Psychomotor correctional classes 3 5 years. Psychomotor correction for children

In our center we work with children using neuropsychological methods:

- "Neuropsychological Psychocorrection" (M.E. Sandomirsky, E.S. Lebedeva)

"Method of Replacing Ontogeny" (A.V. Semenovich, B.A. Arkhipov)

Algorithm of the treatment course:

Two paired classes of 45 minutes each (an hour and a half in total) once a week are held at the center in the presence of parents
Perhaps an individual lesson 60 minutes once a week in the center in the presence of parents
Possible individual lesson at home 60 minutes in the presence of parents
Daily (except for the day of classes at the center) homework, performed under the guidance of an adult on the basis of printouts received at the center
During the psychomotor part 2 mandatory classes for parents without a child with a psychologist of the center
Periodic meetings with the staff of the center within the framework of the "Psychological Parents' Club"

Corrective treatment program includes three consecutive blocks:

Psychomotor correction lasting 18-24 paired sessions
Correction and development of spatial representations and cognitive functions 12-16 paired sessions
Behavioral correction and development of the emotional-volitional sphere 12-16 lessons

Modern scientific research and statistics show that the vast majority of modern children from early childhood need the help of specialists– doctors, clinical psychologists, psychologists, speech therapists. They have clearly manifested various disorders - vascular problems, decreased immunity, desynchronosis, delay and distortion of psychoverbal development, lack of formation of voluntary self-regulation, increased excitability, exhaustion, neurosis, psychosomatics. Against this background, the problems of behavior, learning, communication bloom in a double color.

From the point of view of the neuropsychological approach, these difficultiesare caused by intrauterine and (or) dysfunction of certain brain structures that arose in infancy. To this it is worth adding the current socio-cultural situation - the state of maternity hospitals and schools, the substitution of live communication with a computer, the lack of gaming activities, as well as the ecology of the environment and the psychological environment. Experts unanimously came to the conclusion about the need for a new specific corrective approach, which is based on universal neurobiological and socio-cultural mechanisms of development.

The treatment course is a harmonious and competent system of development. Includes new adaptive features, contributes to the further comprehensive development of the individual, allows you to fill in the missing links in development.

The program is a cycle of classes for children those who have certain difficulties - general motor awkwardness, instability and exhaustion of nervous processes, decreased performance, attention, memory, motor retardation and disinhibition, emotional and volitional problems, difficulties in the formation of spatial representations, etc.

The first block is psychomotor correction (through movement).

Through specially selected movements, we activate brain areas in the sequence in which they are activated from the moment of passage of the birth canal. This makes it possible to weaken non-adaptive neural connections and form adaptive ones, in accordance with the course of normal ontogenesis. All exercises are performed carefully in strict sequence. They repeat (imitate) the natural movements of babies in the variant of correct development. The proposed movements, when performed accurately and in a clear sequence, become the basis for activating higher mental functions, build interactions between various levels and aspects of mental activity, launch such mental functions as emotions, perception, memory, self-regulation processes, etc. So create the basis for the full mastery of reading, writing, mathematical knowledge. This stage lasts from 5-7 months and is the most stressful for parents, since the child needs to be brought to the center once a week, but AT HOME ... you need to do the exercises daily.

At the same time, a child (even a teenager) should not do them on their own. An adult must responsibly and accurately follow all the instructions of a neuropsychologist during homework, since only with strict adherence to the instructions is it possible to obtain the necessary results. With the outward simplicity of actions, behind them is serious work with the brain structures of the child. This must be understood and treated accordingly. Psychomotor correction is not a developmental activity or physical education (which are very useful in themselves). It is a purposeful correction of individual characteristics of the inclusion of mental functions.

The difference and fundamental feature of neuropsychological correction in our center in comparison with other neuropsychological centers working according to the method of Substitutive ontogenesis is that we pay special and increased attention to the development of the first block of the brain - the "block of activation, tone and energization". Therefore, everything related to such stages of the program as stretching, warm-ups, self-massage, relaxation, "oriental" breathing, etc. is done very carefully and competently. Due to its importance, this group of exercises is given a significant part of the time at each lesson and at home. This is all the more important, since in recent years the first block of the brain has been "leading" in terms of its problems in relation to the other two. Most of the difficulties of our children are secondary, they "start" from the dysfunction of the functioning of the first block.

Each lesson starts with warm-up and automanual complex (self-massage), which are a necessary daily measure for the prevention of psychosomatic diseases and the overall harmonization of the body. These actions are performed consciously, with tracking of breathing, sometimes with pronunciation of sensations, so that the child tracks his bodily manifestations. The active participation of the hands stimulates blood circulation in the fingertips, the nerve endings of which are connected with the brain. Prevents stagnation of blood in different parts of the body. The massage of the points of the face and head is designed for a general stimulating effect, for preparing the body for basic exercises.

Multifunctional acupuncture points including, improve blood circulation of the brain, increase the outflow of lymph from the head, thus regulating blood pressure; activate the structures of subcortical formations (hypothalamus, pituitary gland, reticular and limbic systems), on the functional state of which everything that happens in the body depends, up to behavior and emotional state.

Bringing the tone to an optimal state is one of the most important tasks of the corrective treatment program. After all, hypo or hypertonicity, which appears in the medical record of almost every child, affects the development of the body as a whole very, very negatively. They are, to a large extent, the cause and effect of serious difficulties in the cognitive, emotional and somatic status. In itself, muscle relaxation is not only the removal of physical tension, but also the removal of emotional stress. The deeper a person is in a state of stress, the higher his muscle tone. Do not forget that entering the first grade, as well as the whole process of studying at school, is an extremely stressful and traumatic period for the psyche for a developing and growing organism.

In our complex there are a number of mandatory exercises related to breathing exercises. Why special attention is paid to breathing exercises? Breathing is one of the most important functions of the body and only in rare cases is a person able to control it at will.

Usually he just doesn't think about it. The nature of breathing, its depth and rhythm determine not only the provision of the physiological needs of the body for oxygen, it reflects the emotional state like a litmus test, but not only ... With the help of breathing, you can not only monitor your emotions, but also manage them. Having learned to control breathing, we thereby turn on the functions of arbitrary self-regulation. This is the conscious regulation of your breathing.

Everyone knows that breathing is a process that a person needs every minute, since during breathing there is an abundant saturation of the brain with oxygen.

But the function of breathing is closely related to other functions of the brain. Improper breathing can cause them to fail. For example, a failure of the elementary ability to track an object with the eyes (which is normally formed by the 3rd month of life and should be automated).

Very often, bringing the eyes to the bridge of the nose (convergence), tracking an object in a horizontal or vertical plane become difficult exercises for a child, since they occur with a failure in breathing, most often with holding the breath. This turns into incorrectly formed automatism and will manifest itself at the age of 7, 8, 9, 12 years of the child, and in different ways at each age stage.
Breathing has a relaxing effect. Children acquire the skills of respiratory relaxation, which allows them to learn to recuperate and relax for the rest of their lives in just a few minutes.

Another important difference in the conduct of neuropsychological correction in our "Neuropsychological Center for Adaptation and Self-Regulation by Ekaterina Lebedeva" is the additional, so-called "Eastern" breathing exercises. At the first stage of the breathing exercises (see above), much attention is paid to the synchronization of breathing with movement, all exercises are performed according to the algorithm - inhale through the nose, exhale through the wide-open mouth.

In the "eastern" exercises, breathing - inhalation and exhalation are carried out exclusively through the nose. The breathing mechanism allows you to breathe both through your mouth and through your nose. These are two different types of breathing, one of which gives health and strength (breathing through the nose), the second brings weakness and illness. The passage of air through the nasal cavities purifies and filters the air, trapping impurities in the air and pathogenic bacteria. The air is cooled or heated and humidified. Transferring a child to automatism of breathing through the nose and to full abdominal breathing is one of the most important tasks of the respiratory cycle.

Breathing "oriental" exercises are considered by us as exercises aimed at relaxation. They require tracking bodily sensations, which in itself includes the brain in a certain harmonious mode of operation.

The sensation of “extrapulmonary” breathing (imaginary breathing through some part of the body) indicates that a temporary connection has been established between two parts of the brain: on the one hand, receiving information from the respiratory tract, from the respiratory muscles, and, on the other hand, receiving information from corresponding area of the body not related to breathing.

As a result of changes in sensations in the selected area of the body, rhythmic fluctuations are observed. In intensity, these fluctuations occur synchronously with the phases of the respiratory cycle (usually, the intensity decreases on inspiration and increases on expiration). The formation of such a connection between the activation of different areas of the brain, their influence on each other, underlies various useful phenomena - the fight against pain, the ability to control one's own pulse, blood pressure, and mood.

