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Classes for concentration of attention to schoolchildren. Methodological development on the topic: Tasks for the development of the concentration of attention of elementary school students

1. FIND THE DIFFERENCE.

To develop the attention of children of primary school age, you can use the following tasks:

a) Compare the pictures with each other and name the differences. Find 5 differences in these pictures (pp. 186-187).

b) What is the difference between these pictures? Find 10 differences (pp. 188-189).

2. For memory training, you can use curly tables, materials for conducting a correction test (details on the test method are described below).

3. To develop the attention of younger students, game training can be recommended.

Game training to develop the attention of younger students

Numbers game

Students stand in a circle. The host offers the following game: “Now we will take turns counting from 1 to 30. Be careful, because numbers containing 3 or divisible by 3 cannot be pronounced. Instead, you need to make cotton. Whoever makes a mistake is out of the game."

Can you suggest another task option: do not name numbers containing four or divisible by 4, etc.

The game can be played more than once.

ATTENTION

188 Development of cognitive abilities of younger students

190 Development of cognitive abilities of younger students

A game"clock"

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

The game "SING TOGETHER"

Children are comfortable in their seats. The facilitator invites the chorus to sing a song. e.g. "Blue Wagon". He explains what to do about it. One clap - we begin to sing. Two claps - we continue to sing, but mentally. One - clap - again we sing aloud. And so several times, until someone makes a mistake.

One of the guys who made a mistake becomes the leader himself.

A game"alphabet"

The children sit in a circle. The letters of the alphabet are distributed among the children. The fewer participants, the more letters of the alphabet for each. Next, the host dictates a phrase. And the guys, like on a typewriter, should “print out” this phrase. Typing the desired letter is indicated by clapping the hands of the participant in the game to whom this letter is assigned.

Attention

The one who makes mistakes becomes the leader. In this way, you can "print" several

a variety of phrases. One of the guys who never

was the leader, the most attentive.

A game"vice versa"

The guys sit in a circle. The game consists in the fact that the leader shows any movements, and the guys should do the opposite. If the leader raises his hands, the guys should them let down. If the leader folds his palms into a fist, the children should open their palms.

Whoever makes a mistake becomes the leader.

Game FORBIDDEN MOVEMENTS

The participants of the game are in a circle. The facilitator informs the students that they must repeat all the movements of the facilitator, except for one. As soon as the leader's hands go down, everyone should raise their hands up, that is, do the opposite. The one who makes mistakes becomes the leader.

Game "SEARCH OBJECT"

To conduct this game, the host prepares several small items in advance: a badge, an eraser, a ring, etc.

The host invites the participants of the game to carefully look around, remember well the situation in the room, the objects in it. After that, everyone except the leader leaves. The host puts one small object in a prominent place. Players are invited one by one. They are allowed to make one circle around the room and answer the question if there is a new item and what it is. Those who do not name the item are out of the game.

192 Development of cognitive abilities of younger students

The game "WHO IS MORE ATTENTIVE AND OBSERVANT?"

One of the guys becomes the leader, he must remember the poses of the players, their clothes, then leaves the room. During this time, the players must make 5 changes in their postures and clothing. Not every player has 5, but only 5. After that, the leader enters, he must return everyone to their original position.

If the presenter has found all 5 changes, then he has good powers of observation and a high level of attention.

Each player must be in the role of a leader.

A game"the most considerate"

The participants of the game stand in a semicircle. Then a leader is identified. The host must remember the order of the players in the game. Then the leader turns away. At this time, the players change places. The host must say how his comrades stood at the beginning of the game.

All players must take the place of the leader. All those who did not make a mistake are considered winners.

"WE PLAY COUNTING"

The participants of the game are divided into pairs, stand against each other. At the command of the leader, each pair begins to count from 1 to 100, with one partner pronouncing odd numbers, and the other even. Nearby are the same participants in the game, and they also think. In such an environment, it is difficult to count. But the participants in the game must try not to stray. The first couple to count to 100 wins.

ATTENTION

Game "TYPEWRITER"

This exercise is aimed at developing attention and developing the ability to work in a group.

The host invites the participants of the game to "print" the words of the famous poem: "At the seashore, there is a green oak ...".

The participants in the game must take turns naming the letters. When the word ends, everyone should stand up, and when it is necessary to put a punctuation mark, everyone stamps their feet, at the end of the line everyone should clap their hands.

Another condition: whoever makes a mistake is out of the game.

Game "FIND BUGS"

The students are given a text. The facilitator warns students to listen carefully, understand the content and the main idea.

Then the same text is offered to the attention of students, but with slightly modified details. The task of students is to find and correct all erroneous judgments.

Students will need pens and paper to work. Everyone works independently, should note all inaccuracies.

It should be discussed who noticed how many inaccuracies.

The winner is the one who correctly noticed all the errors.

A game"TWO CASES SIMULTANEOUSLY"

This game can be used to develop attention to several objects at once. The students are divided into two teams.

The host hangs a homemade pendulum and

Similar information.

Exercises to develop the attention of children of primary school age

Exercise "My favorite fruit"

The exercise allows the facilitator to create a working mood in the group, the development of memory, the development of the ability to long-term concentration of attention also takes place.

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

2. Exercise "I won't go astray"

Exercise for the development of concentration, distribution of attention

The psychologist offers the following tasks:

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

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

3. Exercise "Observation"

Exercise for the development of visual attention. In this game, the connections between attention and visual memory are revealed.

Children are invited to describe in detail the school yard from memory, the way from home to school - something that they have seen hundreds of times. The younger students make such descriptions orally, and their classmates fill in the missing details.

4. Exercise "Fly 1"

An exercise to develop concentration

This exercise requires a board with a nine-cell 3x3 playing field drawn on it and a small suction cup (or a piece of plasticine). The sucker acts as a "trained fly". The board is placed vertically and the host explains to the participants that the movement of the "fly" from one cell to another occurs by giving commands to it, which it obediently executes. According to one of the four possible commands ("up", "down", "right" and "left"), the "fly" moves according to the command to the neighboring cell. The starting position of the "fly" is the central cell of the playing field. Teams are given by the participants in turn. The players must, relentlessly following the movements of the "fly", prevent it from leaving the playing field.

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

5. Exercise "Selector"

Exercise for the development of concentration, stability of attention

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

6. Exercise "Flies - does not fly"

Exercise for the development of switching attention, the arbitrariness of performing movements.

Children sit or become a semicircle. The leader names the items. If the object flies, the children raise their hands. If it does not fly, the children's hands are lowered. The leader can deliberately make mistakes, many guys will involuntarily raise their hands, by virtue of imitation. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.

7. Exercise "My birthday"

Exercise to develop memory, the ability to long-term concentration.

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

8. Exercise "Palms"

Exercise for the development of stability of attention.

Participants sit in a circle and put their palms on the knees of their neighbors: the right palm on the left knee of the neighbor on the right, and the left palm on the right knee of the neighbor on the left. The meaning of the game is to raise the palms in turn, i.e. a "wave" ran from rising palms. After a preliminary training, palms raised at the wrong time or not raised at the right time are out of the game.

9. Exercise "Edible - inedible"

An exercise in developing attention shifting.

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

10. Exercise "Fly"

Exercise for the development of concentration, switching attention.

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

11. Exercise "The most attentive"

Exercise for the development of visual attention, memory.

Participants must stand in a semicircle and determine the leader. The driver tries to remember the order of the players for several seconds. Then, on command, he turns away and calls the order in which the comrades stand. All players in turn must take the place of the driver. It is worth rewarding those who are not mistaken with applause.

12. Exercise "Phone"

Exercise for the development of auditory attention, auditory memory.

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

Fairy tale "Bubble, straw and bast shoes"

Once upon a time there was a bubble, a straw and a bast shoe. They went into the forest to cut wood; reached the river and do not know how to cross it. Bast shoe says to the bubble: "Bubble, let's swim across you?" - “No,” says the bubble, “it’s better to let the straw be dragged from coast to coast, and we will cross it!”

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

Literature:

1. Kruglov Yu.G. Russian folk tales - M .: Education, 1983.

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

Educational games and exercises

1. Exercise "Watch your speech."

In the twenties of the last century, such a game of attention was very popular. The host says: "The lady bought a toilet. There are 100 rubles in the toilet, buy whatever you want," yes "" and "no" do not say, do not buy black and white. And he begins to ask tricky questions, trying to "pull out" forbidden words from the respondent. - Do you want to buy a black dress?
- I want to buy a green dress.
- Does green suit you?
- I just like green velvet.
- Will it be a ball gown?
- Ballroom.
- Does your green dress have to be long?
- Yes(!).
Losing. It was necessary, for example, to say "Of course." This is a game, on the one hand, to develop the ability to ask psychologically complex, "rainy" questions, thereby diverting the attention of the respondent to thinking about a complex answer from not using forbidden words, and on the other hand, to develop the attention of the answering questions. You can simply agree on which words or parts of speech cannot be spoken and then ask a variety of questions. There should be many questions. This is a blatant test of attention. For example, these:

Have you had breakfast today? Do you like your hairstyle?
Are you late for class today? Are you left handed? Do you love cinema?
What flowers do you like and what don't you like? Why?
2. Exercise "Forbidden letter". In this game, everyone will have to watch themselves, so as not to let it slip.
And it is not surprising to let it slip, as we will see in this now.

