do without the help of a teacher: remind the rule, tell him what to do. An emphasis on positive qualities and actions will support the child’s authority among his peers. Teach him to communicate with other children, encourage positive behavior. Create situations of success in which a hyperactive child can show his strengths.

Hyperactive children most often have a good-natured disposition; aggressiveness in itself is not characteristic of them. But since they are often condemned and do not want to be understood and accepted into society, their character begins to “deteriorate”: aggressiveness and refusal to follow the rules appear in the child’s behavior. As a rule, by the age of 12-13, ADHD syndrome goes away, but other problems appear: the child is already accustomed to rejection and begins to treat society the way he was treated, that is, to reject, behavior can acquire an antisocial character. More vulnerable and sensitive children develop stiffness and uncertainty in communication. In tense situations, hyperactive children easily lose their temper, provoking conflicts.

And vice versa, when they try to understand a hyperactive child, try to come to an agreement, establishing rules of behavior, he does not experience excessive psycho-emotional stress, it is easier for him to change his behavior, and his activity gradually becomes more purposeful. The child grows up sociable and friendly.

The second necessary step on the part of the teacher is to establish constructive cooperation with parents. Inform parents about all the slightest successes of the child - this will help reduce tension in the family, which will have a positive effect on the child’s behavior in the group. If the demands of adults and the mechanisms for helping the child in the family and in kindergarten coincide, then it is much easier for the child to master the desired behavior without experiencing difficulties due to the different demands of adults.

Sometimes relationships in the family of a hyperactive child can be seriously strained, in which case it is recommended to work with a psychologist. By attending joint parent-child classes, an adult begins to better understand his child, masters the basic methods of interacting with him, and learns to help the child overcome manifestations of hyperactivity. All this has a beneficial effect on the child’s behavior not only at home, but also in kindergarten.

The third important point in interaction with a hyperactive child is the presence of clearly formulated, understandable rules of behavior: in a group, on a walk, during classes, during lunch, sleep, etc. Clear, understandable rules, complemented by the patience and understanding of the teacher, ready to remind at the right time As a rule, directing behavior in the right direction, as well as an emotionally neutral tone when addressing a child, will help him gradually learn to control his behavior.

A hyperactive child who grows, learns and is brought up in a favorable environment, who receives timely help from specialists, grows up to be hardworking, tireless, active, and purposeful. Increased motor activity disappears, replaced by focus. Such people are easy-going and sociable, although some compensated signs of hyperactivity can be seen in them in adulthood.

Hyperactive children are impulsive, overly excitable, they do not know how to restrain their desires or manage their behavior. They are characterized by motor disinhibition, fussiness, lack of restraint and irritability.

The behavioral features of such children indicate insufficiently formed regulatory mechanisms of the psyche and, above all, self-control of voluntary behavior. The main direction of correction of the emotional and affective behavior of hyperactive children is to change the nature of their motor activity. To implement this task, the following methods are used.

1. Observation of children’s behavior in various types of motor activities in a preschool setting 2. Conversation with teachers about the characteristics of children’s behavior during physical education classes and outdoor games. 3. Comprehensive assessment of the motor activity of each child at certain routine moments 4. Work with parents. 5. Organization of control motor tasks.

When developing the content of psychological and pedagogical correctional work, one should rely on the following provisions: – To positively influence the child’s development process means to manage the leading activity – The correctional potential of the game lies in the practice of new social relationships in which the child is included in the process of specially organized play activities. – Emotions play a primary role in regulating the child’s behavior and activities, his orientation in the world around him.

Corrective work with hyperactive children is carried out in two directions

The first direction is daily work on the development of movements and self-control of children’s behavior during walks; motor exercises are used in a playful way, individually or with a small subgroup. Exercise games are aimed at developing attention and coordination in children. The rules are explained in detail and each move is shown. In the process of mastering the rules and content of the game, children must act according to the instructions of an adult and under his supervision.

The second direction is working with families, which includes the following tasks:

· –To form in parents a positive focus on organizing emotionally rich interaction with the child (individual consultations, conversations, etc.)

· – Promote active training materials in family practice (game exercises of various types).

Of course, it is impossible to make ADHD disappear in a few months or even years. Moreover, signs of hyperactivity disappear as they grow older, but impulsivity and attention deficit persist into adulthood. In a kindergarten setting, the teacher must rely on the child’s cognitive development. First, the psychological characteristics of children with ADHD should be studied;

· build work with a hyperactive child individually. He should always be in front of the teacher’s eyes;

· change the training regime to include physical education minutes;

· provide the child with the opportunity to seek help in case of any difficulty;

· direct energy in a useful direction (wash the board, water the flowers, etc.).

Secondly, maintain a familiar grading system;

· praise more often;

· introduce a constant daily routine;

· avoid over- or under-requirements;

· use elements of games and competition in classes;

· give tasks in accordance with the child’s capabilities;

· break large tasks into successive parts, monitoring each;

· create situations in which a hyperactive child can show his strengths;

· ignore negative actions and encourage positive ones;

· build the educational process on positive emotions;

· remember that you need to negotiate with your child, and not try to break him!