With awareness of the breath the activity of the cerebral hemispheres is synchronized. This is due to the fact that the respiratory muscles have a dual innervation - both from the opposite hemisphere of the brain (the so-called lateral, crossed corticospinal pathway) and from the ipsilateral (anterior or direct corticospinal pathway). Therefore, an increase in the flow of sensory information associated with breathing, due to its deepening, together with the focus of attention on this process, can lead to a smoothing of the functional asymmetry of the hemispheres.

Breathing exercises involving "abdominal" breathing affect the nervous system in a sedative (soothing) way. It is accompanied by an increased excursion of the diaphragm, causes an increase in the tone of the vagus nerve, which contributes to the physiological reaction of relaxation. Thus, breathing acts as an intermediate, mediating function of the body, with the help of which voluntary control of involuntary functions (blood circulation, etc.) becomes possible.

The function of integrating the body and the mental sphere is connected with breathing. Shortness and shortness of breath observed outside of any physical activity are associated with psychological defense (most often with suppressed fear or crying). With the help of properly regulated breathing, one can relieve psycho-emotional stress, release unreacted emotions and achieve “functional discharge”. You can learn to monitor emotions and manage them.

This group of breathing exercises has a calming effect on the nervous system and regulates the balance of the right and left hemispheres of the brain.

Stretching exercises - "stretching" - is another feature in our work on neuropsychological correction and neuropsychotherapy. With external simplicity, work with stretch marks requires a fairly high qualification and must be carried out in compliance with special rules - in such a way that the movement performed corresponds to the task, and does not remain just a movement, even if it is quite useful. "Stretching should stretch" - we constantly repeat for children and parents. Focusing on bodily sensations while stretching puts the brain into a natural adaptive mode during which a number of wonderful healing and restorative phenomena occur. The self-regulation of the body starts. The areas of the brain responsible for creativity, for the manifestation of talents and abilities are activated.

Stretching is aimed at normalizing and optimizing tone in all muscle groups. They relieve tonic tension and thus activate the necessary subcortical structures of the brain.

Stretching is a system of special stretching exercises based on natural movement. When they are performed in the muscles, there should be a feeling of soft stretching. Stretching helps to overcome various kinds of muscular dystonia, clamps and pathological rigid bodily attitudes; optimizing muscle tone and increasing the level of mental activity. When an adult helps a child to perform stretches, he should carry them out in a gentle manner, not jerkily, slowly.

The 1st task is aimed at the redistribution of tonic tension, since some muscle groups can be relaxed, while others are tense.
The second task is aimed at the child's awareness of his own body.
The 3rd task is aimed at arbitrary self-regulation, the ability to control your muscle tone.

It is necessary to teach the child to adequately use their resources, which he, like an adult, is depleted. Usually 4 or even 6 lessons children write at school. For many, the other hand, and legs, and tongue are included in this process. And breathing, on the contrary, due to involuntary failures, turns off from time to time. And at home, the child still needs to do homework. And he gets so tired, exhausted, so exhausted emotionally, he already “takes himself in hand” so much that by the evening he discharges, for example, in the form of crying or in the form of aggressive behavior. Such a child is no longer able to control himself.

The system of stretching exercises allows you to teach your child to feel tension, and learn how to relieve it.. The child should be able to arbitrarily strain and relax one arm, then the other, then one leg, then the other. Then differentiation will take place and he will optimally expend his forces.

Stretching exercises are taken from classical Yoga and adapted to different ages.

Proper stretching takes time.. In order for stretching to bring its maximum benefit, it should be done for a long time, since muscle blocks are removed gradually - here you need to follow the body and take your time. Therefore, a once-learned set of stretch marks should be performed daily for at least a month and only then move on to the next set.
As already mentioned, most children have problems with increased muscle tone. "Frozen" emotions also "settle" in the body in the form of areas of muscle tension. There is a failure of the natural cyclical alternation of tension and relaxation. Over time, a disturbed motor stereotype is formed, sometimes children of this group have painful muscle seals (fibromyalgia), which, depending on the location, can reflexively affect the internal organs, simulating their disorders - arrhythmias, heartburn, pain. And then, due to physiological feedback mechanisms, the site of chronically increased muscle tone serves as a generator of a focus of congestive excitation in the cerebral cortex (determinants).

Stretching is very important and it must certainly “stretch”, it is not just a movement of the body or part of it. Only then does it make sense. And that is exactly what needs to be done. There are certain rules for performing asanas and stretches - there must be an entrance to the desired position of the body, the stretch itself, the exit from it and a pause. All these 4 phases are performed slowly, smoothly, taking into account breathing (they must be performed on inhalation or exhalation - this is indicated in specific places) and most importantly, it is also necessary to constantly monitor the sensations in the body, fix the difference in these sensations before assuming a pose, while holding and after exiting the pose. Always exercises are done without jerking, in several stages. After each stretch, focus on bodily sensation. It is especially appropriate to teach children this when one part of the body has already made a movement, and the second has not yet. On a difference of sensations it is well felt.

Many important factors are being worked on on which even the most elementary skills and abilities of a person depend.

kinesthetic factor. Motor skills, writing, drawing, counting, logical thinking are interconnected by the kinesthetic factor. When it is disturbed, movements become isolated, intermittent. In yogic stretches, there is a conscious and purposeful influence on these factors - a complex kinetic melody is performed.

Spatial factor- perception and processing of spatial relationships develops on the basis of active, conscious movements based on the body scheme.

Arbitrary self-regulation - 3rd functional block of the brain. Taking a pose involves setting a goal, ways to achieve a pose - correct retention of a pose and control over execution, fixing a pose.

Energy supply factor - 1st block. Removal of muscle clamps. The deep parts of the brain are responsible for vitality, the rhythms of the body, the balance of the processes of excitation and inhibition. Due to proper breathing and the specifics of the alternation of tension and relaxation in the posture, the energy supply of the body increases.

The work of the intestines and digestion is activated, cell metabolism improves, and the body is gradually cleansed.

One of the main elements which is always, unfortunately, ignored - a meditative state in which it is desirable to perform many activities of daily life. With it, stress resistance increases, the immune system is activated, self-regulation processes are activated, subconscious reserves are mobilized, the body's natural regenerative processes are activated (the work of the circulatory, respiratory, endocrine systems improves), and the efficiency of assimilation of new information increases.

In addition - gracefulness, correct posture, the ability to control your body, increases self-esteem, brings satisfaction and good mood.

There is a strong impact on the body as an integral system. There is a study of many important factors on which even the most elementary skills and abilities of a person depend.

The complex includes a block of oculomotor gymnastics- tracking the object with the eyes at different levels and in five main directions: right, left, top, bottom, to the bridge of the nose (reducing the eyes to the center) and from the bridge of the nose, as well as in four auxiliary (diagonal) directions. By the way, initially these exercises are also present in classical Yoga and also repeat the movements of the eyes of an infant. As these exercises are mastered in the psychomotor program, tongue movements are gradually added to this process. Exercises, as a rule, are first performed separately with the eyes, then with the tongue, then with the eyes and tongue together, then apart. First, the exercises are performed lying on the floor on your back, then sitting and standing.

Why is this block so important? The nuclei of the cranial nerves, oculomotor, and lingual, are located in the structures that are responsible for the overall energy of the brain. When a child is born, 75% of these structures have already matured in utero. But now children are being born who do not gain these 75%. In other words, they are already born with a deficiency of structures. which are responsible for writing, reading, memory, arbitrary self-regulation, etc. That is, for those functions that are just needed in the school and on which the entire learning process is based. Exercises with the eyes and with the tongue are energizing exercises, they increase the energy potential, saturate the brain.

By the age of 3, a child should already be able to evaluate space 180 degrees vertically and 180 degrees horizontally, and track it without turning his head. Very often in children the fields of visual perception are narrowed. The narrowing of the perception vector is such an incomprehensible pipe, a hole in front of them - and that's all they see. The rest they are forced to notice only by turning their heads and their entire bodies. And it is not surprising that this child can be injured, sometimes quite serious.

If the perception vector is narrowed, the existing fragmentation will not only be in the visual sphere, but, as a rule, it will manifest itself in other spheres, for example, in speech. And just as a child sees in fragments, he will also hear in fragments. For example, the teacher says: "Apple trees grow behind a high fence." The child can grasp only one fragment of “apple trees grow”, and what was in front of him, what happened after - he does not know, and begins to complete everything and confabulate (fantasy), coming up with an insignificant thing that the teacher did not say at all . It is clear what attitude can be towards such a child in the class.

