Maria Borilo
Summary of a subgroup correctional lesson of a teacher - defectologist (typhlopedagogue) with children 5 years old. with concomitant pathology.
Purpose of the lesson: development of visual perception.
Tasks:
Reinforce subject concepts according to the letter. themes “Trees”, “Fruits”, “Autumn”, “Wild Animals”;
Learn to perceive images of different modalities;
Development of orientation in space, the ability to understand and use the prepositions FOR, UNDER, IN;
Development of central vision, responsible for color perception;
Accommodative apparatus training;
Development of safe analyzers;
Development fine motor skills hands, coordination of speech with movement;
Fostering a positive attitude towards participation in the lesson;
Fostering an attentive, caring attitude towards nature.
Equipment:
Presentation on the IAD (interactive whiteboard); record player; magnetic board; Pictures autumn trees; multi-colored leaves for a bouquet; leaves for leaf fall, basket; “Wonderful bag” (mouse - backpack); cards for ind. works (wild animals and gifts for them); simple pencils; colored linings (depending on the visual diagnosis); natural fruits; juice packs (tetrapacks 200ml); artificial spruce; pointer.
1. Org. moment. Guys, guess the riddle!
It's been raining since morning
It's time for the birds to go on their long journey,
The wind howls loudly.
When does this all happen?
Children: It happens in the fall!
The weather in autumn is very changeable. Help me finish this sentence!
If the sun is shining, then it is called ( solar)
If there are clouds in the sky, then it is called... ( cloudy)
If it rains, then it is called... ( rainy)
If the wind blows, then it is called ... ( windy)
The sound of a strong wind is heard. On the IAD there is a picture of an autumn forest.
2. Ex. "Big small"
The teacher asks children questions, seeking an answer with a sentence.
Where did we end up? We found ourselves in autumn forest .
What do you see there? I see trees, bushes etc
What trees grow in our forest? Birch trees grow in the forest.
Oak trees grow in the forest.
On the IAD – pictures of large and small trees appear alternately
The appearance of pictures with a “chess” effect. Goal: stimulation of the subcortical parts of the brain.
The teacher gives a sample sentence, the children make up sentences on their own.
In our forest there are large oaks and small oaks.
In our forest there are large birches and small birches.
In our forest there are large pines and small pines.
3. Breathing exercises.
What happens to trees in autumn?
In autumn, the leaves on the trees turn yellow and fall off. Fruits ripen on the trees.
On the IAD there is a picture of leaf fall.
Guys, when many leaves fall from a tree at once, what is this natural phenomenon called? This is called leaf fall.
Let's arrange leaf fall ourselves! Blow on these leaves!
Children are offered small sheets of thin paper.
I remember the rules of correct exhalation. Children blow leaves from their palms.
4. Coordination of speech with movement.
Let's play with the leaves!
Autumn leaves are quietly spinning, Spin on tiptoes, hands up
Leaves fall quietly under our feet Squat smoothly
And they rustle and rustle underfoot, Hand movements right - left
It’s like they want to get dizzy again! Rising and spinning
What were our leaves doing? - The leaves were spinning, rustling, lying down, rustling.
5. Finger gymnastics.
Look how many colorful fallen leaves are under your feet!
One two three four five, Children bend their fingers into a fist.
Let's collect leaves! WITH clench and unclench their fists
Birch leaves, rowan leaves, Bend your fingers into a fist
Poplar leaves, aspen leaves, starting from the big one
We will collect oak leaves,
To kindergarten autumn bouquet we'll take it! They walk in place.
6. Ex. “Which branch are the kids from?”
There are colorful tree leaves on the floor.
Let's make a bouquet of them! 1 child collects yellow leaves. 2 child collects orange leaves. 3 child collects brown leaves.
Children collect leaves by color according to the instructions.
Guys, look at your bouquet! What shape are your leaves? The leaves are different in shape.
Why are they different? Because they fell from different trees.
There are pictures of trees on a magnetic board.
Let's find and name the trees they fell from. What are the leaves called?
Children determine which trees their leaves come from and name them.
My leaves fell from the maple tree. They are called maple.
My leaves fell from the oak tree. They are called oak.
My leaves fell from the chestnut tree. They are called chestnut.
Let's put them in a basket and then make a garland out of them. Children give their bouquets to the teacher.
7. Visual gymnastics. At IAD.
The wind blew and our leaves flew again! Look where they went!