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

Of course, the driver will try to find tricky questions, answering which it would be difficult to do without the letter "A". "What is your name?" And he will ask, say, a comrade whose name is Vanya. It is clear that he cannot give his name. He'll have to get rid of the joke. "Can't remember!" - he will answer, resourcefully bypassing the trap prepared for him. Then the driver with the same unexpected question will turn to another participant in the game. The game is played at a fast pace, it is not allowed to think for a long time. Hesitated, did not answer immediately, or, confused, used a forbidden letter in his answer, take the place of the driver and ask questions. We will consider the winners of those who have never fallen into the trap and gave quick, resourceful answers. As a variant of the game, the condition may be the non-pronunciation of the forbidden letter, i.e. it must be replaced in words with any other.

3. Exercise "Hidden clue". In this game, it is allowed to prompt, although not in the usual way. We choose the driver and declare him the guesser. Let's ask the guesser to leave the room for a minute or step aside. In the meantime, let's think of a word. This should be a singular noun, consisting of four or five letters, and all the letters in it should be different, for example, "table", "mosquito", "board", "sail", etc. There are many such words, select they won't take long. The task of the driver is to guess the word we have conceived. Since this is difficult, you will have to help him, that is, to suggest something, but, of course, not directly, but in some indirect way, relying on his quick wits and attention. Suppose the hidden word is "mosquito". It is unknown to the guesser. - Please tell me the first letter, - he addresses the players. It is his right to demand a hint, and any three participants in the game can prompt, each in his own way. The first letter of the hidden word is "K". How can you suggest it without directly naming it? It is done in this way. Three players alternately pronounce one word at a time, one-syllable or two-syllable, which includes the letter "K". Suppose one calls the word "compass", the other - "marmot", the third - "drop". In all three words, the letter "K" is repeated. The guesser will highlight this letter and remember it. - Give the second letter! he demands. Three other players will tell him the second letter, say, with these words: "lesson", "elephant", "mole". Having singled out the letter "O" repeated three times in them, the guesser will also try to remember it. If the guesser is attentive and does not get confused in our tips, then we will give him the right to appoint a new driver himself in order to continue the game. And if he does not guess the word we have conceived, we will again force him to drive: let him still train his attention.
4. Exercise "Hidden word". In games, they often look for a hidden object. But you can hide and find not only objects. In the game with which we will now get acquainted, you will have to look for hidden words. And we will hide them among other words. In such a game, vigilance of the eye and observation will no longer help, other qualities will be needed: concentration, attention and resourcefulness. The game begins, as usual, with the choice of the driver. We will "hide" the words, he will "look for" them. Let's ask the driver to leave the room for a while and think of some well-known proverb or line from a familiar poem. Let's say we decided to hide the proverb "Language will bring you to Kyiv." Let's break this text into parts: "language", "to Kyiv", "will bring". Why such a breakdown is needed will become clear from the further description of the game. The driver returns. He is told that the proverb is "hidden" and that, starting to search for it, he can ask any three questions to any three participants in the game. The driver will understand that the text of the hidden proverb is divided into three parts and that the first person to whom he turns with a question must insert the first part of the hidden text into his response phrase, the second - the second part of the text and the third - the last part of the text. Let's see how it works out. "What did you see in your dream today?" - suppose the driver asks one of the participants in the game. Tom needs to enter in his answer the first part of the hidden text - the word "language", but in such a way as to better hide it among other words. He can say: "I saw in a dream that I arrived in a foreign city, went into the dining room, and there they served me such a dish that it was impossible to pronounce its name: you would break your tongue." "Where do lemons grow?" - let's say the driver asks another. He can get away with a joke: "In warm countries and in my grandfather's garden: he lives on a collective farm, twenty kilometers before reaching Kyiv." The phrase seems to be smooth, but the words "to Kyiv" may make the driver alert and take note of them. To the last question, whatever it may be, one can give an evasive answer: "Don't be so curious, it will not lead to good." And now let the driver guess which proverb we have guessed. 5. Game "What has changed?". The game is played like this. Small items (eraser, pencil, notebook, match, etc. in the amount of 10-15 pieces) are laid out on the table and covered with a newspaper. Whoever wants to test his powers of observation first, please come to the table! He is offered to familiarize himself with the location of objects within 30 seconds (count up to 30); then he should turn his back to the table, and at this time three or four objects are shifted to other places. Again, 30 seconds are given to inspect the items, after which they are again covered with a sheet of newspaper. Now let's ask the player: what has changed in the arrangement of objects, which of them have been moved? Don't think that answering this question will always be easy! Answers are scored. For each correctly indicated item, the player is credited with winning 1 point, but for each mistake, 1 point is removed from the number won. An error is considered when an object is named that has not been transferred to another place. Let's mix our "collection", putting the items in a different order, and call another participant in the game to the table. So one by one, all team members will pass the test. The conditions of the game for everyone should be the same: if four objects were swapped for the first player, then the same number is shifted for the rest. In this case, the best result is 4 points won. Everyone who passes the test with such a result will be considered the winners in the game. 6. Exercise "I remember everything" (development of attention and memory). This fun game can be played by two, three or even four, competing in the ability to memorize words in a given order.

Compliance with this condition is monitored by the judge, who, during the game, keeps a control sheet, writing down the words named by the players. Words are selected on a specific topic, such as the names of cities, the names of plants or animals. Let's say that the theme of the game is the names of cities. Of course, it is better to call cities well-known, they are easier to remember. So let's start the game. The contestants sit in a circle. - Tula, - says one. The judge immediately writes this word on the control sheet. The second player, repeating the named city, adds the name of another city to it: - Tula, Poltava. - Tula, Poltava, Omsk, - announces the third. If there are three players, then the turn goes back to the first one. He should fill up the list of cities with one more name. For example. - Tula, Poltava, Omsk, Vladivostok. So, each time adding one city, the players in their next turn must repeat all the cities named earlier, mentioning them in the same order and not skipping a single one. At first, this is given relatively easily, but when the list of names steps over a dozen, you involuntarily begin to stumble. And the judge, attributing each newly added word to his control sheet, vigilantly watches if anyone misses at least one of them. The one who makes a mistake is out of the game. The rest continue the competition until one of them is the winner. Divide everyone who wants to take part in this game into threes. In each trio, someone will be the winner. And then arrange the final meeting of the winners for the title of champion in this interesting game.
7. Where is whose house? Game for development of stability of attention. Offer the child a drawing of seven different little animals, each of which hurries to its own house. Lines connect the animals to their houses. It is necessary to determine where whose house is, without drawing a pencil along the lines. If the task is difficult for the baby, then allow it, but eventually put the pencil aside. 8. Exercises for the development of stability and switching attention. You can play like this. Give your child different words: table, bed, cup, pencil, bear, fork, etc. The kid listens attentively and claps his hands when he comes across a word denoting, for example, an animal. If the baby is confused, repeat the game from the beginning. Another time, suggest that the child stand up every time they hear the word for a plant. Then combine the first and second tasks, i.e. the baby claps his hands when he hears words denoting animals, and stands up when pronouncing words denoting a plant. Such and similar exercises develop attentiveness, speed of distribution and switching of attention, and, in addition, expand the horizons and cognitive activity of the child. It is good to play such games with several children, desire, excitement and a prize for the winner will make them even more exciting. To develop stability of attention, give the child a small text (newspaper, magazine) and offer, looking through each line, to cross out a letter (for example, a). Record the time and number of errors. Record the results on a daily chart and analyze them. Rejoice in success with your child. Then, to train distribution and switch attention, change the task. For example, like this: "In each line, cross out the letter a, and underline the letter p." Or like this: "Cross out the letter a if it is preceded by the letter p, and underline the letter a if it is preceded by the letter n." Record times and errors. Don't forget to praise your baby.
9. Exercise "What has changed?" (development of observation). Game for training observation. It is best to play with several children. Everyone becomes in one line. The host calls one child and offers to remember the appearance of each participant in the game. This is given 1-2 minutes. After that, the baby turns away or goes into another room. The remaining participants in the game make minor changes to the costume or hairstyle: you can pin a badge or, conversely, remove it, unfasten or fasten a button, change places with each other, change your hairstyle, etc. Then the memorizer should name those changes in the costumes of his comrades that he managed to notice. If you do not have the opportunity to gather a large company, you can modify this exciting game: lay out 10 objects on the table in front of the child, ask him to turn away and at this moment change the arrangement of the objects. Then offer to answer what has changed. 10. Pictures "Find the difference". All children enjoy looking at pictures. You can combine the useful with the pleasant. Invite the child to look at the pictures, where, for example, two gnomes (or two kittens, or two fish) are depicted. At first glance, they are exactly the same. But, looking more closely, you can see that this is not the case. Let the child try to spot the differences. You can also pick up a few pictures with ridiculous content and ask the child to find inconsistencies.

11. Exercise "Color your soulmate." There are also such exercises for the development of concentration. You need to prepare several half-colored pictures. And the kid should color the second half of the picture in the same way as the first half was painted. This task can be complicated by inviting the child to first draw the second half of the picture, and then color it. (It can be a butterfly, a dragonfly, a house, a Christmas tree, etc.). 12. Exercise "Digital table". Show the child a table with a set of numbers from 1 to 25, which are arranged in random order. But first, make sure the baby knows all these numbers. Tell him: "Try as quickly as possible to find, show and say aloud the numbers from 1 to 25." Most children 5-7 years old complete this task in 1.5-2 minutes and almost without errors.

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

If these exercises turned out to be difficult for a son or daughter, make a simpler table, for example, from 9 cells. 13. A bird is not a bird. A fun game for the attention and knowledge of birds.
An adult reads poetry. The task of the children is to listen carefully and, if a word is heard that means not a bird, give a signal - stomp or clap. Be sure to ask the child what is wrong. Specify:
"And the fly - who is this?" The birds have arrived:
Pigeons, tits,
Flies and swifts...