Oculomotor exercises help to expand the scope of visual perception and indirectly influence many other factors.

Many of our children show pathological synkinesis (friendly movements). There are adequate synkinesis. When a person walks, his right leg moves simultaneously with his left arm. This is normal synkinesis, adaptive, we use it in life. But in children there are non-adaptive synkinesis, for example, when a child looks at something, and his tongue is included in this process - this is the best option, but, as a rule, the whole body is included. When a child writes, his leg sways, his tongue spins, he constantly twirls something in his other hand, etc. But, as a rule, the whole body is included. When a child speaks, a number of processes are also included in this process that should not be involved.

Our exercises help to unleash those synkinesis that were once “beneficial” to the child in infancy, but now they can already be considered pathological and you need to work with them, get rid of them.

Oculomotor exercises with eyes and tongue are included in the dynamic process, the process of movement. The child does not just lie and follow the object with his eyes, but at the same time moves. He moves according to a certain program, for example: right hand - left foot, left hand - right foot. And at the same time, the child should also turn his eyes to the right, and his tongue to the left.

Thus, there is a filling, building of subcortical, and cortical-subcortical connections.
The "lower floors" of the brain (subcortex) are responsible for the energy of the body. "Upper floors" (bark) for arbitrary self-regulation, for control. There are uplinks and downlinks. If a child is able to regulate his activity, he has a feedback from the cortex to the subcortex.

In our children, these connections are unfinished. Therefore, such children, especially those with hyperfunction of subcortical structures, rush, not seeing anything in front of them. They do whatever comes to their mind first, and react only to that. They lack self-regulation. They are fixated on one level of the brain, and function on it, while other functions are not developed enough.

Our task in the classroom is to teach the child to feel overexcited, to track their emotions and choose for themselves an adequate way to manage them.

The child may experience dizziness during exercise. There is no need to be afraid of this. As a rule, such children, with their mouths open and their tongues hanging out, begin to yawn pronouncedly. This suggests that breathing is not enough, and subcortical structures are deficient. During the performance of all our exercises, we constantly remind the children about breathing, so that they, at least arbitrarily, but breathe, because. they are constantly holding their breath. After some time, when the volume of breathing is developed, these problems go away, and with them the problems of motion sickness often go away.

Moms, having done these exercises at home with their children, say that now their head has stopped spinning in transport. Having done the exercises with their own child, they corrected themselves.

As mentioned above, tone optimization- one of the most important tasks of the correctional program. Any deviation from the optimal tone (hypo- or hypertonicity) can be both a cause and a consequence of the changes that have occurred in the somatic, emotional, cognitive status of the child and adversely affect the general course of his development.
When performing special relaxation exercises, methods of self-observation, memories of events and sensations are used. Tracking "flows", "movements" in the body, often conditionally called "energy" in accordance with the terminology of psychotherapists W. Reich and A. Lowen.

All these phenomena really and naturally arise in the course of body-oriented psychotherapy and psychological self-regulation and are largely subjective. They stem from the peculiarities of the functioning of human consciousness. From a physiological point of view, these are specific bodily sensations that reflect “tuning” regulatory processes in the nervous system (which is often used in psychotherapy, psychocorrection and alternative medicine for psychosomatic disorders).
The main psychophysiological characteristics of such sensations include:

The biopolar nature of "energetic" sensations associated with the autonomic nervous system and correlated with the parasympathetic and sympathetic divisions of the autonomic nervous system. Sensations can be of a two-phase nature, moving from one polarity to another, which is associated with the process of reconfiguring the autonomic nervous system.

Mobility of "bioenergy". Like any physiological process, its mobility is subject to the principle of homeokinesis (constant movement). In Chinese medicine, the energy "Qi" or "Chi" literally means "directed movement." Dynamism manifests itself either as wave-like fluctuations in intensity, or as "movement" in the body, arbitrary or spontaneous.

The feeling of "vital energy" is associated with breathing. In the Indian tradition, "Prana" (energy) is translated from Sanskrit as "ahead of breath." The appearance of conscious "energetic" sensations is closely related to the awareness of the breathing process (respiratory-kinesthetic synchronization)

The condition for the occurrence of such sensations is muscle relaxation.
- awareness of sensations occurs with a certain concentrated tracking of bodily sensations and is associated mainly with voluntary attention.

The mechanism of psycho-corrective and therapeutic action of working with such sensations from the point of view of modern psycho-physiological concepts is associated with a person's experience of specific states of consciousness - relaxation (anti-stress) functional states. As soon as a person felt an "energy flow" in his body, this means that he at least plunged into a state of superficial PHYSIOLOGICAL!!! kinesthetic trance (with full preservation of verbal communication), which in itself has a healing effect on the psyche and somatics. In such states, accompanied by a shift in the focus of attention to internal sensations, a person monitors ordinary information about the world around him (including ordinary bodily sensations in the structure of the habitual body scheme), but he perceives more subtle internal sensations that were previously unconscious, subthreshold - "energy flows".

The models proposed by V. Reich and A. Lowen of the “energy” mechanisms of psycho-correction, elimination of areas of blocking the flow of “energy” (associated with muscle hypertonicity) and the role of conscious control of breathing correspond to the traditional ideas adopted in classical reflexology and ancient oriental respiratory and health-improving methods Qigong and Yoga. Despite external differences, yogic, reflexotherapeutic and body-psychotherapeutic approaches are initially the same. They are based on a common physiological foundation - accessible to sensory awareness and intuitive understanding of the general laws of the functioning of the nervous system, the relationship of somatic and autonomic innervation.

self-observation, self-examination body, detection and elimination of areas of stagnant muscle tension and psychological stereotypes indirectly associated with them - implies, first of all, awareness of kinesthetic sensations. This is achieved by deautomating perception - drawing attention to usually ignored sensations, as well as turning off its intellectualization, suspending the verbalization of sensory experience. This is a return to the child's immediacy of perception, a return to natural awareness, which was subsequently lost in the process of teaching the child socially acceptable, culturally conditioned stereotypes of behavior and expression of emotions.

Full contact of a person with his feelings it is presented as awareness of the whole spectrum of bodily sensations associated with emotions. “The more an emotion is realized, the more it is possible to control it” (ED Khomskaya). Therefore, the skill of self-observation, tracking bodily sensations, is a tool for managing not only attention, but also emotions.

Conscious bodily integration also includes positive self-instructions, the work with which is tied to the awareness of sensations in certain parts of the body. In this case, the body is like a bridge between different parts of the personality, through which access to the necessary internal resources is opened. Together they form an integral system of self-regulation, including both left hemispheric - verbal "keys" and right hemispheric "keys" - non-verbal, kinesthetic, covering the whole body.

The second block is the correction and development of spatial representations and cognitive functions

It also contains a large number of body-oriented methods. Work begins with children the sphere of perception, on thinking, which will develop the right hemisphere and the frontal lobes of the brain. Next, we expand the scope of visual perception for children, remove the manifestations of specularity. We develop with auditory perception, various types of memory, voluntary attention, nominative function speech, increase vocabulary. We form visual-figurative and verbal-logical thinking. This part of the correctional program is given 3 months, but usually parents will forgive to extend the classes.

Indeed, much more time and professionalism can and should be devoted to the development of the cognitive sphere. This is especially true at the present time, when, unfortunately, there is a general decline in the level of education in schools, and the low educational status of teachers. We encounter such a depressing picture all the time and, in addition to the correctional tasks assigned to us, we try to fill in the classroom the lack of what an intelligent person denotes by the capacious and meaningful phrase "broad-minded".

The third block - behavioral correction and development of the emotional-volitional sphere

The work gradually includes classes to expand adaptive capabilities, to develop communication skills and to form a positive assessment of oneself and one's abilities. Children learn to express their emotions and recognize the emotions of others. The classes develop important life skills, such as the ability to get out of dangerous situations, resist the influence of peers, the ability to build healthy friendships, overcome stress and communicate with adults.

Our long-term experience of working with children has shown how lonely modern children feel, especially middle and high school students, how much anxiety, resentment and "misunderstanding" they carry in their warm hearts. They do not know what to do with this "burden", and meanwhile it continues to accumulate, layering one problem on another. We teach children to conduct a dialogue with their inner world, to treat the inner world of another person with care and delicacy.