The maple leaf flew down and to the right. The oak leaf flew down and to the left.
The birch leaf flew down and to the right. The chestnut leaf flew down and to the left.
8. Ex. "Find the animal."
Guys, who can live in our forest? Wild animals and birds live in the forest.
Where are they? They were probably hiding from us.
Let's look for them!
On the IAD there is a b/w picture with hidden animals (part of the body is visible).
I found a hare. He is sitting under a bush.
I found a squirrel. She hid in a hollow.
I found a fox. She hid behind a tree.
I found a wolf. He hid behind the tree.
I found a hedgehog. He hid under a mushroom.
I found a mouse. She hid in a hole.
9. Work in individual cards. Ex. "Draw a Line"
The animals hid because they were afraid of us. But we will not offend them!
Let's treat the forest dwellers! Sit down at the tables and hand out gifts!
On the tables are pencils, sheets of paper with the image of an animal and a “gift”, with a path between them. Children draw a pencil path from the animal to the gift.
Tell me, what did you treat them to? On the IAD, images of animals appear one by one.
Children look at the board - at their card and answer according to the picture.
I treated the hare to cabbage. I gave the squirrel some nuts.
I treated the fox to a fish. I treated the wolf to sausage.
I treated the hedgehog to a mushroom. I gave the mouse some cheese.
10. D/game “Wonderful bag”. Mouse - backpack with fruit.
The forest inhabitants are very grateful to you and decided to treat you too!
Let's guess what the mouse brought you? Tell us about your gift.
Children determine by touch what the mouse brought, name it, and take it out.
They gave me an apple. It is red, round, hard.
They gave me a pear. It is yellow, soft, fragrant.
They gave me an orange. It is orange, round, juicy.
11. Ex. "Making Juice"
How can you call an apple, a pear and an orange in one word? These are fruits.
What can you cook from them? You can make juice, compote, jam from fruits.
What kind of juice can be made from an apple? You can make apple juice from an apple.
What kind of juice can be made from pears? You can make pear juice from pears.
What kind of juice can be made from an orange? You can make orange juice from an orange.
One, two, three, get your juice! - Children are given small packets of juice.
12. Summary of the lesson.
Guys, it's time to go back to kindergarten! The sound of the wind is heard.
Oh, that wind again! We're going back to kindergarten! Did you enjoy your trip to the autumn forest?
Children's answers.
Publications on the topic:
Summary of an individual lesson by a teacher-defectologist (typhlopedagogue) in the senior group “Garden Berries” Goal: I. To consolidate knowledge about garden berries (names, where they grow, parts, continue to teach understanding and using general concepts in speech:.
Goal: Clarification and consolidation of ideas about summer and its signs, expansion and activation of vocabulary on the topic, development of fine motor skills and auditory skills.
Summary of an individual lesson by a teacher-defectologist (typhlopedagogue) in the senior group “Wintering Birds” Goal: I. To consolidate knowledge about wintering birds, continue to teach to understand and use the general concept in speech: wintering birds. Continue.
Summary of an integrated lesson for a teacher-speech therapist, teacher-defectologist with children 6–7 years old with visual impairment “Teremok” Summary of an integrated lesson for a teacher - speech therapist, teacher - defectologist in preparatory group for children with visual impairments. Fairy tale:.
Summary of a correctional and developmental lesson by a speech pathologist teacher with children of primary school age with disabilities (first grade) Summary of correctional and developmental classes of a speech pathologist teacher with younger children school age with disabilities, 1st grade (second half of the year).
Summary of a lesson by a speech pathologist teacher on hand development and visual control in preschoolers with developmental problems Topic: Drawing arcs Purpose: to strengthen children’s ability to draw rounded continuous lines; develop rhythmic motor function of the hand.
Corrective-developmental and therapeutic-health direction in the work of typhlopedagogue with children with visual pathology Corrective-developmental and therapeutic-health direction in the work of typhlopedagogue with children with visual pathology (consultation for.
In correctional work in the first month of the summer health season, I carried out a number of events in accordance with the promising comprehensive thematic one.
Target: introducing parents to the main directions of correctional work of a typhlopedagogue to enhance partnerships and awaken interest and desire to work with their children.
Visual perception:
- consolidate the ability to recognize the silhouettes of toys and correlate them with toys;
- consolidate the ability to combine two planar images.
Sensory perception:
- consolidate knowledge about geometric shapes;
- consolidate the ability to select appropriately shaped “keys” for the slot;
- develop the ability to classify figures according to three criteria: color, shape, size.