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

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

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

The birds have arrived:
Pigeons, tits,
Seagulls, pelicans,
Mikey and Eagles.
Pigeons, tits,
herons, nightingales,
Perches and sparrows.

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

The birds have arrived:
Pigeons, tits,
Sticks and swifts
Butterflies, siskins,
storks, cuckoos,
even owls,
swans and ducks -
and thanks for the joke!
14. A cow flew. And There must be at least three players. Everyone sits in a circle and, turning their right hand palm down, and the left hand palm up, connect their palms with the palms of their neighbors. In turn, they pronounce the word of the verse, clapping the palm of the right neighbor in time with the word:

The cow flew, said the word.
What word did the cow say? Whoever gets the turn to answer, calls any word, for example, "grass". His neighbor, along with cotton, says the first letter of this word - "t", the next - the second, and so on until the end of the word, until the last "a". The task of the last player is not to gape and have time to remove his hand from under the final clap. 15. Top clap.

Game for the development of attention, memory.

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

Examples: "It always snows in summer." "Potatoes are eaten raw." "Crow is a migratory bird." It is clear that the older the children, the more complex the concepts should be.
16. The game "Button". Two people are playing. In front of them are two identical sets of buttons, in each of which not a single button is repeated. Each player has a playing field - it is a square divided into cells. The starter of the game puts 3 buttons on his field, the second player must look and remember where which button lies. After that, the first player covers his playing field with a piece of paper, and the second must repeat the same arrangement of buttons on his field.

The more cells and buttons are used in the game, the more difficult the game becomes.
The same game can be used to work on the development of memory, spatial perception and thinking. 17. The game "Little bug"."Now we will play such a game. You see, in front of you is a field drawn into cells. A beetle is crawling across this field. The beetle moves on command. It can move down, up, right, left. I will dictate moves to you, and you will move the beetle in the right direction across the field.Do it mentally.You cannot draw or move your finger across the field!

Attention? We started. One cell up, one cell to the left. One cell down. One cell to the left. One cell down. Show me where the beetle stopped."

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

Tasks for the beetle can come up with a variety of. When the field of 16 cells is mastered, move on to moving along the field of 25, 36 cells, complicate the tasks with moves: 2 cells obliquely to the right and down, 3 cells to the left, etc.

18. An exercise aimed at increasing the level of distribution of attention
(ability to do several things at the same time). Read a little sentence aloud. Reading is accompanied by a soft tapping of a pencil on the table. Children must memorize the text and count the number of strokes.

You can conduct this exercise as a competition: whoever counted correctly, he won. Winners receive, for example, a red circle. Since it is better to play several times in a lesson, the calculation of winnings is carried out at the end of the lesson, and the winners are somehow encouraged.

In the process of classes, the number of sentences used in the text increases.
19. Exercise for the distribution of attention. The exercise is aimed at developing the child's ability to perform two different actions at the same time. a) The child draws circles in a notebook and at the same time counts the claps with which the adult accompanies the drawing. Task execution time - 1 min.

The number of circles and the counted number of strokes are counted. The more circles are drawn and the claps are counted correctly, the higher the score. b) The task is similar to the previous one. Within 1 minute, you need to simultaneously draw with two hands: left - circles, right - triangles. At the end, the number of drawn triangles and circles is counted.

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

Parents can invent tasks of this type themselves. It can be drawing and oral solution of simple examples; writing down words and listening to a piece of a poem, etc. It is important to form such a quality as noise immunity in a child. 20. Exercise to increase the concentration of auditory attention. For this, it is very convenient to conduct arithmetic dictations, however, the point of the exercise is that each task consists of several actions.

For example, the teacher says:

The very content of the tasks depends on the age of the children, their readiness, as well as on the program material.
Here are some of them: 3rd grade- "Two numbers are given: 54 and 26 ... To the second digit of the first number, add the second digit of the second
numbers ... and divide the resulting amount by the first digit of the second number ... Write! .. " (answer: 5) "Two numbers are given: 56 and 92 ... Divide the second digit of the first number by the second digit of the second number ... Multiply the resulting quotient by the first digit of the second number ... Write! .. " (answer: 27) In such exercises, you can introduce a game moment: a magician and a magician who can guess numbers: "Think of a number ... add 5 to it, now subtract 2... subtract the number that you have in mind... and multiply the resulting difference by 4... You succeeded..." The above exercises allow you to hold and concentrate attention, and the data obtained may indicate a slow engagement in work ( when the first tasks are solved incorrectly and the subsequent ones are correctly solved) or about the rapid exhaustion of attention, the inability to maintain its concentration (with the correct solution of the first tasks and the incorrect solution of the subsequent ones), which allows the teacher to adjust his work depending on the results obtained .
21. Exercise for concentration and stability of attention. Students are asked to rewrite the following lines without errors:

a) AMMADAMA REBERGE ASSAMASA
GESCLALLA ESANESSAS DETALLATA

b) ENALSSTADE ENADSLAT
ETALTARS USOKGATA LIMMODOR
CLATIMORE

c) RETABRERTA NORASOTANN
DEBARUGA CALLIHARRA
FILLITADERRA

d) GRUMMOPD

e) WATERPROOFETTA
SERAFINNETATSTOLE
EMMASEDATONOV

e) GRASEMBLADOVUNT

g) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATHENORRA

h) LIONOSANDER

i) MINOSEPRITAMATORENTALI TELEGRANTOLLIADZE

j) MASOVRATONILOTOSLAW

k) MUSELONGRINAVUPTIMONATOLIG RAFUNITARE

m) ADSELANOGRIVANTEBUDAROCHAN

m) BERMOTINAVUCHIGTODEBSHOZHANUIY
MSTENATUREPVADIOLUZGLNICHEVYAN

o) OSTIMARE
22. Exercise "Follow the pattern" (training concentration). The exercise includes the task of drawing quite complex, but repetitive patterns.
Each of the patterns requires increased attention of the child, because. requires him to perform several sequential actions:

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

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

After the "cell" patterns are mastered, move on to more complex patterns on a clean sheet.

To perform this kind of tasks, it is convenient to make forms in advance with a different number of rows of circles, triangles or squares. Forms can be represented by a mixed set of figures. For example, a series of squares, a series of circles, a series of triangles, etc.

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

23. An exercise aimed at training the switching of attention. To train attention switching, exercises based on the Red-Black Tables test are used.

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

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

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

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

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

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

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

24. Exercises to train the distribution and selectivity of attention. Words are inserted among the alphabetic text. The child must find and underline these words.

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

b sun itranv table ryujimet window ggshshchat the car
simple the Rose evncid heat mylrkvt a bag ldchev fish th
25. Exercise "Correction test" (development of the ability to analyze written words). This exercise is aimed at developing the ability to analyze written words, "see" the letters in them, and as a result, form attentiveness. It is a game that basically has a "correction test" test. For her, old books with large print, suitable only for waste paper, are taken. Within 5 minutes (only 5), the children are asked to cross out all the letters "a" they encounter. At the same time, it is agreed that if the guys miss more than four letters, then they lose, four or fewer gaps win. Winners receive, for example, green chips. Since it is better to play every day, it is better to count the winnings once a week, and the winners are rewarded with something...

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

Then the game can be made more difficult.

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

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

Another option: "First we underline one letter, and cross out the other, then on command:" Attention! "The work goes the other way - we cross out the first one, and underline the second one."

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

Attention!

26. Exercise for the formation of mindfulness among students at school.

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

For example:

Exercises for the development of self-control.

"Do the same"

Required inventory: a set of geometric shapes made of cardboard (triangles, circles, squares, trapezoids, etc.).
Offer to add simple patterns or drawings from the child’s geometric shapes according to a given pattern, for example:
a square of triangles;
Christmas tree from triangles;
a pattern of geometric shapes;
arrange geometric shapes in a given order.
Options for tasks in this game can be different.

"Save the wordinsecret"

The game teaches the child to be guided by a given rule for a long time.
Explain to the child the rules of the game: you say the words that the child must repeat after you, except for names, for example, animals - they cannot be repeated.
Instead, upon hearing the name of the animal, the child should silently clap once.
An approximate list of words: window, chair, chamomile, bear, toffee, millet, shoulder, hamster, closet, cornflower, book, marten, house, song, gopher, etc.
Other variants of the rules in the game:
You can not repeat words that begin with the sound [r].
You can not repeat the names of girls.
When the child begins to follow the rule without errors, proceed to the game with the simultaneous use of two rules. For example:
You can’t repeat the names of birds, you need to mark them with one clap.
You cannot repeat the names of objects that have a round shape (or blue color), you must mark them with two claps.
Enter an element of competition. Score one penalty point for each mistake. Record the result of the game and compare with the result of the previous game. The child must make sure that the more he plays, the better he does.
Remember to switch roles with your child.

"Letter"

Tell your child a story:
For the unfortunate letter "a" the gluttonous letter "a" is hunting. Save her. Hide all the letters "a" in this sentence: "The cat saw the mouse."
And now the task is more difficult. Rewrite the story, just insert dots instead of the letter "s".
“The red squirrel jumped off the branch. The branch was next to the roof of the house. A red cat was sleeping on the roof. The red squirrel and the red cat got scared of each other and rushed in different directions.
Note for parents: the condition in this task can be anything. For example, insert dots instead of the letters "o" or "e", instead of soft signs or hissing. Thus, each text can be used multiple times.

Fairy Apprentice»

Required inventory: syllable cards.
Let's turn the letter "a" into the letter "o".
Show your child the word cards. He must not
just read them, but in all cases where it occurs
the letter "a", change it to "o": ka - ko, ra - ro, ma - mo
etc.
Working with this exercise, you can come up with a variety of tasks for the child. For example:
skip (do not read) all syllables that begin with "p", or "k", or with a vowel. Instead, you need to pronounce the word "extra";
change in syllables "p" to the sound "s".