At the end of the neuropsychological correction, for those who wish, a repeated neuropsychological diagnosis is offered to compare the results.

What is important for parents to know before starting neuropsychological correction classes?

Now it is less and less common to meet children in whom motor development takes place in the correct sequence in infancy.

Normally it should be like this.

Birth of a child. The baby goes through the birth canal.
The child lies on his back.
Turns on one side, on the other, on the stomach.
Crawls like a plastunsky.
He raises his hands, rests.
Raises its head and embraces space.
Sits down.
Crawls on all fours.
He gets up, first with the help of his hands, then without.
Begins to walk first with the help of an adult, and then independently.

If the child develops without violating this sequence, then correctly completed stages of motor development trigger a number of important reflexes. In addition, they allow the child to perceive the spatial sphere without distortion. The child masters the space, first the space of his own body - crawls, moves. And not only “right-left, top-bottom”, but space, as the environment that surrounds it. Lying on his back, the child sees the ceiling. Eyes can assess the horizontal. Lies on his stomach and, raising (lowering) his gaze up and down, is able to assess the vertical. At the same time, the head now makes movements in isolation from the body, and not with it.

When the child sits his hands are now free, and he begins to manipulate objects. And then a breakthrough in the development of space - coups around its axis through a gradual getting on all fours to the long-awaited movement.

Crawling, in addition to general stimulation of motor areas(areas of the cortex responsible for the regulation of movements) also contributes to the improvement of interhemispheric interaction - because it requires the coordinated movement of the crossed arms and legs (right arm - left leg), which are regulated by opposite hemispheres. This contributes to the development of associative connections of the brain, creates an opportunity for a more complete disclosure of its potential.

It also improves visual perception.- the child has a need to use both eyes at the same time, and he begins to bring them together. If you skip this important stage of physical development, you will miss an important stage of brain development. Crawling develops tactile sensitivity. With the help of information from proprioreceptors, spatial representations of one's own body (body scheme) are formed. In this way, ideas about the relationship of external objects and the body, and their relationships with each other, are consistently formed. This means that it is also possible to designate these relationships with words, understand and use prepositions and words, and correctly perceive complex speech structures - spatio-temporal, cause-and-effect.

Orientation in space is laid, first of all, at the stage of crawling. So thanks to this method of movement, the prerequisites for mastering the grammar of the native language are formed. Crawling is also a preventive measure for reading and writing problems. If the coordination of movements, the work of each hemisphere separately and interhemispheric interaction are not sufficiently developed, the younger student may have problems writing (the child writes letters in their mirror image). He will have dirt in his notebooks, bad handwriting. Many children with dyslexia and dysgraphia have skipped the crawling stage.

If the development of the child was distorted, spatial connections were not fully mastered by him, then the perception of space will be distorted, which, unfortunately, we observe in most of our children. This distortion begins at the earliest stage, the stage of birth. And in some children, in utero. Entire circuits that were supposed to run don't run. The child lies on his back for a long time, does not turn. Then he somehow very quickly turned around, immediately sat down. Then after a very short time he got up. He crawled a little, both on the bellies and on all fours. It turns out that the child simply does not go through some stages, he ignores them. Parents rejoice at how quickly he does everything. And the child at the same time has a tonic tension - hyper- or hypotonicity, he walks on his toes. The child all the time strives to relieve this tension, but it remains with him until 8, 9 and even up to 12 years. And in some cases, to a later age.

Such a child is very traumatic. When copying specially designed geometric shapes, the child also distorts everything in a strange way. Some drawings are not even recognizable. For example, it can flip the drawing by 90 degrees. The same figure can be flipped 180 degrees. There may be casts from parts of the figure, fragmentation, the so-called randomness of perception. The left side of the field can be ignored by the child, structural and topological errors are frequent. And if a child perceives this way, reads the surrounding world this way, “sees” it this way, then he distorts such a world. Therefore, such a child may have, for example, dysgraphia - at 6-7 years old he writes → "b", "d", "r" - in the wrong direction. Knowing how the child went through his motor development, we can assume what problems await him next.

And if you do not pay attention to this, a number of phenomena arise. The motor sphere is distorted - speech development is also distorted (speech is very closely related to movement - our brain is arranged in such a way that speech and motor zones are nearby). Therefore, speech therapists work a lot with finger gymnastics, since through movement there is an impact on speech zones. If the motor development is distorted, the child may not speak until the age of 3, or speak monosyllabic words, he does not have phrasal speech. There may be dysarthria (the child does not pronounce even half of the sounds, speaks incomprehensibly, indistinctly - “porridge in the mouth”), which is already uncharacteristic for his biological age. Thus, one can see a whole range of problems when one follows the other.

If a child's motor sphere is deficient, the speech sphere is deficient, then the emotional sphere will also suffer. And if the child is disinhibited, he may have inadequate relationships with peers, with parents. If the child is weak, then this can cause overprotection on the part of the parents, and the child may become moody and whiny. Problems will grow, and by the age of 9-10 this tangle can be very difficult to unravel.

In our work, we start with basic exercises, rebuilding the motor development of the child. In the classroom, we live with the child all those stages that he did not go through in his development. Classes consist of several large blocks.

______________________________

www.neuro-psycho.ru Lebedeva E.S.

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Slides captions:

CORRECTIONAL WORK ON PSYCHOMOTORIC DISTURBANCE Completed by: Zuenko.E.A.

Special training sessions: 1. Development of psychomotor and sensory processes 2. Speech therapy sessions 3. Exercise therapy

Psychomotor correction Choosing the best way to transmit information for each child Development of HMF Development of fine and general motor skills Formation of goal setting skills and following instructions Development of communication skills Formation of learning motivation Correction of learning difficulties (in order to automate the skills necessary for successful learning) Timely change of activities

The method of psychomotor correction is a three-level system. The basis for the allocation of levels was the idea of certain stages in the development of human mental activity.

Goals of the 1st level: stabilization and activation of the energy potential of the body (subcrustal formations). Increasing the plasticity of sensorimotor support of mental processes. Formation of the basic components of arbitrary self-regulation. Tasks: Optimization of the general tone of the body. Formation of sensations and control of one's own body

Objectives of the 2nd level: the formation of the operational support of mental processes. Optimization and correction of sensorimotor interactions. Formation of the basic components of arbitrary self-regulation. Tasks: formation of sensorimotor interactions. Formation of spatial representations. Development of a holistic body image. Development of hand-eye coordination. The development of accuracy, dexterity.

Level 3 goals: voluntary regulation and sense-forming function of psychomotor processes - the level of objective and symbolic actions. Tasks: development of memory, attention, logical and figurative thinking. Causal relationships. Subsequence. arbitrary attention. Development of new collaboration skills and communication skills. Formation of new useful skills.

The structure of the programs of remedial classes for the development of psychomotor skills: Formation of sensory standards of color, shape, size Designing objects Development of large and fine motor skills, graphomotor skills Kinesthetic and kinetic development (Formation of sensations from static and dynamic movements of various parts of the body (upper and lower limbs, head , body), verbalization of sensations.Mirror-type games: copying the poses and movements of the host.Imitation of movements and postures (animal habits, natural phenomena).Tactile-motor perception Development of auditory perception and auditory memory Perception of space Development of visual perception and visual memory Perception time

Activities for psychomotor development based on motor methods include: stretching breathing and oculomotor exercises exercises for the facial muscle group cross-body exercises exercises for the development of fine motor skills relaxation exercises.

1. Stretch marks. Stretching normalizes hypertonicity and hypotonicity of muscles. Tone optimization is one of the most important tasks of correctional and developmental work. Hypotension is associated with a decrease in mental and motor activity, slow switching of nervous processes, emotional lethargy, low motivation and weakness of volitional efforts. Hypertonicity is manifested in motor restlessness, emotional lability, sleep disturbance. Such children are characterized by a lag in the formation of voluntary attention, differentiated motor and mental reactions, which gives psychomotor development a kind of unevenness and can provoke the occurrence of attention deficit hyperactivity disorder.

2. Breathing exercises. Breathing exercises improve rhythms, increase the energy supply of brain activity, soothe, relieve stress, etc. The ability to voluntarily control breathing develops self-control over behavior, emotions, speech, and movements. Effective for correcting the behavior of children with hyperactivity and attention deficit disorder. When children consciously control their breathing, they are relieved of emotional stress, the feeling of anxiety decreases, they are able to relax. Rules to be observed when performing breathing exercises: Exercises should be carried out in four phases: exhalation with the stomach - a pause of 2-3 seconds. - breath in the stomach - pause 2-3 s .; You should do no more than 2-3 minutes at a time. Exercise can be done several times a day.