Saving analyzers:
- consolidation of visual-tactile analysis;
- development of the tracking function of the eyes.
Development of fine motor skills consolidate the ability to screw caps using three fingers;
Social and everyday orientation:
- familiarization with the method of determining the weight of an object using water;
- developing interest in conducting experiments to gain knowledge;
- consolidation of knowledge about materials (rubber, wood, plastic, glass, metal, plasticine) and their weight (heavy, light).
Integration of content components:
- area “Cognition” - familiarization with the environment;
- area “Communication” - communication skills, abilities, coherent speech;
- area “Socialization” - gaming activity.
Types of activities: gaming, communicative, motor, cognitive and research.
Equipment and visibility: a truck, a soft toy, an envelope with a letter, rubber toys and their silhouettes, a labyrinth, multi-colored plastic eggs, encryption cards, houses with locks, geometric figures from Dienesha blocks, a container with water, a doll, balls (rubber, plastic, wood, glass, metal, plasticine), mobile simulators “train”, “tumbler”, “truck”, “clown”, “strollers”, “ Balloons”, path map.
I. Introduction.
Children enter the group and stand around the typhlopedagogue.
Guys, today I invited my parents to visit us. They really want to see how you do in class. Shall we show them?
Oh, what's that knock on the door? Let's get a look.
A truck carrying a toy and a letter drives into the group.
Guys, who came to us? Look, there's also an envelope here. There's a letter there. Let me read it to you.
Letter: Dear guys! We have a problem in the city of Toys. The evil wizard Lomalka came to our city and created chaos. Lomalka is very happy that we cannot cope with him. If we don’t drive him away, then soon there will be no toys left in our city, and the children will have nothing to play with. Please help us cope with Lomalka.
Guys, do you agree to help the toys? Then we hit the road. But we won't fit on the truck. How do you think we can get there?
I suggest you go on a hot air balloon ride. Ready?
Counting table:
One two three four five children bend the fingers on their right hand; I'll go for a walk in the meadow. walk in place; I'll grab the red ball draw a circle in the air; I'll twist the thread tightly left hand in a fist, movements are imitated with the right hand And now I’ll start counting: “twisting the thread”; One two three four five… count the fingers on the left hand, straightening them; How can I count to ten? show all fingers; I’ll shout to the ball: “Fly!” raise your hands up.
Here we are with you in the land of Toys. Look, there's another envelope here. Let's see what's in it? Guys, here is a map that will tell us what to do and where to go.
Look at the map. What is drawn here? Key. And we need to go to the labyrinth. Who can tell which way?
II. Labyrinth.
Lomalka hid the keys to the houses with the toys, and bewitched them, leaving us only their silhouettes. He hid the keys in magic eggs. Let's help the toys get into their homes.
Let's stand in pairs and complete the Breaker's task. One of the pair will go through the maze, and the second will find the key to the house.
Children are given colored silhouettes of toys and asked to use them to find them.
Instructions: you need to put the silhouettes of toys on the outline and follow the paths of the maze to the pictures of eggs. After this, we will be able to get the keys and open the houses for the toys.
Children put the silhouettes of toys on the contours and go through the maze. At the end of the maze, children remove flat eggs.
You have completed the task, now you need to look at the map to find the houses. Who can tell which way we should go? Children give answer options.
III. Houses.
Guys, we've reached the toy houses. And here are the magic eggs, where the clues are hidden to find the keys.
Instructions: each pair must find their egg, open it and, based on the prompt, choose the right key among the others. Ready? Then let's begin.
One child from the pair finds the right egg and opens it, takes out the clue and deciphers it. The tooltip shows three symbols: a color spot, a house (size symbol) and a dotted silhouette figure. The second child deciphers the clue and finds the right one among the castle figures. Children take a castle and find a house with such a castle, near which they leave a toy.
Well done! All the toys ended up in their homes. To continue your journey, I suggest you take some rest. Do you agree? Then let's do visual gymnastics.
IV. Visual gymnastics.
Get everyone up and do some eye exercises:
V. Experiment “Heavy or light”.
Guys, this is a Katya doll. She loves to collect different balls. What do you think they are made of? Children look at the balls and give answer options.
Well done, right. But the evil Breaker will take all the balls from the doll if she does not tell him which balls are light and which are heavy. The doll doesn’t know how to do this, because she doesn’t have scales. Don't you know how to help her? I'll give you a hint. We have a swimming pool with water. If you put balls in there and see if they sink or float, you can determine which ball is light and which is heavy. Are you ready to help the doll?