"Butterfly letter"

Required inventory: a playing field in a cage with letters in a different order, a butterfly figurine.
Tell your child: “The butterfly wrote you a letter. You can read it if you carefully follow how it flies, what flowers it sits on. Letters live on the flowers, you must write them down in your notebook so that you can then make a word out of them. Behind-
remember: a butterfly flies only to the next cell, it cannot fly far.
Think in advance what word should turn out, and make a “spatial” instruction.
Try to ensure that the child follows the flights of the bee only with his eyes, without moving his finger across the field.
Game example:
“The butterfly was sitting on the letter “y”. Write down this letter. The butterfly flew on. Follow the direction of her flight and stops. Up, up, up, stop. Write down the letter. Down stop. Write down the letter. Right, up, stop. Write down the letter. Left, left, down, stop. Write down the letter. What word did you get?"

This game can be played many times

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

II. Warm up.
1. We continue to solve problems for the development of attention. Why does a person need to be mindful?
We are going on a journey through rough waters on a beautiful sailboat. What shall we name our ship? We are the crew of the Druzhba sailing ship. There are many trials ahead of us. I hope you will overcome them with dignity, and our friendship will help. So, go!

4. a/ Planned on the 2nd. These numbers are added up and get 9. What numbers are conceived?
b/ 2 numbers are guessed. Their difference is 3. What are these numbers?

lv. Fizkultminutka. Pier "Play-ka".

Like soldiers on parade
We walk side by side
Left - one, left - one,
Look at us all.
Everyone clapped their hands -
Friendly, have fun!
Our feet pounded
Louder and faster!
Let's hit the knees -
Hush, hush, hush!
Handles, handles raise -
Higher, higher, higher!
Our hands are turned
Were down again.
We circled around
And they stopped.
We kick top - top,
We clap hands - clap!
We eyes a moment - a moment,
We shoulders chik-chik.
One - here, two - there,
Turn around yourself.

1. So, we arrived at the port of destination "Attention". Dictation on the cell field in notebooks on page 30.

Vl. Summary of the lesson.
Our sea voyage has ended. What did you like and remember?
In memory of the exciting swimming you get medals.
Well done guys, you coped with all the trials and did not sink our sailboat.

Exercises to develop the attention of children of primary school age

Exercise "My favorite fruit"

^ 2. Exercise "I won't go astray"

Types and properties of attention

Attention is closely related to interest and is therefore subdivided into arbitrary and involuntary. Voluntary attention is subject to conscious goals. Subordinating his attention at first to the verbal instructions of the teacher, the student gradually learns to formulate the tasks facing him and organizes his attention. Arbitrary attention requires a certain experience, the ability to organize their activities. Therefore, involuntary attention appears earlier in children, and only later, in the course of their development, voluntary, intentional attention is formed.

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

^ Sustainability of attention

^ Distribution of attention

^ Concentration of attention

^ How to get the attention of children?

a) Sign "Attention!"- the teacher raises a circle with a red exclamation point in the center;

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

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

d) "Who can hear me..." If there is a noise in the class and the children do not calm down, the teacher can quietly say the following phrase: "Whoever hears me, raise your right hand." Some students will surely hear and raise their right hand. Then the teacher quietly says: "Whoever hears me, raise both hands." Some children will raise both hands. The teacher quietly pronounces the phrase, drawing out the words: "Whoever hears me, clap your hands 2 times." Here claps will be heard, which alarm even those who have not yet reacted to the words of the teacher. The teacher quietly says: "Whoever hears me, stand up." After that, all the students usually get up, and there is silence in the class. The teacher achieves his goal - the attention of the children is drawn to him. This technique, unfortunately, cannot be used often in the same class: a lot here is built on the effect of surprise.

e) "Forbidden movement"- this attention game can be used as the final moment of a physical education session. The teacher agrees in advance with the children which movement they will show will be “forbidden” (for example, you can’t raise your hands up). The teacher shows the students different movements (including the forbidden one), gradually increasing the pace. The one who repeated the forbidden movement is out of the game.

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

Exercises to develop concentration and self-control

"Correction test": the essence of the technique is that the child is offered to find and cross out certain letters in the printed text. Newspaper clippings, old unwanted books, etc. can be used as material. Conditions for conducting: daily for 5 minutes. at least 5 times a week for 2-4 months.

^ Conducting rules:

to tro to nt kk jube to uy to ayvya
mitch m R m ohe m t m ychf m c

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

a) copiers :

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

Options:

B SUN DEC HEAT EYZY FISH YC

SCH RIBINA FHZ DIREVNYA UYE APARTMENT LBO CORTINA

ZhE DOG AT COW LD BOAR EYTSY HORSE

b) "Encryption"

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

N M E T R A L O S

- Does green suit you?

- Will it be a ball gown?
- Ballroom.

- Yes(!).

For example, these:

4. Exercise "Hidden word".

^ 5. Game "What has changed?".

Tula, Poltava.

^ 7. Where is whose house?

12. Exercise "Digital table".

^ 13. A bird is not a bird.

"And the fly - who is this?"

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

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

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

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

The birds have arrived:
Pigeons, tits,
Seagulls, pelicans,
Mikey and Eagles.
Pigeons, tits,
herons, nightingales,
Perches and sparrows.

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

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

^ 14. A cow flew.

The cow flew, said the word.
What word did the cow say?

15. Top clap.

^ 16. The game "Button".

^ 17. The game "Little bug".

For example, the teacher says:

3rd grade- "Two numbers are given: 54 and 26 ... To the second digit of the first number, add the second digit of the second

Students are asked to rewrite the following lines without errors:

a) AMMADAMA REBERGE ASSAMASA
^ GESCLALLA ESSANESSAS DETALLATA

b) ENALSSTADE ENADSLAT
CLATIMORE

c) RETABRERTA NORASOTANN
DEBARUGA CALLIHARRA
FILLITADERRA

d) GRUMMOPD

e) WATERPROOFETTA
SERAFINNETATSTOLE
EMMASEDATONOV

e) GRASEMBLADOVUNT

g) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATHENORRA

h) LIONOSANDER

j) MASOVRATONILOTOSLAW

m) ADSELANOGRIVANTEBUDAROCHAN

MSTENATUREPVADIOLUZGLNICHEVYAN

o) OSTIMARE

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

3 - A

11 - And

4 - C

6 - G

10 - B

5 - M

8 - E

2 - H

9 - K

4 - F

12 - P

1 - B

8 - H

8 - M

7 - H

7 - F

5 B

11 - L

2 - T

10 - E

9 - A

3 - K

1 - B

6 - X

12 - I

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

b sun itranv table ryujimet window ggshshchat the car
simple the Rose evncid heat mylrkvt a bag ldchev fish th
^

Then the game can be made more difficult.

Attention!

For example:

food

Full name

Class

Note

Azizova Yana Mustafaevna

2 - B

Abieva Evelina Remzievna

2 - B

Baranova Yulia Vladimirovna

2 - B

Baranovsky Konstantin Alekseevich

2 - B

Vasina Victoria Alexandrovna

2 - B

Grishakin Sergey Anatolievich

2 - B

Gumenyuk Ilya Vladimirovich

2 - B

Doroshenko Alexander Sergeevich

2 - B

Zhdanova Uliana Yurievna

2 - B

Kaspar Artyom Dmitrievich

2 - B

Kravchuk Anastasia Konstantinovna

2 - B

Kushnir Daniil Sergeevich

2 - B

Lysyuk Andrey Yurievich

2 - B

Moroz Eduard Viktorovich

2 - B

Neroev Maxim Alexandrovich

2 - B

Oleinik Vadim Olegovich

2 - B

Oleinik Polina Vitalievna

2 - B

Pak Andrey Dmitrievich

2 - B

Pronenko Vladislav Sergeevich

2 - B

Razbitskaya Anna Andreevna

2 - B

Romanenko Karina Igorevna

2 - B

Funny Mikhail Sergeevich

2 - B

Stepanov Oleg Evgenievich

2 - B

Tikhonova Victoria Nikolaevna

2 - B

Shabanova Darina Ruslanovna

2 - B

Shchirskaya Yana Romanovna

2 - B

Boyko Evgeniy Sergeevich

2 - B

List of students provided with free hot

food

Full name

Class

Note

Aleksandrovich Olga Vladimirovna

2 - B

Akhmedova Guletar Shavkatovna

2 - B

Vlasenko Vitalina Vitalievna

2 - B

Gryaznova Elizaveta Viktorovna

2 - B

Kostyuk Dmitry Viktorovich

2 - B

Krivoshchekov Alexander Andreevich

2 - B

Manyuk Anna Genrikhovna

2 - B

Ostrovsky Artur Olegovich

2 - B

Pismenny Evgenia Romanovna

2 - B

Poronnik Anna Vasilievna

2 - B

Prikhodko Igor Vyacheslavovich

2 - B

Seliverstova Vlada Valerievna

2 - B

Silina Maria Sergeevna

2 - B

Skalygin Egor Andreevich

2 - B

Stepanischev Andrey Nikolaevich

2 - B

Timchuk Daniil Andreevich

2 - B

Tyshchenko Rostislav Dmitrievich

2 - B

Famichev Artem Andreevich

2 - B

Yusifova Leyla Zagidovna

2 - B

Yatsunenko Polina Vladimirovna

2 - B

Arkhipova Karolina Alekseevna

2 - B

‹ ›

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Primary classes

Description:

Exercises to develop the attention of children of primary school age

Exercise "My favorite fruit"

The exercise allows the facilitator to create a working mood in the group, the development of memory, the development of the ability to long-term concentration of attention also takes place.