3. Oculomotor exercises. Oculomotor exercises expand the space of visual perception. The movement of the eyes and tongue develop interhemispheric interaction and increase the energy of the brain. On 4 main and auxiliary directions. Tracking an object moving along an imaginary contour of an oval, circle, etc. Drawing an infinity sign in front of you.

4. Exercises for the facial muscle group (articulatory gymnastics). 5. Cross bodily exercises. The process of mental development of children occurs under the condition of their high motor activity. With regular cross movements, a large number of nerve fibers are formed that connect the hemispheres of the brain, which contributes to the development of higher mental functions, increases the speed of mental activity. For example: “Fist-rib-palm”, “Ear-nose”, etc.

6. Development of fine motor skills The development of fine motor skills is associated with the development of the left temporal and left frontal lobes of the brain, which are responsible for the formation of many complex mental functions and learning skills. Finger gymnastics with speech accompaniment. Stroke and stencil drawing. Hatching in different directions. Synchronization of the work of both hands (lacing, stringing). Working with scissors. Application.

7. Relaxation exercises. Relaxation can be carried out both at the beginning of the lesson - in order to adjust, and at the end - in order to integrate the experience gained during the lesson.

Thank you for your attention!

Municipal budgetary educational institution secondary school No. 19 in the village of Dalnee

Considered at the teachers' council

Protocol No. 16

I approve

Director of MBOU secondary school No. 19

E.A. Safonov ____________

Program

"Sensomotor correction of children with developmental problems"

Compiled by: Oksana Lazutina,

educational psychologist

s.Dalnee,

2016

I. EXPLANATORY NOTE

Introduction

1.1. Relevance of the program

1.2. Purpose and objectives of the program

1.5. Class mode

II. EDUCATIONAL AND THEMATIC PLAN

III. Program content

3.1. Lesson structure

IV. Methodological support of the program

LITERATURE

I. EXPLANATORY NOTE

Introduction

Currently, there is an increase in the number of children with various developmental disorders, with learning and communication difficulties, psychosomatic disorders, and adaptation difficulties.

In a number of children, clinical examinations do not reveal gross pathology and fix the developmental variant within the lower normative limits. Meanwhile, they may exhibit persistent learning and behavioral problems.

1.1. Relevance of the program

One of the main factors influencing the occurrence of these abnormalities are CNS dysfunctions, which usually occur as a result of violations of the processes of intrauterine and early postnatal development. In this regard, the method of sensorimotor correction begins to occupy a special place, which makes it possible to overcome dysfunctions of the subcortical-stem structures and other parts of the brain, aimed at normalizing the morphofunctional maturation of brain structures. Sensorimotor correction affects the mechanism of developmental deviations, which allows not only to remove a single symptom, but also to improve the functioning of the central nervous system as a whole, to increase the productivity of mental processes. The use of this method improves the child's attention, memory, speech, spatial representations, fine and gross motor skills, relieves hyper- or hypotonia, reduces fatigue, and increases the ability to voluntary control.

If a child has significant deviations in development, sensorimotor correction can be carried out only in an individual form. However, there is currently a growing number of children with minimal brain dysfunctions, as well as children whose condition can be assessed as borderline. With such children, it is advisable to carry out correction in a group form. In addition to the tasks solved by sensorimotor correction, this type of work helps the child to solve problems associated with impaired social adaptation, communication difficulties. Group work creates an optimal environment for children who need to develop social skills. In addition, some methods of sensorimotor correction are especially effective in group conditions, where the child can compare his performance of the task with other participants, where he can show successful and unsuccessful ways of solving motor problems, introduce game and competitive elements.

The method of sensorimotor correction was successfully tested by us in various disorders. In all cases, there was a significant improvement in the somatic condition of the child, in many cases - the disappearance of the symptoms of the disease. Thus, sensorimotor correction proves its effectiveness and should be a necessary element of psychological work with children.

1.2. Purpose and objectives of the program

aim This program is to improve the functioning of the central nervous system as a whole, increase the productivity of mental processes.

Tasks:

Improvement of activation processes, energy supply and statokinetic balance of mental processes;

Improving the efficiency of operational support of sensorimotor interaction with the outside world;

Development of arbitrary regulation and self-control;

Activation in the development of the HMF (attention, memory, speech, spatial representations);

Improving social adaptation, overcoming difficulties in communication (in the process of group interaction).

1.3. Distinctive features of the program

Methodologically, the neuropsychological correctional and developmental program is based on modern ideas about the patterns of development, and the hierarchical structure of the brain organization of the HMF in ontogenesis (primarily in the perspective of the theory of three functional blocks of the brain by A.R. Luria); on the teachings of L.S. Tsvetkova on neuropsychological rehabilitation; on the principle of "replacing ontogenesis" (A.V. Semenovich, B.A. Arkhipov).

Methodically - to an adapted version of basic neuropsychological, body-oriented, cognitive, communicative, art therapy and other psychotechnics in relation to childhood.

The developed program of sensorimotor correction "Movement to Life" is fully consistent with modern educational trends. It is a hierarchically organized four-level system, including 3 groups of methods, in the neuropsychological context, each of them has its own purpose.

Level I methods are aimed primarily at eliminating the defect and functional activation of the subcortical formations of the brain;

II level - to stabilize interhemispheric interactions and functional specialization of the left and right hemispheres;

Level III - for the formation of the optimal functional status of the anterior (prefrontal) parts of the brain.

The systematic approach implies the simultaneous inclusion in the correctional process of exercises that affect all three levels of the brain organization of mental activity, however, the proportion and time of application of certain methods are gradually changing, taking into account both the dynamics of the child's condition and the logic of ontogenetic development.

The impact on the sensorimotor level, taking into account the general patterns of ontogenesis, causes the activation of all HMFs in the development. Since the sensorimotor level is basal for the further development of the HMF, at the beginning of the correctional and developmental process, preference is given precisely to motor methods. The actualization and consolidation of any bodily skills implies the demand for such mental functions as emotions, memory, perception, self-regulation processes, etc. Consequently, as a result of the correction, development and formation of these mental functions, their basic prerequisite for their full participation in the acquisition of reading, writing, and mathematical knowledge is created. Practice shows that the impact on motor functions has its effect at the level of the emotional and intellectual spheres, this is the so-called "effect of non-directional correction", which once again indicates the basic importance of motor development for the maturation of other mental functions.

During correctional and developmental work with children, it is important to take into account that motor function develops in ontogenesis in stages. The development of the child in the first year of life is of the greatest importance. The neuropsychological sensorimotor correction program consists of four stages corresponding to the main stages of the child’s motor development: at the first stage, the main exercises are performed in the prone position, at the second stage, the child sits, at the third stage, exercises on all fours are actively used, and, finally, at the fourth stage, the exercises are worked out in a standing position.

The program is conducted by a teacher-psychologist;

Help ends when the problem is resolved or a persistent trend toward resolution is diagnosed.

It is assumed that parents actively participate in the course of classes to consolidate the exercises, as well as to perform a basic set of exercises at home to automate the skill and prevent negative symptoms.

1.4. Features of a group of children.

According to their type, the groups of sensorimotor correction are psychotherapeutic and educational, because. the purpose of group work is to solve the psychological and social problems of the child and teach self-regulation of behavior; in the course of work, certain skills and abilities are developed. As a rule, groups are selected for 6-8 children (girls and boys) with an age difference of no more than 2 years, having a similar neuropsychological status, regardless of nosology. Thus, children with neuroses, pathological habits, hyperactivity and attention disorders and mild mental retardation, as well as those with combined pathology, can be included in the same group with children with psychosomatic disorders. It is very important that there are no more than two hyperactive children in the group, and only one with hyperfunction of the right hemisphere. Groups should not include children with mental disorders and survivors of sexual abuse. Children-relatives, except for twins, are not accepted in one group. The groups are closed, because teaching techniques are used, classes last from 6 months to 2 years, depending on the age and condition of the children.

1.5. Class mode

Individual and group classes with children and parents are carried out in the form of performing a set of exercises for the sensorimotor sphere, developing games, and sensorimotor exercises.

1.6. Predicted results and how to check them

Verification of the results is carried out through a comprehensive neuropsychological and psychological-pedagogical diagnostics of each child at the beginning and at the end of the program. In addition, during the implementation of the program, dynamic monitoring of the child's condition is carried out, consultations of parents as they apply in order to obtain feedback.