Instructions: Take a ball each. One of you will now name what kind of ball he has, then lower it into the pool and we will see whether he sinks or floats. If it sinks, then the ball is heavy, and if it floats, then it is light. To make sure of this, the child will repeat our experiment with the same ball. Everything is clear, then let's begin.
Guys, we just have to complete the last task of Lomalka. Look at the map and tell us where we should go. Right. We need to fix the toys that Lomalka broke.
VI. Workshop “Fix a toy”.
Guys, look, Lomalka broke the toys, and now you can’t play with them. We need to fix them. You are ready? Then let's begin.
Instructions: to fix toys, you must pick up the broken lid parts and screw them into place. All clear? Then get started.
Children choose matching lids by color and screw them into place. Next, the children are asked to clarify the name of the toy and the part they were repairing.
VII. Return to kindergarten.
Guys, it's time for us to go back to kindergarten. Get up and get ready for the road: We'll start counting now:
One two three four five.
When we count to ten,
Let's shout to the balls: “Fly!”
Guys, we are back with you in kindergarten. Did you enjoy our trip? Look guys, there's something here. These are gifts for you. They were left with toys because they wanted to thank you for your help.
Lyubov Leontyeva
Summary of a typhlopedagogue's lesson on the formation of sensory standards in the preparatory group
GBOU Gymnasium No. 1748 "Vertical" BEFORE "Smile"
Abstract
Classes on the formation of sensory standards in the preparatory group
teacher-defectologist Leontyeva L. M.
Software tasks:
Development of visual perception of contour and object images; forms, colors and sizes of objects;
Consolidating ideas about planar geometric figures; the main colors of the spectrum and their shades;
Consolidating the ability to lay out objects in size from smallest to largest and vice versa;
Development logical thinking, visual memory, visual attention, fine motor skills and hand-eye coordination, plane orientation;
Improving visual functions of discrimination, localization;
Amblyopic eye training;
-formation children's group , ability to perform tasks individually, in pairs and in group;
-formation moral qualities: responsiveness, friendliness, sense of camaraderie and mutual assistance.
Progress of the lesson
Surprise moment: a message came to the computer via the Internet that a young wizard was asking for help from children who were ready for school. He knows a lot of magic spells, but they don’t take him to school because he doesn’t know many things a schoolchild needs.
For example, jars of potions fell from the shelves in the laboratory. How to find the one you need?
Didactic exercise "Logical squares"
To make an elixir of eternal youth and beauty, you need to put these jars in order.
Didactic exercise “Lay out according to the model”
The bottles contain a drink of the same color, but different shades. How to make a magic potion solution correctly?
Didactic exercise “Lay out from light to dark”
Didactic exercise "Find the right shade"
For the elixir to take effect, you must say magic spell. It consists of several words that are hidden in a confusing picture. I wonder if the children will be able to find these words?
Our friend, a young wizard, wears glasses. But before he had good eyesight. He just spends a lot of time at the computer and his eyes get tired. Let's teach him how to do visual gymnastics using his magic wand.
Visual gymnastics.
While we were doing gymnastics for the eyes, something new came from Petya. message: He has learned a lot from the children and hopes that they will take him to school. In the meantime, he met many fairy-tale characters and learned that they also have Problems:
Old Man Hottabych's magic carpet was torn.
Didactic exercise “Assemble a figure from parts”
Cinderella scattered beads
Didactic exercise "Continue the series"
7 dwarves got things mixed up -
Didactic exercise “Lay out from big to small and vice versa”
On "email" a new message arrives from Petya, encrypted. It says that children will now be able to see real wizards.
Didactic exercise "Find the Word"(graphic dictation"
The result is a word "Mirror". Children see themselves in the mirror - because they are real wizards: Helped a friend.
There's a song playing "Where Wizards Are"
Surprise moment.
Abstract joint activity V senior group for children with visual impairments on the topic: “Harvest.” Consolidation of the topics “Vegetables”, “Fruits”. Fixing the material in game form, using exciting educational games and exercises.
Summary of a joint lesson between a typhology teacher and a speech therapist in an older group of children with visual impairments on the topic: “Gather the harvest”
Conducted: typhlopedagogue Krulikovskaya Tatyana Vladimirovna
Speech therapist Lidiya Trifonovna Sidorova
Target:
Consolidating and expanding children's vocabulary on the topics “Vegetables”, “Fruits”.