^ 2. Exercise "I won't go astray"

Exercise for the development of concentration, distribution of attention

The psychologist offers the following tasks:

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

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

^ 3. Exercise "Observation"

Exercise for the development of visual attention. In this game, the connections between attention and visual memory are revealed.

^ 6. Exercise "Flies - does not fly"

Exercise for the development of switching attention, the arbitrariness of performing movements.

^ 7. Exercise "My birthday"

Exercise to develop memory, the ability to long-term concentration.

^ 11. Exercise "The most attentive"

Exercise for the development of visual attention, memory.

Types and properties of attention

Attention is closely related to interest and is therefore divided into voluntary and involuntary. Voluntary attention is subject to conscious goals. Subordinating his attention at first to the verbal instructions of the teacher, the student gradually learns to formulate the tasks facing him and organizes his attention. Arbitrary attention requires a certain experience, the ability to organize their activities. Therefore, involuntary attention appears earlier in children, and only later, in the course of their development, voluntary, intentional attention is formed.

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

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

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

^ Concentration of attention- focus on the object of attention, the process of immersion. Sometimes a person is so deep in the performance of this or that business, is carried away by reading a book, watching a movie, that he does not see or hear anything around. Probably, we all dream of students solving problems or writing exercises with such enthusiasm. If the student does not know how to focus his attention, then his consciousness, as it were, glides over objects, without dwelling on any of them for a long time. As a result, the impression of the subject remains vague, fuzzy. There are several reasons for reducing concentration. Surprisingly, one of the reasons is the presence of adenoids in the child. This inflammatory process does not allow the brain to receive enough oxygen and, as a result, forms distracted attention. The biggest problem of today's children is watching TV, and now the computer has also been added. The fact is that flickering shots require a superficial look, a concentrated look with a long look causes a headache. If children watch a lot of TV, they easily develop a superficial view and transfer it to other activities.

^ Features of the attention of younger students

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

^ How to get the attention of children?

All teachers know how difficult it is sometimes to bring the class back to working condition after a break or a physical education lesson. Overexcited guys are not able to immediately focus on learning tasks. In order to induce a state of so-called pre-attention in children and calm them down a bit, you can use the following techniques:

A) Sign "Attention!" - the teacher raises a circle with a red exclamation point in the center;

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

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

D) “Who hears me ...” If there is a noise in the class and the children do not calm down, the teacher can quietly say the following phrase: “Whoever hears me, raise your right hand.” Some students will surely hear and raise their right hand. Then the teacher quietly says: "Whoever hears me, raise both hands." Some children will raise both hands. The teacher quietly pronounces the phrase, drawing out the words: "Whoever hears me, clap your hands 2 times." Here claps will be heard, which alarm even those who have not yet reacted to the words of the teacher. The teacher quietly says: "Whoever hears me, stand up." After that, all the students usually get up, and there is silence in the class. The teacher achieves his goal - the attention of the children is drawn to him. This technique, unfortunately, cannot be used often in the same class: a lot here is built on the effect of surprise.

E) "Forbidden movement" - this attention game can be used as the final moment of a physical education session. The teacher agrees in advance with the children which movement they will show will be “forbidden” (for example, you can’t raise your hands up). The teacher shows the students different movements (including the forbidden one), gradually increasing the pace. The one who repeated the forbidden movement is out of the game.

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

^ How to choose the time for verification work?

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

This can be explained as follows: first-graders, who go to school with great readiness, already tune in to work in advance, anticipate something new, interesting, and unexpected. This mindfulness attitude leads to rapid exhaustion and fatigue. Starting from the 2nd grade, the direct interest in the school cools down somewhat, but some skills of educational work appear, among them the skill of controlling one's attention, synchronizing it with the tasks of educational work.

Exercises to develop concentration and self-control

"Correction test": the essence of the technique is that the child is asked to find and cross out certain letters in the printed text. Newspaper clippings, old unwanted books, etc. can be used as material. Conditions for conducting: daily for 5 minutes. at least 5 times a week for 2-4 months.

^ Conducting rules:

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

Losing shouldn't make you feel bad.

The amount of text viewed does not matter and can be different for different children: from 3-4 sentences to several paragraphs.

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

Option: underline in each line the letter that comes first:

k trok ntkk jyubk uyk ayvya
mitchum rm oham tm ychfm ts

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

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

A similar exercise can be carried out on educational material by offering students a grammatical analysis of several texts. In the text, it is necessary to underline nouns with one line, and adjectives - with two lines. Then, at the command "Attention!" - on the contrary, nouns - two lines, and adjectives - one.

Analysis of the results shows that after some time the use of such exercises, the teacher's call "Be careful!" can induce a state of concentration in children. Simultaneously with the introduction of such game exercises, the child's attitude to reading a Russian language textbook should be changed. Children are taught that the exercises in the Russian language textbook, unlike reading, must be read aloud the way it is written - spelling. Based on the results of the work, the number of gaps and incorrectly crossed out letters is counted. The indicator of normal concentration of attention of younger schoolchildren at first is 4 or fewer gaps, more than 4 - weak concentration. Checking can take place as follows: first, this role is assigned to the teacher, and later to the classmate. Winners can, for example, receive a token, at the end of the week the number of tokens is counted, the best one can be rewarded. If such exercises are carried out regularly for 2-4 months, then the number of errors in the written work of students is reduced by about 2-3 times.

^ Exercises for concentration and stability of attention

A) "Copiers": students are invited to rewrite the following lines without errors:

Ammadda bereure avvamava essanessas detailata;
- etaltarrs usokgata enazhloby klatimori liddozoka;
- minotsaprimapavotil shonerkapridyurakeda kuftiroladzloekunm

B) The Munsterberg test: words are hidden among the letter row

Options:

The words that are hidden are in italics:

SUN DEKZHARA EKZIRYBA YTS

Among the letters, find dictionary words and correct mistakes:

SCHRIBINA FKHZDIREVNYA UYEKVORTIRA BOKORTINA

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

ZHESOBAKA PRIKOROVA LDKABAN ETSYLOSHAD

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

THE SUBJECT STONE DOES NOT FLOW / Under the lying stone, water does not flow. /

B) "Encryption"

Decipher the words, find the extra:

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

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

For example: encrypt the words METRO, CAKE.

N M E T R A L O S

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

Replace them with the sum of bit terms;

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

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

^ Listening exercises

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

Grade 1 - Two numbers are given 6 and 3. Add these numbers, subtract 2 from the resulting number, then another 4. Write. /answer 3/

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

Grade 3 - Two numbers are given 27 and 32. Multiply the 1st digit of the second number by the 1st digit of the first number and subtract the second digit of the number from the resulting product. Write. /answer 4/

Grade 4 - Two numbers are given 54 and 26. Add the second digit of the second number to the second digit of the first number and divide the resulting amount by the first digit of the second number. Write /5/

^ Exercises to increase the level of distribution of attention(ability to perform several actions at the same time)

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

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

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

^ Educational games and exercises

1. Exercise "Watch your speech."

Do you want to buy a black dress?
- I want to buy a green dress.
- Does green suit you?
- I just like green velvet.
- Will it be a ball gown?
- Ballroom.
- Does your green dress have to be long?
- Yes(!).
Losing. It was necessary, for example, to say "Of course."

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

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

For example, these:

Have you had breakfast today? Do you like your hairstyle?
Are you late for class today? Are you left handed? Do you love cinema?
What flowers do you like and what don't you like? Why?

^ 2. Exercise "Forbidden letter".

In this game, everyone will have to watch themselves, so as not to let it slip.
And it is not surprising to let it slip, as we will see in this now.

The game is played at a fast pace, it is not allowed to think for a long time. Hesitated, did not answer immediately, or, confused, used a forbidden letter in his answer, take the place of the driver and ask questions. We will consider the winners of those who have never fallen into the trap and gave quick, resourceful answers.

As a variant of the game, the condition may be the non-pronunciation of the forbidden letter, i.e. it must be replaced in words with any other.

^ 3. Exercise "Hidden clue".

In this game, it is allowed to prompt, although not in the usual way.

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

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

Suppose the hidden word is "mosquito". It is unknown to the guesser.

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

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

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

How can you suggest it without directly naming it?

It is done in this way. Three players alternately pronounce one word at a time, one-syllable or two-syllable, which includes the letter "K". Suppose one calls the word "compass", the other - "marmot", the third - "drop".

In all three words, the letter "K" is repeated.

The guesser will highlight this letter and remember it.

Let's get the second letter! he demands.

Three other players will tell him the second letter, say, with these words: "lesson", "elephant", "mole". Having singled out the letter "O" repeated three times in them, the guesser will also try to remember it.

If the guesser is attentive and does not get confused in our tips, then we will give him the right to appoint a new driver himself in order to continue the game. And if he does not guess the word we have conceived, we will again force him to drive: let him still train his attention.

4. Exercise "Hidden word".

In games, they often look for a hidden object.

But you can hide and find not only objects. In the game with which we will now get acquainted, you will have to look for hidden words. And we will hide them among other words.

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

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

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

Let's see how it works out.

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

The phrase seems to be smooth, but the words "to Kyiv" may make the driver alert and take note of them. To the last question, whatever it may be, one can give an evasive answer: "Don't be so curious, it will not lead to good." And now let the driver guess which proverb we have guessed.

^ 5. Game "What has changed?".