With positive dynamics, the child finishes visiting the sensorimotor correction group, parents are given recommendations on consolidating the achieved results, a control check, according to the recommendations of the final conclusion, is carried out by the center's specialists in six months.

In the absence of dynamics, an analysis of the situation is carried out, the development of a further route of support (it is possible to continue this course, the participation of specialists from related fields, etc.)

II. EDUCATIONAL AND THEMATIC PLAN

Program stages	Number of teaching hours
Program stages	Total hours	Number of lessons
I stage
II stage
Stage III
IV stage
Total:

III. Program content

3.1. Lesson structure

	Time (min)
Greetings
Warm up:
Breathing exercises
Self massage
Finger gymnastics
Basic exercises:
bodily exercises	10-15
Stretch marks
Exercises for the development of reciprocal coordinations
Oculomotor exercises
Games and additional exercises:
Relaxation

Completion of the lesson, discussion
Average lesson duration

	Target	Notes
Breathing exercises	Improve the rhythm of the body, develop self-control and arbitrariness. Contribute to the improvement of the vegetative functions of the body, soothe and improve concentration	It is better to start practicing breathing exercises from the exhalation stage. It is necessary to ensure that the diaphragm moves, and the shoulders remain calm. First, you can perform the exercise lying down, then sitting in Turkish or in the student's position, the back is straight
Self massage	The complex of massage exercises is aimed at optimizing the general level of mental activity of the child, increasing his energy and adaptive potential.	If difficulties arise at the first stage, these exercises can be performed in a parent-child pair.
Finger gymnastics	It is aimed at the development of fine motor skills, speech, memory, attention
Basic exercises	A set of bodily-motor exercises aimed at developing basic motor skills (tonic and locomotor movements)
Stretch marks	These exercises help to optimize and stabilize the muscle tone of the body.
Reciprocal coordinations	Exercises are aimed at the formation of interhemispheric interaction, increase the effectiveness of self-control.
Oculomotor exercises	Exercises expand the field of vision, improve perception, and contribute to the formation of voluntary attention. Joint movements of the eyes, hands, tongue develop visual-motor coordination, interhemispheric interaction.
Relaxation	Promotes relaxation, introspection, recreation of polymodal sensory images. It can be used both to regulate tone, improve self-control, and to integrate the experience gained in class.	For details see
Games and exercises for the development of the communicative and cognitive sphere	Communication exercises are aimed at developing interaction skills in a group, searching for and consolidating optimal forms of behavior, improving reflection and empathy, and developing arbitrariness. Cognitive exercises are aimed at the development of HMF, polysensory stimulation, and the formation of arbitrariness.	You can learn more about the various variations of these exercises from the sources listed in the bibliography.

3.2. The main stages of sensorimotor correction

Stage 1: e tap dating, improving parent-child relationships, developing basic motor skills (tonic and locomotor movements.) (duration 6-8 weeks).

At the first lesson, it is necessary to get to know the children and introduce them to each other, to introduce the parents. It is necessary to ask parents and children why they came to classes with a psychologist.

Stage 1 exercises: Warm up

Breathing with a delay on inhalation / exhalation, first in its own rhythm, and then in the established rhythm. It is performed lying down, then sitting on the floor "in Turkish" or on your knees; put your hands on your stomach. The leader aloud counts the rhythm, gradually increasing the intervals from 3 to 7 seconds. (5 times)
A sharp breath through the nose with the ejection of hands up, for a long exhalation we lower our hands and pronounce the sound "and"
Slow inhalation through the nose, raising the hands up, a sharp exhalation through the mouth with the sound "x", lowering the hands
Through the sides of the hand, while inhaling, slowly raise up, while exhaling through the sides, slowly lower
Spread straight arms while inhaling at chest level to the sides, connect while exhaling
Rub your palms together quickly until they are warm. Rub the right hand with the left palm, then the left hand with the right hand.
Clap hands
Stroking the face: put your palms on your forehead and, as you exhale, hold them with a slight pressure down to the chin. As you inhale, move your hands from the forehead to the crown and back of the head, from the back of the head to the neck.
Self-massage of the head and neck is performed with soft stroking movements.
Self-massage of the auricles: holding the earlobe with your thumb and forefinger, knead it along the edge from the bottom up and back. Pull the ears down, sideways and up.
Spread your fingers, clap your hands several times so that the fingers of both hands touch. Then the claps are performed with fists oriented with the back surface first up and then down.
Spread fingers of both hands wrestling with each other
Fingers - hooks catch each other and pull
Overhead, cross your arms into deer antlers and strain, then turn into donkey ears and chat relaxed
Clapping and rubbing hands on carpet
Squeezing the hand with the palm of the opposite hand, massage it, moving the palm from the elbow to the wrist and back, then from the shoulder to the elbow and back. The same with the other hand.
Finger gymnastics with chants: “We wrote”, “Finger boy where were you”, “Cockerel”, “Top top stomp”, “Cabbage”, “A lock hangs on the door”, “We shared an orange”
"Fist palm I walk like a cat" fist-palm change
“Mom bakes pancakes for us” alternately changing the inner and back sides of the palms of the left and right hands.

Basic exercises

"Kolobok": stage 1 - the child in the "fetal position" sways back - forward, right - left, then, turning over from his back to his knees, rolls to the side and back. It is necessary to ensure that the head is pressed to the knees. Stage 2 - an adult (mother) grabs the child in the same position and twists it. In this case, the child should not fall at any moment of the stop, but return to its original position. Stage 3 - the child sits in the same position, the adult (mother) sits behind and wraps his arms and legs tightly around him. The child must, straining, escape.
"Log": the child lies on his back, stretches his arms up and rolls from his stomach to his back, without crossing or bending his arms and legs.
"Soldier": lying on his back, arms pressed along the body, rolls over his forehead.
"Caterpillar". The arms are bent at the elbows, the palms rest on the floor at shoulder level; straightening the arms and raising the pelvis, the children arch the torso up, the legs are pulled up to the arms, then the arms move forward, and the legs are again pulled to the arms, etc. During the movement, the palms of the hands and the soles of the feet do not come off the floor.
"Bullseye": grab your knees, press your head, roll to the side, on the back, on the other side.
The child crawls in a plastunsky way, then only with the help of arms or legs.
The child crawls on his back with the help of his shoulders and torso. The legs do not move.
"Boat". The child lies on his back, stretching his arms. At the command of the leader, the child simultaneously raises straight legs, arms and head. The pose is held for as long as possible. Then the child performs this exercise while lying on his stomach.
The child lies on his back and alternately connects the elbow with the knee, first of the same name, and then of the opposite. In this case, the opposite arm and leg should be extended.
"Bicycle": two children lie on their backs, feet to each other. Touching each other with feet, alternately "pedal".
Stretching on the abdomen, on the back (eyes look at the socks)
Hands behind your head, steps with your hips on the carpet.
The child lies on his back, on a flat surface. At arm's length, an adult moves a bright object in different directions, in a circle, towards the child's nose. The child must follow this object with his eyes without moving his head. After mastering the exercise, the child moves the object independently.

Stage 2: the tasks of the second stage are the development of locomotor movements and stretch marks (duration 4-6 weeks).

Exercises 2 stages

Basic exercises

Sitting on the floor, the child stretches his legs and moves, alternately putting his legs forward without bending them at the knees. Movements are made in the direction forward and backward.
Sitting on the floor, the child stretches his legs in front of him, makes movements with the fingers of both legs, slowly bending and straightening them simultaneously and alternately.
In the same position, the child stretches his arms forward and at the same time performs movements with his hands and feet, first synchronously, then in opposite directions.
"Butterfly". Grab the feet folded with the soles of the hands, knees to the sides. The heels should be as close to the buttocks as possible. The movements of the legs are like the flapping of the wings of a butterfly.
"Mill". Sitting with legs extended and spread apart, the child takes out the toe of the left leg with a straight right hand, and then with the left hand the toe of the right leg.
Sitting with outstretched legs, the child alternately bending the knee touches the opposite elbow. Rest on the floor with your free hand.
Sitting with legs bent at the knees, the child lowers them alternately to the right and left.
Oculomotor exercises from stage 1 are done while sitting.

Stage 3: the task of the third stage is to work with pathological synkinesis (duration 8-10 weeks)

Exercises 3 stages:

Warm-up (same as in stage 1).