Tasks:
Ø Consolidating the ability to write a riddle about an object, describing its signs and properties.
Ø Differentiation of vowel sounds A, U.
Ø Formation of skills of elementary sound analysis.
Ø Development of children’s mental processes, fine and gross motor skills.
Ø Development of visual search activity.
Demo material: natural vegetables; fake fruits; a table with outline images of vegetables and fruits arranged in a certain order; table - algorithm “Tell me about the sound”,
table - an algorithm for coming up with riddles; "wonderful" bag.
Handout: cut pictures depicting vegetables and fruits.
Progress of the lesson:
I. Organizing time (speech therapist)
D/i “Tell about the sound” (using a table - algorithm).
Children come up with and name words with the sounds they are learning and sit down at the tables.
II. D/i “Guess the riddle”(speech therapist)
1. D/i “The fourth odd one” (with natural vegetables and fruits:
Zucchini, squash, potatoes, onion, eggplant
Orange, banana, pineapple, pear, plum)
Children identify an extra vegetable or fruit.
2. D/u “Name the sounds A, U in words” (in the name of an extra vegetable or fruit)
3. Compiling riddles - descriptions using an algorithm table (color, shape, size, where it grows, what it tastes like, what can be prepared from it) (typhlopedagogue)
A willing child is called to come up with a riddle, and the rest of the children guess it.
III. D\i “Wonderful bag” (dummies)(typhlopedagogue)
Children identify the fruit in the bag by touch and find its outline image on the table, naming its location (pear, pineapple, tangerine, apple, lemon).
IV. Physical exercise “In our garden.”
1. Development of gross and fine motor skills (speech therapist)
Cucumbers, cabbage, peppers Children bend their fingers
In our garden there is one and the other hand.
Let's make soup and salad “Stir the soup”: complete
we'll cut it, make circular movements
edge of the palm of one hand
on the open palm of another.
We can eat it raw! Clap your hands.
2. Gymnastics for the eyes ( typhlopedagogue).
The donkey walks, chooses, Children reach forward
Doesn't know what to eat first right index finger
hands move freely
they follow him with their eyes.
The plum is ripe at the top, Look up.
And nettles grow below, Look down.
On the left is beets, on the right is rutabaga, Eye movements to the left
On the left is a pumpkin, on the right is a cranberry, to the right.
Below is fresh grass, Look down.
On top are juicy tops, Look up.
Head is spinning, Circular movements of the eyes
The leaves are spinning in the eyes,
I couldn't choose anything
And he fell to the ground without strength. Close eyes.
V.D/i "Poets" (speech therapist).
Children finish lines of poetry by choosing rhymes - names of vegetables and fruits:
The little one helped mom -
He alone ate a ripe...(watermelon).
Anton drinks hot tea,
He put ... (lemon) in tea.
Tanya and Mani have an argument -
Who should eat the big...(tomato).
For his daughter Zina
Dad will buy...(oranges).
And from Africa for us
They send...(pineapple).
funny monkey
We brought...(bananas).
The garden is empty -
Harvested...(cabbage).
Many thanks to Antoshka -
He helped us drip...(potatoes).
Everyone is very, very happy
Eat sweet...(grapes).
VI.D/i “Collect a picture”(typhlopedagogue).
(cut pictures for each child).
VII. Summary of the lesson.
Children remember the topic of the lesson and the items that were in the wonderful bag.
On the topic: methodological developments, presentations and notes
Abstract speech therapy session on speech development in the senior subgroup for children with special needs on the topic: "Trees in the autumn forest." Final open lesson on the topic with elements of theatricality, logorhythmics, psychology...
Organized correctional and developmental activities on visual perception in the older group of children with visual impairments “We help Masha, we arrange the furniture”
The summary was compiled using personality-oriented technology of interaction with the child. Children are given space to maximize their potential, conditions are created for...
Correctional lesson on social and everyday orientation in the senior group using health-saving technologies. Topic: “Important Helpers.”
I bring to your attention a final lesson on social and everyday orientation for children of the senior group with visual impairments. A lesson on social and everyday orientation, in the form of research, using health-saving technologies. The lesson notes will be of interest to teachers - defectologists, educators correctional groups with visual impairments, preschool teachers.
Target: show the result of correctional work on the topic “Sense Organs”. Activate children's understanding of the senses and their meaning.