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

Don't think that answering this question will always be easy! Answers are scored. For each correctly indicated item, the player is credited with winning 1 point, but for each mistake, 1 point is removed from the number won. An error is considered when an object is named that has not been transferred to another place.

Let's mix our "collection", putting the items in a different order, and call another participant in the game to the table. So one by one, all team members will pass the test.

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

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

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

This fun game can be played by two, three or even four, competing in the ability to memorize words in a given order.

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

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

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

Tula, Poltava.

Tula, Poltava, Omsk, - announces the third.

If there are three players, then the turn goes back to the first one. He should fill up the list of cities with one more name. For example.

Tula, Poltava, Omsk, Vladivostok.

So, each time adding one city, the players in their next turn must repeat all the cities named earlier, mentioning them in the same order and not skipping a single one.

At first, this is given relatively easily, but when the list of names steps over a dozen, you involuntarily begin to stumble. And the judge, attributing each newly added word to his control sheet, vigilantly watches if anyone misses at least one of them.

The one who makes a mistake is out of the game.

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

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

^ 7. Where is whose house?

Game for development of stability of attention. Offer the child a drawing of seven different little animals, each of which hurries to its own house. Lines connect the animals to their houses. It is necessary to determine where whose house is, without drawing a pencil along the lines. If the task is difficult for the baby, then allow it, but eventually put the pencil aside.

^ 8. Exercises for the development of stability and switching attention.

You can play like this. Give your child different words: table, bed, cup, pencil, bear, fork, etc. The kid listens attentively and claps his hands when he comes across a word denoting, for example, an animal. If the baby is confused, repeat the game from the beginning.

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

To develop stability of attention, give the child a small text (newspaper, magazine) and offer, looking through each line, to cross out a letter (for example, a). Record the time and number of errors. Record the results on a daily chart and analyze them. Rejoice in success with your child. Then, to train distribution and switch attention, change the task. For example, like this: "In each line, cross out the letter a, and underline the letter p." Or like this: "Cross out the letter a if it is preceded by the letter p, and underline the letter a if it is preceded by the letter n." Record times and errors. Don't forget to praise your baby.

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

Game for training observation. It is best to play with several children. Everyone becomes in one line. The host calls one child and offers to remember the appearance of each participant in the game. This is given 1-2 minutes. After that, the baby turns away or goes into another room. The remaining participants in the game make minor changes to the costume or hairstyle: you can pin a badge or, conversely, remove it, unfasten or fasten a button, change places with each other, change your hairstyle, etc. Then the memorizer should name those changes in the costumes of his comrades that he managed to notice.

If you do not have the opportunity to gather a large company, you can modify this exciting game: lay out 10 objects on the table in front of the child, ask him to turn away and at this moment change the arrangement of the objects. Then offer to answer what has changed.

^ 10. Pictures "Find the difference".

All children enjoy looking at pictures. You can combine the useful with the pleasant. Invite the child to look at the pictures, where, for example, two gnomes (or two kittens, or two fish) are depicted. At first glance, they are exactly the same. But, looking more closely, you can see that this is not the case. Let the child try to spot the differences. You can also pick up a few pictures with ridiculous content and ask the child to find inconsistencies.

^ 11. Exercise "Color your soulmate."

There are also such exercises for the development of concentration. You need to prepare several half-colored pictures. And the kid should color the second half of the picture in the same way as the first half was painted. This task can be complicated by inviting the child to first draw the second half of the picture, and then color it. (It can be a butterfly, a dragonfly, a house, a Christmas tree, etc.).

12. Exercise "Digital table".

Show the child a table with a set of numbers from 1 to 25, which are arranged in random order. But first, make sure the baby knows all these numbers. Tell him: "Try as quickly as possible to find, show and say aloud the numbers from 1 to 25." Most children 5-7 years old complete this task in 1.5-2 minutes and almost without errors.

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

^ 13. A bird is not a bird.

A fun game for the attention and knowledge of birds.
An adult reads poetry. The task of the children is to listen carefully and, if a word is heard that means not a bird, give a signal - stomp or clap. Be sure to ask the child what is wrong. Specify:
"And the fly - who is this?"

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

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

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

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

The birds have arrived:
Pigeons, tits,
Seagulls, pelicans,
Mikey and Eagles.
Pigeons, tits,
herons, nightingales,
Perches and sparrows.

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

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

^ 14. A cow flew.

There must be at least three players. Everyone sits in a circle and, turning their right hand palm down, and the left hand palm up, connect their palms with the palms of their neighbors. In turn, they pronounce the word of the verse, clapping the palm of the right neighbor in time with the word:

The cow flew, said the word.
What word did the cow say?

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

15. Top clap.

Game for the development of attention, memory.

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

Examples: "It always snows in summer." "Potatoes are eaten raw." "Crow is a migratory bird." It is clear that the older the children, the more complex the concepts should be.

^ 16. The game "Button".

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

The more cells and buttons are used in the game, the more difficult the game becomes.
The same game can be used to work on the development of memory, spatial perception and thinking.

^ 17. The game "Little bug".

"Now we will play such a game. You see, in front of you is a field drawn into cells. A beetle is crawling across this field. The beetle moves on command. It can move down, up, right, left. I will dictate moves to you, and you will move the beetle in the right direction across the field.Do it mentally.You cannot draw or move your finger across the field!

Attention? We started. One cell up, one cell to the left. One cell down. One cell to the left. One cell down. Show me where the beetle stopped."

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

Read a little sentence aloud. Reading is accompanied by a soft tapping of a pencil on the table. Children must memorize the text and count the number of strokes.

In the process of classes, the number of sentences used in the text increases.

^ 19. Exercise for the distribution of attention.

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

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

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

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

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

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

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

For example, the teacher says:

Grade 3 - "Two numbers are given: 54 and 26 ... Add the second digit of the second to the second digit of the first number
numbers ... and divide the resulting amount by the first digit of the second number ... Write! .. " (answer: 5)

"Two numbers are given: 56 and 92 ... Divide the second digit of the first number by the second digit of the second number ... Multiply the resulting quotient by the first digit of the second number ... Write! .." (answer: 27)

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

The above exercises allow you to hold and concentrate attention, and the data obtained may indicate a slow inclusion in the work (with the wrong solution of the first tasks and the correct solution of subsequent ones) or a rapid exhaustion of attention, an inability to maintain its concentration (with the correct solution of the first tasks and the incorrect solution of subsequent ones) which allows the teacher to adjust his work depending on the results obtained.

^ 21. Exercise for concentration and stability of attention.

Students are asked to rewrite the following lines without errors:

A) AMMADAMA REBERGE ASSAMASA
^ GESCLALLA ESANESSAS DETALLATA

B) ENALSSTADE ENADSLAT
ETALTARS USOKGATA LIMMODOR
CLATIMORE

C) RETABRERTA NORASOTANN
DEBARUGA CALLIHARRA
FILLITADERRA

D) GRUMMOPD

D) WATERPROOFETTA
SERAFINNETATSTOLE
EMMASEDATONOV

E) GRASEMBLADOVUNT

G) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATHENORRA

H) LIONOSANDER

I) MINOSEPRITAMATORENTALI TELIGRANTOLIADZE

K) MASOVRATONILOTOSLAW

K) MUSELONGRINAVUPTIMONATOLIG RAFUNITARE

M) ADSELANOGRIVANTEBUDAROCHAN

H) BERMOTINAVUCHIGTODEBSHOZHANUIY
MSTENATUREPVADIOLUZGLNICHEVYAN

O) OSTIMARE

^ 22. Exercise "Follow the pattern" (training concentration).

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

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

After the "cell" patterns are mastered, move on to more complex patterns on a clean sheet.

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

^ 23. An exercise aimed at training the switching of attention.

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

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

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

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

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

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

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

Bsun andtranvdeskrud
prstyyurozaevn
^ 25. Exercise "Correction test" (development of the ability to analyze written words).

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

Then the game can be made more difficult.

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

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

Another option: "First we underline one letter, and cross out the other, then on command:" Attention! "The work goes the other way - we cross out the first one, and underline the second one."

Attention!

^ 26. Exercise for the formation of mindfulness among students at school.

For example:

^ Exercises for the development of self-control.

Filling out a special questionnaire for parents, the mother of first-grader Kolya in the column: “What features of the child would you like the teacher to pay attention to” with a sigh wrote: “Very absent-minded.” Soon, Kolya's teacher herself became convinced that the boy had problems with the development of attention. In the lessons he was often distracted: he could not sufficiently concentrate on the instructions and assignments of the teacher; often asked again; often he began to work on the wrong page, every now and then he turned out to be not ready for the lesson, because he had not heard the day before what was required to bring and do; systematically “listened to” homework assignments, because of which parents had to call classmates on the phone and find out what was assigned, etc. In Kolya’s written work, there were often so-called “inattention errors”: omissions of letters, duplication, rearrangement of letters in words, incorrect copying of exercises, conditions for examples and tasks, errors in performing the simplest arithmetic operations with which the child was perfectly familiar. Deficiencies in attention were also found during reading: the boy often replaced words, incorrectly read their endings, etc.

At the same time, despite all these troubles, Kolya was happy to go to school every day, he really liked his teacher and the children in the class, he was happy to take on any task. He really wanted to study well, his intelligence and ingenuity could put him among the best students in the class. But attention...

For an elementary school teacher, the problem of developing children's attention is traditional. This is largely due to the peculiarities of the mental development of younger students. The most characteristic are "inattention", "lack of concentration", "distractibility" for children 6-7 years old, i.e. first graders. Their attention is really still poorly organized, has a small volume, is poorly distributed, and unstable, which is largely due to the insufficient maturity of the regulatory neurophysiological mechanisms that provide voluntary control of behavior in general and attention in particular.