Basic exercises

Standing on all fours, the child crawls, moving at the same time first the left arm and leg, then the right.
I'm on all fours. The child moves sideways 1) with a side step; 2) with an added step, placing the hands in a cross; 3) moving hands together, legs apart.
The child crawls on all fours. Then, the movements of the tongue are combined with the movements of the hands: the tongue moves behind the hand, and then in the opposite direction. Then, the exercise is combined with head movements in a tighter, and in the opposite direction. In the future, eye movements are added.
The child crawls on all fours, placing his hands crosswise. Then, the movements of the tongue are combined with the movements of the hands: the tongue moves behind the hand, and then in the opposite direction.
The child, standing on all fours, stretches the right and left legs, keeping the balance for 10-15 seconds. Then he changes arms and legs.
The child, standing on all fours, alternately performs semicircular movements with each leg. The feet slide along the carpet.

Stage 4: the task of the third stage is to work with pathological synkinesis and the formation of adequate synergies. (duration 4-6 weeks)

Exercises 4 stages:

Warm-up (same as in stage 1).

Basic exercises

In a standing position, rotational movements in the hip joint, in the knee joint and feet. When performing rotational movements of the legs, synkinesis in the hands or oral may occur, so the child can hold a stick or ball in his hands, and stick out his tongue and bite slightly with his teeth.
The child, walking, touches the knee of the same name with the palm, then the opposite one.
"Goose step". The child walks on his haunches, waddling from heel to toe.
"Frog". The child jumps on his haunches.
Stand against the wall, feet shoulder-width apart, palms resting on the wall at eye level. The child moves along the wall to the right, then to the left. First, the arm and leg of the same name move, and then the opposite arm and leg: 1) the arms and legs are parallel; 2) arms crossed, legs parallel; 3) legs crossed, arms parallel; 4) arms and legs are crossed.
Standing free eye movements from side to side, rotation, bringing the eyes to the nose (other oculomotor exercises from the program of stage 1).
"Locomotive". Children line up with a locomotive at the back of each other's head (the one standing behind holds the one in front by the elbows). Everyone closes their eyes, except for the first ones, who slowly begin to move. Their task is to drive the "locomotive" carefully, silently, avoiding obstacles. The task of the rest is to “listen” as much as possible to the one standing in front, most accurately repeat the changes in his movements, thereby ensuring the accurate transmission of information to those standing behind. Everyone should be in the role of a driver.
"Flight". Starting position - standing. The child makes several strong waves of his arms, spreading them to the sides. Then the child closes his eyes and imagines that his hands are raising themselves (as if someone is pulling them to the sides). At the same time, the child's hands should rise ideomotorically without effort on his part. The child has a feeling of lightness, flight. Performing this exercise, the child may begin to deviate in any direction, you must make sure that he does not fall.

IV. METHODOLOGICAL SUPPORT OF THE PROGRAM

4.1. The main methods of organizing the correctional and developmental process

1. The form of classes - group and individual.

2. Classes are held according to a repeating scheme, including methods of three levels.

3. The use of homework as an obligatory element of the correctional and developmental process.

4. One of the main methods of group training is to give each participant the role of a leader.

5. As a criterion for evaluating the result for each stage of the program, included observation is used.

6. The effectiveness of the program is determined by repeated (neuro)psychological diagnostics and consultations with parents.

4.2. Logistics conditions

Group classes require a bright, ventilated room, 30-35 sq.m. in size, which fully meets the sanitary requirements for working with children. The equipment of the room assumes: the presence of carpet for 2/3 of the room (carpet 4x5-6m or more), a cabinet for placing game materials, a table and chairs for a specialist, several chairs for parents, it is desirable to have a mirror, an audio system.

4.3. Additional equipment and materials.

A wide range of materials can be used to carry out various games and exercises. This is largely due to the capabilities, equipment of the institution in which classes are conducted, as well as the experience and preferences of the specialist conducting classes for this program.

In general, the program provides for the use of:

Large soft modules, bumps, tunnels, rocking chairs, balls of various shapes and purposes. Sets of balls, ribbons, special games for breathing exercises. Sets of balls, rings, mats, rollers for massage exercises. Sets of toys for finger exercises. Objects and coatings with different textures, shapes, sizes, containers for filling with materials for sensory baths. Multi-colored scarves of different types, ropes, cords. Various sounding objects and toys (tambourines, bells, rattles with cereals, etc.), distant and close in sound. Sets of different smells (samplers with essential oils, aromatic felt-tip pens, etc.). A collection of audio recordings with everyday and natural noises, calm music for relaxation. When performing games and exercises for the development of the communicative and cognitive sphere, you can use various methodological aids of a corresponding orientation (tasks for the development of emotional gnosis, visual and visual-spatial perception, attention, memory, logical tasks, etc.). Sets of three-dimensional letters and numbers of different sizes, types and textures. Materials for creativity: paper, paints, plasticine, colored sand, etc. Prize fund (various small toys, small useful items such as stationery, stickers, bookmarks, balloons, magnets, etc.) to encourage the role of the leader, diligent exercise, examples of correct behavior.

LITERATURE

Goryacheva T.G., Sultanova A.S. Sensorimotor correction in disorders of mental development in childhood. Moscow, 1999.p.16.
Goryacheva T.G., Sultanova A.S. Sensorimotor correction in psychosomatic disorders in childhood. Chapter in book. Behavioral-cognitive psychotherapy of children and adolescents. Ed. Yu.S. Shevchenko, SP, 2003, pp. 465-490.
Goryacheva T.G. The program of group work with children during sensorimotor correction. Zh-l "Psychologist in kindergarten", M., 2006, No. 3, p37-51
Goryacheva T.G. Sultanova A.S. Sensorimotor correction in various deviations of mental development. Zh-l "Neurological Bulletin named after V.M. Bekhterev" vol. XL, issue 3, pp. 56-60.
Mikadze Yu.V. Neuropsychology of childhood. Peter, 2008 pp. 242-260.
Semenovich A.V. Neuropsychological diagnostics and correction in childhood. M., 2002 p.175.
Ganicheva I.V. Body-oriented approaches to psycho-correctional and developmental work with children. M, 2004.

The technology "Complex neuropsychological support of child development" has been developed. Its foundation is the method of "replacing ontogeny", created in 1990-1997. (Semenovich, Umrikhin, Tsyganok, 1992; Semenovich, Tsyganok, 1995; Semenovich, Arkhipov, 1995; Gatina, Safronova, Serova, 1996; Arkhipov, Gatina, Semenovich, 1997; Semenovich, Vorobieva, Safronova, Serova, 2001; Semenovich, 2002 , 2004, 2005, 2007) and has proved its validity as an effective tool and as a descriptive language when dealing with various development options. The technology "Complex neuropsychological support of child development" has been developed. Its foundation is the method of "replacing ontogeny", created in 1990-1997. (Semenovich, Umrikhin, Tsyganok, 1992; Semenovich, Tsyganok, 1995; Semenovich, Arkhipov, 1995; Gatina, Safronova, Serova, 1996; Arkhipov, Gatina, Semenovich, 1997; Semenovich, Vorobieva, Safronova, Serova, 2001; Semenovich, 2002 , 2004, 2005, 2007) and has proved its validity as an effective tool and as a descriptive language when dealing with various development options. Anna Vladimirovna Semenovich has 120 scientific and educational publications. The largest of them are: “Cerebral organization of mental processes in left-handers”, “These incredible left-handers”, “Introduction to childhood neuropsychology”, “Neuropsychological correction in childhood. The method of replacement ontogenesis. Anna Vladimirovna Semenovich has 120 scientific and educational publications. The largest of them are: “Cerebral organization of mental processes in left-handers”, “These incredible left-handers”, “Introduction to childhood neuropsychology”, “Neuropsychological correction in childhood. The method of replacement ontogenesis. Semenovich A.V.

Methodologically, the correctional program is based on modern (according to A.R. Luria) ideas about the patterns of development and the hierarchical structure of the brain organization of mental functions in ontogeny (primarily in terms of the theory of the three blocks of the brain), the teachings of L.S. Tsvetkova on neuropsychological rehabilitation; the principle of "replacing ontogeny". Methodologically, the correctional program is based on modern (according to A.R. Luria) ideas about the patterns of development and the hierarchical structure of the brain organization of mental functions in ontogeny (primarily in terms of the theory of the three blocks of the brain), the teachings of L.S. Tsvetkova on neuropsychological rehabilitation; the principle of "replacing ontogeny".

Neuropsychological correction is a three-level system. Each of the levels of correction has its own specific "target" of influence and is aimed at all three blocks of the brain. Neuropsychological correction is a three-level system. Each of the levels of correction has its own specific "target" of influence and is aimed at all three blocks of the brain.