Thirdly, to promote the elimination (removal, disappearance) of aggression;

· Patiently teach necessary social norms and communication skills;

· professionally regulate relationships with other children.

Fourth, explain to parents and others that positive changes will not come so quickly; that improvement of the child’s condition depends not only on special treatment and correction, but also on a calm and consistent attitude towards him. What should you remember?

Hyperactivity is not a behavioral problem, not the result of poor upbringing, but a medical and psychological diagnosis that can be made:

1) specialists;

2) when the child reaches the age of 8 years;

Hyperactive children

“Brownian movement” (Shevchenko Yu.S., 1997) Goal: development of the ability to distribute attention. All children stand in a circle. The leader rolls tennis balls into the circle one after another. Children are told the rules of the game: the balls should not stop and roll out of the circle; they can be pushed with a foot or hand. If the participants successfully follow the rules of the game, the presenter rolls out an additional number of balls. The point of the game is to set a team record for the number of balls in a circle.

“An hour of silence and an hour of “maybe” (Kryazheva N.L., 1997) Goal: to give the child the opportunity to release accumulated energy, and for the adult to learn to manage his behavior. Agree with the children that when they are tired or busy with an important matter, in a group there will be an hour of silence. Children should be quiet, play calmly, and draw. But as a reward for this, sometimes they will have an “okay” hour, when they are allowed to jump, scream, run, etc. “Hours” can be alternated during one day, or they can be arranged on different days, the main thing is that they become familiar in the group or class. It is better to stipulate in advance which specific actions are allowed and which are prohibited. With the help of this game you can avoid the endless stream of comments that an adult addresses to a hyperactive child (and he “does not hear them”)

“Pass the ball” (Kryazheva N.L., 1997) Purpose: to remove excessive motor activity. Sitting on chairs or standing in a circle, the players try to pass the ball to their neighbor as quickly as possible without dropping it. You can throw the ball to each other as quickly as possible or pass it, turning your back in a circle and putting your hands behind your back. You can make the exercise more difficult by asking children to play with their eyes closed or by using several balls in the game at the same time.

“Siamese Twins” (Kryazheva N.L., 1997) Goal: to teach children flexibility in communicating with each other, to promote trust between them. Instructions: Divide into pairs, stand shoulder to shoulder, hug each other with one arm around the waist, place your right leg next to your partner’s left leg. Now you are conjoined twins: two heads, three legs, one torso, and two arms. Try walking around the room, doing something, lying down, standing up, drawing, jumping, clapping your hands, etc. In order for the “third” leg to act “harmoniously”, it can be fastened with either a rope or an elastic band. In addition, twins can “grow together” not only with their legs, but also with their backs.

“Gawkers” (Chistyakova M.I., 1990) Goal: development of voluntary attention, speed of reaction, learning the ability to control one’s body and follow instructions. All players walk in a circle, holding hands. At the leader’s signal (this could be the sound of a bell, a rattle, clapping hands, or some word), the children stop, clap their hands 4 times, turn around and walk in the other direction. Anyone who fails to complete the task is eliminated from the game. The game can be played to music or a group song. In this case, children should clap their hands when they hear a certain word of the song (agreed in advance).

“My triangular cap” (an ancient game) Purpose: to teach concentration, to promote the child’s awareness of his body, to teach him to control his movements and control his behavior. The players sit in a circle. Everyone takes turns, starting with the leader, and says 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.” After this, the phrase is repeated again, but the children who get to say the word “cap” replace it with a gesture (for example, 2 light claps on their head with their palm). Next time, 2 words are replaced: the word “cap” and the word “mine” (point to yourself). In each subsequent circle, the players say one less word and show one more. In the final repetition, children depict the entire phrase using gestures only. If such a long phrase is difficult to reproduce, it can be shortened.

“Listen to the command” (Chistyakova M.I., 1990) Goal: development of attention, voluntary behavior. The music is calm, but not too slow. Children walk in a column one after another. Suddenly the music stops. Everyone stops, listens to the leader’s whispered command (for example: “Put your right hand on your neighbor’s shoulder”) and immediately carries it out. Then the music starts again and everyone continues walking. Commands are given only to perform calm movements. The game continues until the group is able to listen well and complete the task. The game will help the teacher change the rhythm of action of the naughty children, and the children will calm down and easily switch to another, calmer type of activity.

“Set up your posts” (Chistyakova M.I., 1990) Goal: development of volitional regulation skills, the ability to concentrate attention on a specific signal. Children march to the music one after another. The commander walks ahead and chooses the direction of movement. As soon as the commander claps his hands, the last child walking must immediately stop. Everyone else continues to march and listen to commands. Thus, the commander arranges all the children in the order he has planned (in a line, in a circle, in corners, etc.). Children must move silently to hear commands.