ATTENTION - SPECIFIC PROCESS OR FUNCTION?

Psychologists still have not decided on the interpretation of the concept of "attention".

During the early school years, the regulatory influences of the higher cortical centers are gradually improved. As a result of this, significant transformations in the characteristics of attention occur, and all its properties are intensively developed: the amount of attention increases especially sharply (by 2 times), its stability increases, switching and distribution skills develop. However, only by the age of 9-10 do children become able to maintain and carry out an arbitrarily set program of actions for a sufficiently long time.

Well-developed properties of attention and its organization are factors that directly determine the success of education in primary school age. As a rule, well-performing students have the best indicators of attention development. At the same time, special studies show that different properties of attention have an unequal "contribution" to the success of learning in different subjects. So, when mastering mathematics, the leading role belongs to the amount of attention; the success of mastering the Russian language is associated with the accuracy of the distribution of attention, and learning to read - with the stability of attention. This leads to the conclusion that by developing various properties of attention, it is possible to improve the performance of schoolchildren in various academic subjects.

The difficulty, however, lies in the fact that different properties of attention lend themselves to development to an unequal degree. The attention span is the least affected, it is individual, at the same time, the properties of distribution and stability can and should be trained to prevent their spontaneous development (O.Yu. Ermolaev et al., 1987).

The success of attention training is largely determined by individual typological features, in particular, the properties of higher nervous activity. It has been established that different combinations of the properties of the nervous system can promote or, on the contrary, hinder the optimal development of attention characteristics. In particular, people with a strong and mobile nervous system have a stable, easily distributed and switchable attention. For persons with an inert and weak nervous system, unstable, poorly distributed and switched attention is more characteristic. With a combination of inertia and force, the stability indicators increase, the switching and distribution properties reach an average efficiency (Ibid.). Thus, it must be borne in mind that the individual typological characteristics of each particular child make it possible to train his attention only within certain limits.

However, the relatively weak development of the properties of attention is not a factor of fatal inattention, since the decisive role in the successful implementation of any activity belongs to the organization of attention, i.e. the skill of managing one's own attention, the ability to maintain it at the proper level, to flexibly operate its properties, depending on the specifics of the activity performed.

Due to the peculiarities of his work, the teacher can observe the behavior of children, the nature of their educational and extracurricular activities, day after day, at every lesson and in various natural situations. As a result, he has the opportunity to get a fairly complete, holistic view of the attention of schoolchildren.

Along with the method of observation, the teacher can use a number of other methods of diagnosing students' attention. These techniques are based on educational material and are close to the conditions of real school classes. Their use in educational work allows us to trace the dynamics in the development of schoolchildren's attention (for example, during one academic quarter or academic year). In addition, these techniques themselves, when used systematically, can act as a fairly effective means of training attention.

One of these approaches is vocabulary dictation with commentary(S. S. Levitina, 1980). This methodical technique, well known to teachers, becomes a way to measure attention if: 1) the teacher reads each word only once; 2) students can take pens only after listening to the comments; 3) the teacher carefully ensures that students do not look at each other in notebooks. In order to comply with the last two conditions, it is recommended to involve assistants. If the student cannot write down the word after the comments, he is allowed to make a dash. At the same time, children are warned that a dash is equated to an error. Before starting work, despite the fact that a commented letter is a type of work known to students from the first grade, it is advisable to show with several examples how to complete the task. For example, the word “transplanted” is selected for the commented email. The teacher reads this word, and then calls several students, each of whom alternately names the prefix, root, suffix, ending, explaining their spelling along the way. After that, the teacher invites the children to take pens and write down the commented word. Then students are reminded to put down their pens and work begins on the next word.

A commented letter is a rather complicated activity.

Analyzing the structure of the commented letter, psychologist S.N. Kalinnikova identified 7 main stages of this activity, the observance of which ensures the accuracy of its implementation:

1) the primary perception of the spoken word;

2) independent analysis of the spelling of the orthoepic image of the word;

3) listening to comments;

4) representation of the spelling of the word in accordance with the commentary;

5) clarification of the primary analysis of spelling with commenting;

6) spelling of a word in accordance with its spelling;

7) checking the written word in accordance with the commentary.

Analysis of quantitative data (the number of students who completed the work without mistakes, made a certain number of mistakes) provides information about the quality of concentration, the stability of students' attention. The success of this work and the nature of the mistakes made allow us to judge the organization of the collective attention of students.

The methodological technique proposed by the psychologist S.L. Kabylnitskaya, allows you to measure the individual attention of students. Its essence is to identify deficiencies in attention when detection of errors in the text. This work does not require special knowledge and skills from students. The activity performed by them in this case is similar to that which they must carry out when checking their own compositions and dictations. Detection of errors in the text requires, first of all, attention and is not associated with knowledge of the rules. This is ensured by the nature of the errors included in the text: substitution of letters, substitution of words in a sentence, elementary semantic errors.

Examples of texts offered to children to detect errors in them:

“Vegetables did not grow in the Far South of our country, but now they do. There are a lot of carrots in the garden. They didn’t breed near Moscow, but now they breed. Vanya ran across the field, but suddenly stopped. Rooks make nests in trees. There were many toys hanging on the Christmas tree. Rooks for chicks of worms on arable land. Hunter in the evening from hunting. Rai's notebook has good marks. Children played on the school playground. The boy was riding a horse. A grasshopper chirps in the grass. In winter, an apple tree bloomed in the garden.

“The old swans bowed their proud necks before him. In winter, apple trees bloom in the garden. Adults and children crowded on the beach. Below them was an icy desert. In response, I nod my hand at him. The sun reached the tops of the trees and hid behind them. Weeds are effervescent and prolific. There was a map of our city on the table. The plane is here to help people. Soon I succeeded by car ”(Galperin P.Ya., Kabylnitskaya S.L., 1974).

The work is carried out as follows. Each student is given a text printed on a piece of paper and an instruction is given: “There are various errors in the text that you received, including semantic ones. Find them and fix them." Each student works independently and is given a set amount of time to complete the task.

When analyzing the results of this work, it is important not only to quantify the errors found, corrected and not detected, but also how students perform the work: they immediately join the task, detecting and correcting errors as they read; they cannot turn on for a long time, at the first reading they do not find a single error; correcting the right for the wrong, etc.

The examples of psychological and pedagogical diagnostics considered above, included in the live educational process, allow the teacher to get a general idea of the characteristics of students' attention, but do not reveal the degree of development of its individual properties. This is due to the fact that any complex activity can be carried out fully only with the simultaneous participation of all the properties of attention as a single whole, an integral process (act). Isolation and diagnosis of isolated given properties of attention is justified only under the conditions of a specially organized psychological experiment 1 .

1 The techniques for diagnosing individual properties of attention in younger students can be found in detail in the following works: Kikoin E.I. Junior schoolchild: opportunities for studying and developing attention. - M., 1993; Workshop on developmental and educational psychology. - M., 1998.

However, speaking of voluntary attention as a specific higher mental function, which manifests itself in the ability to control and regulate the course of an activity and its results, it is necessary to raise the question of special work to develop attention in children. Educational activity, as a leading activity in primary school age and therefore realizing the tasks of development characteristic of this age, “works” to the greatest extent for the formation of the full attention of children. However, this activity itself requires some initial level of formation of voluntary attention for implementation. Its deficiency often causes the failure of schoolchildren in learning, which entails the need for special psychological and pedagogical developmental work in this direction.

In this regard, it is possible to single out certain types of activities that make higher demands both on individual properties of attention and on the level of voluntary attention as a whole. These include special tasks, exercises, games that can be used by the teacher in the classroom. Their systematic application helps to increase the effectiveness of psychological and pedagogical work on the development of attention in children of primary school age. The tasks and games proposed below are recommended to be used both in collective work with students in order to prevent inattention and increase the level of attention development, and in individual classes with individual students who are particularly inattentive.

DEVELOPMENT OF ATTENTION

Corrective tasks

The child is asked to find and cross out certain letters in printed text. This is the main type of exercise in which the child has the opportunity to feel what it means to "be attentive" and develop a state of inner concentration.

The implementation of proofreading tasks contributes to the development of concentration of attention and self-control in the performance of written work by schoolchildren.

To conduct them, you will need any printed texts (old unnecessary books, newspapers, etc.), pencils and pens. For children 6-11 years old, it is advisable to use texts in large print.

Corrective exercises should be carried out daily for 5 minutes (at least 5 times a week) for 2-4 months. Lessons can be individual or group.

Instruction. Within 5 minutes, you need to find and cross out all the letters “A” encountered (any letter can be indicated): both small and capital, and in the title of the text, and in the author's surname.

As you master the game, the rules become more complicated: the letters you are looking for change, they are crossed out in different ways, etc .; two letters are simultaneously searched, one is crossed out, the second is underlined; on one line, the letters are circled, on the second they are marked with a tick, etc. All changes made are reflected in the instructions given at the beginning of the lesson.

Based on the results of the work, the number of gaps and incorrectly crossed out letters is counted. An indicator of normal concentration of attention is 4 or fewer gaps. More than 4 passes - weak concentration.

1. The game is played in a friendly atmosphere. Younger children can be additionally interested in these activities by inviting them to train to be attentive also in order to become good drivers, pilots, doctors (after finding out who they want to be).

2. Losing should not cause feelings of displeasure, so you can introduce funny “penalties”: meow as many times as you made mistakes, crow, jump on one leg, etc.

3. For kids, the rate of allowed passes at each lesson should change and approximately equal the actual number of passes that the child makes.