GOALS AND OBJECTIVES OF THE PROGRAM: 1. Influencing the sensorimotor level, taking into account the general patterns of ontogenesis, to activate the development of all higher mental functions (HMF). 2. Expansion of adaptive capabilities, development of communication skills and the formation in children of a positive assessment of themselves and their abilities. 3. Formation of skills to get out of dangerous situations, to resist the influence of peers. Help your child build resilience towards negative and harmful behavior. 1. Influencing the sensorimotor level, taking into account the general patterns of ontogenesis, to activate the development of all higher mental functions (HMF). 2. Expansion of adaptive capabilities, development of communication skills and the formation in children of a positive assessment of themselves and their abilities. 3. Formation of skills to get out of dangerous situations, to resist the influence of peers. Help your child build resilience towards negative and harmful behavior.

Goals of the 1st level: stabilization and activation of the energy potential of the body (subcortical formations). Increasing the plasticity of the sensorimotor support of mental processes. Formation of the basic components of arbitrary self-regulation. Goals of the 1st level: stabilization and activation of the energy potential of the body (subcortical formations). Increasing the plasticity of the sensorimotor support of mental processes. Formation of the basic components of arbitrary self-regulation. Tasks: optimization of the general tone of the body, study of "problem areas". Unleashing synkinesis. Expanding the fields of visual perception. Formation of sensorimotor interactions. Tasks: optimization of the general tone of the body, study of "problem areas". Unleashing synkinesis. Expanding the fields of visual perception. Formation of sensorimotor interactions.

Objectives of the 2nd level: the formation of the operational support of mental processes. Optimization and correction of sensorimotor interactions. Formation of the basic components of arbitrary self-regulation. Objectives of the 2nd level: the formation of the operational support of mental processes. Optimization and correction of sensorimotor interactions. Formation of the basic components of arbitrary self-regulation. Tasks: formation of sensorimotor interactions. Formation of spatial representations. Development of a holistic body image. Mastering the outer and bodily space. Development of hand-eye coordination. The development of dexterity, accuracy. Tasks: formation of sensorimotor interactions. Formation of spatial representations. Development of a holistic body image. Mastering the outer and bodily space. Development of hand-eye coordination. The development of dexterity, accuracy.

Objectives of the 3rd level: the formation of the meaning-forming function of mental processes and arbitrary self-regulation. Development of the WPF. Objectives of the 3rd level: the formation of the meaning-forming function of mental processes and arbitrary self-regulation. Development of the WPF. Tasks: rituals, rules of the game and roles. Development of memory, attention, logical and figurative thinking. Causal relationships. Subsequence. arbitrary attention. Development of cooperation and communication skills. Formation of new useful skills. Tasks: rituals, rules of the game and roles. Development of memory, attention, logical and figurative thinking. Causal relationships. Subsequence. arbitrary attention. Development of cooperation and communication skills. Formation of new useful skills.

Fundamentals of the program influencing the sensory-motor level (the level of actions and sensations), taking into account the general patterns of ontogenesis (natural development), to activate the development of all higher mental functions. Classes can be group and individual. influencing the sensory-motor level (the level of actions and sensations), taking into account the general patterns of ontogenesis (natural development), to activate the development of all higher mental functions. Classes can be group and individual.

Let's consider a course of classes with children 4-7 years old according to the program "Dolphins" Author - speech therapist T.N. Lanina, Tverskoy Central Administrative District of the Central Administrative District of Moscow The program was created according to the ideology of the method of replacing ontogenesis, focused on the formation of basic pre-verbal prerequisites for speech development

The Dolphins program is carried out in three stages. At the first stage, the child must learn to feel his body and control it. At the same time, all movements (general, fine and articulatory motor skills) are synchronous. At the first stage, the child must learn to feel his body and control it. At the same time, all movements (general, fine and articulatory motor skills) are synchronous. At the second stage, they acquire a reciprocal character. At the second stage, they acquire a reciprocal character. In the third stage, they are integrated in interaction with eye movements. In the third stage, they are integrated in interaction with eye movements.

The program "Dolphins" consists of 7 blocks 1 block. Warm up 1 block. Warm-up 2 block. Hand stretching 2 block. Stretching hands 3 block. "Sea" 3 block. "Sea" 4 block. Finger gymnastics 4 block. Finger gymnastics 5 block. "Oculomotor repertoire" block 5. "Oculomotor repertoire" 6 block. Articulatory praxis and intersystem interactions, block 6. Articulatory praxis and intersystem interactions 7 block. Mechanical gymnastics for hands7 block. Mechanical gymnastics for hands

Block 2. Stretching of the hands Stretching should be performed while standing, in a gentle mode, slowly and smoothly, no more than 4 times. These exercises do not change in the second and third stages. Hands in the lock, pull them up, down, to the sides; hands crossed in the castle, turn them inside out, as it were; bend back and pull up, hands behind the back, lean forward with arms raised up. Take the straight left hand by the elbow with the right hand and pull it to the right, the same with the right hand. Connect the fingers with a house and press on each other; the same for one pair of fingers. Hook your fingers on each other and pull your hands in different directions, the same for one pair of fingers.

Block 3. "Sea" All exercises are performed standing 4-6 times. This physical education minute does not undergo changes in the second and third stages. All exercises are performed standing 4-6 times. This physical education minute does not undergo changes in the second and third stages.

Scenario: Waves are splashing on the sea: Small and large. Like these ones! Dolphins swim on the waves: mom and dad. One dived, and the other surfaced, like that. Their dolphins are swimming behind them, like these! One dived and the other surfaced. Here their tails are swimming, here is one fin, here is another fin. And snakes swim towards the dolphins, here is one snake, here is another. And jellyfish and octopuses come up from the bottom of the sea, like that. Well, they showed all the octopus legs. And everyone dances and laughs together. Like this!

Block 4. Finger gymnastics These exercises can be diversified and complicated from stage to stage by any games with fingers, teach children to tell poems and fairy tales with their hands, feet, eyes, body, play pantomime and other interesting games. “Fingers say hello” “Paladushki” “Snakes” “Crosses” “Scissors” and others.

Block 4. "Oculomotor repertoire" Exercises are introduced into the remedial course at the beginning of the 2nd stage. When performing these exercises, the head is always fixed. Each of the movements is performed At arm's length At an elbow's distance Near the bridge of the nose Consistently lying, sitting and standing, at a slow pace, with fixation in extreme positions.

When practicing oculomotor exercises, it is recommended to use any bright objects, a ball, small toys, etc. to attract the attention of a child. When practicing oculomotor exercises, it is recommended to use any bright objects, a ball, small toys, etc. to attract the attention of a child. Practicing eye movements in four main (up, down, right, left) and four auxiliary directions (diagonally); to oneself (reducing the eyes to the center) and away from oneself. Practicing eye movements in four main (up, down, right, left) and four auxiliary directions (along the diagonals); to yourself (reduction of eyes to the center) and from yourself. Tracking an object moving along an imaginary contour of a circle, oval, etc. Tracking an object moving along an imaginary contour of a circle, oval, etc. Drawing in the air in front of you the sign of infinity. Drawing in the air in front of you the sign of infinity.

After these exercises are mastered, you can try to combine them with the movements of the tongue. First, the eyes and tongue follow the object in one direction, then the eyes follow the object, and the tongue turns in the opposite direction. In this case, special attention should be paid to the fact that the movements of the eyes and tongue should be simultaneous, and not sequential. After these exercises are mastered, you can try to combine them with the movements of the tongue. First, the eyes and tongue follow the object in one direction, then the eyes follow the object, and the tongue turns in the opposite direction. In this case, special attention should be paid to the fact that the movements of the eyes and tongue should be simultaneous, and not sequential.

Block 4. Articulatory praxis and intersystem interactions All exercises are performed 4-6 times. Other articulation exercises can be inserted into this cycle. When they begin to be combined with oculomotor studies, they should be done 2-3 times. "Flower" "Wind" Biting and scratching the lips "Smile-tube" "Hamster" and others.

Block 7. Mechanical gymnastics for hands Mechanical gymnastics for hands is performed by an adult, although over time it is possible and useful to teach a child to use it independently. These exercises are unchanged at all stages of the Dolphins program. Passive massage can be done using a variety of contrasting agents: hard and soft brushes, hot and cold objects, soft and prickly balls and special massagers, fabrics of various textures, etc.

At the end of the described cycle, most children improve the quality of play, learning, visual activity, design, oral and written speech. At the end of the described cycle, most children improve the quality of play, learning, visual activity, design, oral and written speech.