“The King said...” (children’s game) Goal: switching attention from one type of activity to another, overcoming motor automatisms. All participants in the game, together with the leader, stand in a circle. The presenter says that he will show different movements (physical education, dance, comic), and the players should repeat them only if he adds the words “The King said.” Whoever makes a mistake goes to the middle of the circle and performs some task for the game participants, for example, smile, jump on one leg, etc. Instead of the words “The King said,” you can add others, for example, “Please” or “The commander ordered.”

“Forbidden Movement” (Kryazheva N.L., 1997) Purpose: a game with clear rules organizes, disciplines children, unites the players, develops reaction speed and causes a healthy emotional upsurge. Children stand facing the leader. To the music, at the beginning of each measure, they repeat the movements shown by the presenter. Then one movement is selected that cannot be performed. The one who repeats the prohibited movement leaves the game. Instead of showing the movement, you can say the numbers out loud. Participants in the game repeat in chorus all the numbers except one, which is forbidden, for example, the number “five”. When the children hear it, they will have to clap their hands (or spin around in place).

“Listen to the clapping” (Chistyakova M.I., 1990) Purpose: training attention and controlling motor activity. Everyone walks in a circle or moves around the room in a free direction. When the leader claps his hands once, the children should stop and take the “stork” pose (stand on one leg, arms to the sides) or some other pose. If the leader claps twice, the players should take the “frog” pose (sit down, heels together, toes and knees to the sides, hands between the feet on the floor). After three claps, the players resume walking.

“Freeze” (Chistyakova M.I., 1990) Goal: development of attention and memory. Children jump to the beat of the music (legs to the sides - together, accompanying the jumps with clapping overhead and on the hips). Suddenly the music stops. The players must freeze in the position at which the music stopped. If one of the participants fails to do this, he is eliminated from the game. The music sounds again - those remaining continue to perform the movements. They play until there is only one player left in the circle.

"Magic glasses"

Target:

Promote the development of cognitive activity. The ability to distribute attention, reproduce the appearance and properties of an object from memory. Teach children flexibility in communicating with each other, promote trust between children. Develop thinking and imagination.

Progress of the lesson

Exercise: “Greetings”

Touching our palms with the neighbor on the right, we smile and say: “Hello Sasha (Masha, etc.!”

Exercise: “What’s your mood?”

"What's your mood? What does it look like? »

Participants in the game take turns saying what time of year, natural phenomenon, weather, or what their current mood is like. It’s better for an adult to start the comparison: “My mood is like a white fluffy cloud in a calm blue sky, what about yours? “The exercise is carried out in a circle. The teacher summarizes: what is the mood of the whole group today: sad, cheerful, funny, angry.

When interpreting children's answers, keep this in mind. That comparisons of mood with bad weather, cold, rain, gloomy skies indicate a child’s emotional distress.

Game "Brownian motion"

All children stand in a circle. The leader rolls tennis balls into the center of the circle one after another. Children are told the rules of the game: the balls should not stop and roll out of the circle; they can be pushed with their feet or hands. If the participants successfully follow the rules of the game, the presenter rolls in an additional number of balls. The point of the game is to set a team record for the number of balls in a circle.

Game "Magic glasses"

Imagine that you are wearing round glasses. These are magic glasses through which you can only see round things. Look around and tell me one by one all the round objects in this room. Now close your eyes and imagine that you went outside wearing these. Name five round-shaped objects that you have come across. Remember what round objects you have at home” (children’s answers).

Gubina O.V.

Child psychologist, medical psychologist, National Educational Institution of Education and Training Center "White Elephant"

Minutes of active rest during the lesson will help you relax and will be useful not only for hyperactive children, but also for all the children in the group.

With all the constant attention to a hyperactive child, the teacher should treat him the same as other children. Try not to notice small pranks. Overprotection leads to increased hyperactivity.

Corrective work with hyperactive children 5-7 years old

Hyperactive child: advice from a psychologist to parents

To choose the right approach to a particular hyperactive child, you need to observe his reactions to comments, requests, and different behavior patterns. Of course, you need to be observed by a pediatric psychoneurologist and undergo courses of prescribed treatment in order to see the positive dynamics of the baby’s development.

Be clear about prohibitions.

When communicating with your child, try to remain calm no matter the outcome. Formulate sentences in such a way that they do not contain the words “no” or “cannot”. Use an alternative. For example, the prohibition: “Don’t touch the hot pan!” It’s better to replace “Take the same cold pan in the cupboard.” If you forbid your child something, be sure to justify why and offer an alternative solution to the problem.

State your requirements specifically.

Don't build too long logical chains. Sentences should be short and concise so that a hyperactive child does not get confused in the sequence of actions performed.

Maintain consistency.

A hyperactive child differs from other children in his inattention. Therefore, do not give him several tasks in a row. The child will not be able to grasp the sequence of all these instructions, and will do something else without completing any of them. Do not rush to give your child another task until he completes the previous one.

Keep your children's schedule under control.

Hyperactive children have a poor sense of time, so you should take charge of controlling the time frame. For example, before leaving for a walk, warn your baby about this 5-10 minutes in advance so that he can expect exactly these actions from you.