4. The time of the lesson should in no case exceed 5 minutes.

5. The amount of text viewed does not matter and may be different for different children: from 3-4 sentences to several paragraphs or pages.

6. Checking the performance of the task in group classes is carried out by the students themselves from each other, they also come up with “penalties”.

The practice of working with this task shows that after the first 3-4 weeks of classes, there is a reduction in errors in written tasks by 2-3 times. To consolidate the skills of self-control, it is necessary to continue classes for 2-4 months. If after 4 months of classes there is no improvement, they should be stopped and seek help from a speech therapist.

When working with children 6-8 years old, it is very important to observe one more condition: to start each lesson with a new agreement on the possible number of errors. It is necessary to proceed from the actual number of mistakes made, so that the child does not have a feeling of hopelessness, the inability to achieve the desired result. This is easy to do in private lessons. In group classes, it can be difficult to achieve a general norm, so here you can pay attention to the variety of fines assigned by children to each other, and individual support for the child.

In order for the developmental effect of the game to be more noticeable when the child completes written learning tasks, it is necessary, simultaneously with the introduction of the game, to change the child's attitude to reading a Russian language textbook. This can be achieved by a comparative explanation of how words are read and how they are written. It should be explained to the children that in the Russian language textbook all the words written in the exercise must be read aloud as they are written, naming unpronounceable letters, punctuation marks, etc.

When checking the written assignment completed by the child, the teacher should emphasize that it is necessary to read what is written aloud and as if it was written by “another boy or girl, and you don’t know what is written here, so pronounce each letter the way it is written.” It is necessary to pay special attention to the fact that the exercise must be perceived as if it was performed by someone else - “another girl”, “a poorly trained puppy”, since children, checking their text, start from the meaning (and it is already known) , and no calls to read carefully do not improve things: children do not see missing and misspelled letters. Attributing a completed task to another alienates one's own creation and allows one to take it critically. For children who have difficulty concentrating, a more detailed stage of external actions is necessary.

Reading text up to a given expression

Exercises based on the principle of exact reproduction of any sample

Children are offered some kind of graphic pattern (a sequence of several letters, numbers, a geometric pattern made in cells, etc.) and are given the task of accurately reproducing it (for example, to the end of a notebook line or on several lines).

The game "Mirror" also serves to develop concentration of attention, in which children are invited to follow the leader to repeat his movements (both individual movements and their sequence).

Distribution of digits in a specific order

In the left table there are 25 numbers from 1 to 40. You need to rewrite them in ascending order in an empty table on the right, starting from the top left square.

"Find the words"

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

For example:

laughter, wolf, pillar, scythe, regiment, bison, fishing rod, stranded, set, prick, road, deer, pie, tunic.

Münsterberg technique (and its modifications)

Words are inserted into a meaningless set of letters (more often - nouns, but there may be verbs, adjectives, adverbs). It is required to find them as quickly as possible and without errors.

BUT.The child is given a form with 5 lines of randomly typed letters printed on it, following one after another without spaces. Among these letters, the child must find 10 words (3, 4, 5 complex) and underline them. You have 5 minutes to complete the entire task. The indicator of success can be the number of correctly found words and the speed of the task.

Job example:

YAFOUFSNKOTPHABTSRIG'MSCHYUSAEEYYACH

LOYIRGNZHRLRAKGDZPMYLOAKMNPRSTUR

FRSHUBATVVGDIZHSYAIUMAMATSPCHUSHCHMOZH

BRPTYAETSBURANSGLKYUGBEIOPALKAFSPTUCH

OSMETLAOUZHYYELAVTOBUSIOHPSDYAZVZH

B.Hidden in this table are 10 animal names.

"Frightened Lines"

Tracking a line from its beginning to the end, especially when it is intertwined with other lines, contributes to the development of concentration and concentration.

"Find differences"

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

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

A game common among the hunting tribes of the Indians

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

INCREASED ATTENTION AND SHORT-TERM MEMORY

The exercises are based on memorizing the number and order of a number of objects presented for a few seconds. As you master the exercise, the number of objects gradually increases.

Game "Notice everything"

7-10 items are laid out in a row (you can put pictures with images of items on a typesetting canvas), which are then closed. Having slightly opened the objects for 10 s, close them again and invite the children to list all the objects (or pictures) that they remember.

Opening the same objects again, for 8-10 seconds, ask the children in what order they lay.

Having swapped any two objects, show everything again for 10 s. Invite the children to determine which items are transferred.

Without looking at the objects anymore, say what color each of them is.

You can come up with other options for this game (remove objects and ask children to name the missing person; arrange objects not in a row, but, for example, one on top of the other so that the children list them in order from bottom to top, and then from top to bottom, etc.) .

The game "Search non-stop"

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

ATTENTION TRAINING

The basic principle of the exercises: the child is offered the simultaneous performance of two multidirectional tasks. At the end of the exercise (after 10-15 minutes), the effectiveness of each task is determined.

"Each hand has its own business"

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

The game can be offered in a math lesson.

Score with a hindrance

The child calls the numbers from 1 to 20, while writing them down on a piece of paper or board in reverse order: says 1, writes 20, says 2, writes 19, etc. Calculate the task execution time and the number of errors.

Interference Reading

Children read the text while tapping a rhythm with a pencil. When reading, children also look for answers to questions.

Attention training exercise

The child is offered the following task - to cross out 1 or 2 letters in the text and at the same time they put on a children's record with a fairy tale. Then they check how many letters the child missed when crossing out and are asked to tell what he heard and understood from the fairy tale. The first failures in the performance of this rather difficult task may cause protest and refusal in the child, but at the same time, the first successes inspire. The advantage of such a task is the possibility of its game and competitive design.

DEVELOPING THE SKILL OF SWITCHING ATTENTION

To train switching attention, it is recommended to use proofreading tasks with alternating rules for crossing out letters.

TEACHING YOUNGER SCHOOLCHILDREN IN "ATTENTIVE WRITING" BY THE METHOD OF STAGED FORMATION OF MENTAL ACTIONS

One of the effective approaches to the development of attention is the method developed within the framework of the concept of the phased formation of mental actions (P.Ya. Galperin, S.L. Kabylnitskaya, 1974). According to this approach, attention is understood as an ideal, internalized and automated act of control. It is precisely such actions that turn out to be unformed among inattentive schoolchildren.

Classes on the formation of attention are conducted as training in "attentive writing" and are built on the material of texts containing different types of errors "through inattention": substitution or omission of words in a sentence, substitution or omission of letters in a word, continuous spelling of a word with a preposition, etc.

Studies show that the presence of a sample text with which it is necessary to compare the erroneous text is not in itself a sufficient condition for the accurate performance of tasks for detecting errors, since inattentive children do not know how to compare text with a sample, they do not know how to check. That is why all the teacher's calls to "check your work" turn out to be ineffective.

One of the reasons for this is the orientation of children to the general meaning of the text or word and the neglect of particulars. To overcome global perception and form control over the text, it is necessary to teach children to read taking into account the elements against the background of understanding the meaning of the whole. Here is how P.Ya. Galperin this main and most laborious stage of work: “The children were asked to read a single word (to establish its meaning), and then divide it into syllables and, reading each syllable separately, check whether it corresponds to the word as a whole.

A variety of words were selected (both difficult, and easy, and medium in difficulty). At first, the syllables were separated by a vertical pencil line, then the lines were not put, but the syllables were pronounced with a clear separation (voice) and successively checked. The sound division of syllables became shorter and shorter and soon reduced to stresses on individual syllables. After that, the word was read and checked by syllables to oneself (“the first one is correct, the second one is not, it is omitted here ... rearranged”). Only at the last stage did we proceed to the fact that the child read the whole word to himself and gave him a general assessment (correct - incorrect; if incorrect, then explained why). After that, the transition to reading the entire phrase with its assessment, and then the entire paragraph (with the same assessment) was not difficult ”(P. Ya. Galperin, 1987, pp. 97-98).

An important point in the process of forming attention is working with a special card on which the rules for checking are written out, the order of operations when checking the text. The presence of such a card is a necessary material support for mastering the full-fledged action of control. As the action of control is internalized and curtailed, the obligatory use of such a card disappears.

To generalize the formed control action, it is then worked out on a wider material (pictures, patterns, sets of letters and numbers). After that, when special conditions are created, control is transferred from the situation of experimental learning to the actual practice of learning activities. Thus, the method of stage-by-stage formation makes it possible to obtain a full-fledged control action, i.e. formation of attention.

Questions

1. What qualitative changes in the development of attention occur during primary school age?

2. What methods can a teacher use to diagnose and develop students' attention?

3. Study the work of P.Ya. Galperin and S.L. Kabylnitskaya "Experimental formation of attention" (M., 1974). What is the specificity of the authors' approach to understanding attention? Outline the essence of the method of gradual (planned) formation of mental actions. What are the main requirements for the proposed method of forming the attention of schoolchildren?

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Classes for concentration of attention to schoolchildren. Methodological development on the topic: Tasks for the development of the concentration of attention of elementary school students

Exercises to develop the attention of children of primary school age

"Do the same"

"Save the wordinsecret"

"Letter"

Fairy Apprentice»

"Butterfly letter"

Exercises to develop the attention of children of primary school age

ATTENTION - SPECIFIC PROCESS OR FUNCTION?

Reading text up to a given expression

Distribution of digits in a specific order

A game common among the hunting tribes of the Indians

INCREASED ATTENTION AND SHORT-TERM MEMORY

Game "Notice everything"

The game "Search non-stop"

ATTENTION TRAINING

Score with a hindrance

Interference Reading

Attention training exercise

DEVELOPING THE SKILL OF SWITCHING ATTENTION

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