Correctional educational tasks:
Summarize children's knowledge about the sensory capabilities of the senses, teach them to use existing knowledge in practice.
Correction and development tasks:
Develop skills research activities, cognitive activity, compensatory functions of intact analyzers.
Correctional and educational:
Cultivate a desire to take care of your health.
Health saving technologies: finger games with a Su-Jok ball, breathing exercises, dynamic pause, gymnastics for the eyes.
Material: box - parcel, parable written on paper, pictures depicting sense organs, opaque containers containing products and substances with different smells (lemon zest, garlic, vanillin, pine needles) and tastes (sugar, salt, lemon, onion); audio recordings of various sounds (the sound of the sea, the voices of birds, the noise of traffic), a “Magic bag” with objects that differ in shape and surface texture (a wooden cube, a ball of wool, Su-Jok balls); pictures with geometric shapes, magnetic board.
Preliminary work: Conversations about health, learning the poem by V. Sviridov “What are eyes for?”, didactic games: “Visiting Aibolit”, “Recognize by voice”, “Recognize by smell”.
Methods and techniques: game motivation, creation problematic situation, conversation with children, parable about the senses; the game “Wonderful Bag”, the game “Remember and Name”, riddles about the sense organs, the game “Miracle Nose”.
Progress of the lesson:
Mobile phone ringing, typhlopedagogue talking on mobile phone.
Typhlopedagogue: Hello! Yes … Kindergarten. The package will be delivered, good!
There's a knock on the door.
The typhlopedagogue goes out the door and brings a box - a parcel.
- And here is the package. How can you figure out what's in it?
Children's answers...
Typhlopedagogue: Let's open it and see...
The parcel contains an old letter - a parable and pictures depicting the senses.
The teacher reads a parable about the sense organs:
Somehow the senses argued among themselves: who is more important among them?
The eyes said immediately: “Which of you can distinguish the colors and beauty of the world around us? It has long been proven that a person receives more than 80% of information through vision. What is there to argue about here!?”
The ears immediately objected: “The world around you, you say?!” What will be its beauty if it is without sounds? The murmuring of a stream, the singing of birds, the voices of people... This is beauty!”
“Sorry!” the nose intervened. “Beauty is not in sounds, but in smells, they are the ones that intoxicate and are remembered for a long time... The smell of flowers, the smell of the sea, spring...”
" Beauty! - Roth slowly announced himself after listening to almost everyone. - No matter how much you indulge a person on his hungry stomach, he will not last long. And then, for the taste of something special, he will give up all the beauty of natural landscapes, along with the gamut of musical sounds and all the variety of smells in addition!”
“Well, now, it seems, everyone has spoken - in the tone of first among equals, hands exclaimed, the last of the five senses - Hands feel and create beauty for a person. We are the most sensitive and meaningful. We are the most important! All in our hands!"
The sage heard this argument and said...
Typhlopedagogue: It is impossible to read further, the water has blurred the letters...
-I wonder what the sage said?
-Let's do our own little research and answer this question ourselves.
(Children agree with the teacher). Sense organs help us to know the world. And that's why they're called what?
Children's answers: helpers.
Typhlopedagogue: Guys, let's remember what sense organs do you know?
Children's answers: eyes, ears, nose, tongue, skin.
Typhlopedagogue: The most sensitive skin on the fingers. That's why hands consider themselves the main helpers.
Typhlopedagogue: Now let's start our research! In order to understand which sense organ we are talking about, guess the riddle:
-You and I have a couple of them:
One is on the left, the other is on the right.
To see into the distance, look ahead.
Who knows them, will call them right away.
Children's answer: eyes
(Children attach a picture of eyes to the magnetic board.)
Typhlopedagogue: Guys, why do we need eyes?
Children's answers: see, watch TV, read books...
Typhlopedagogue: That's right, now let's check if this is true? (Children’s answers, teacher’s generalization).
Typhlopedagogue:
And now we will check how developed our eyes are, or rather visual memory and attention.
Let's play the "Remember and Name" game. Look at the picture carefully and remember the geometric shapes that are drawn on it. Do you remember? Now I’ll hide the picture, and you tell me what geometric shapes you remember?
(Game to activate the visual analyzer).
Typhlopedagogue: Well done, your eyes worked hard and are probably tired.
Visual gymnastics will certainly help us:
Your eyes need to rest (cover your eyes with your palms).
We all know how to blink (we blink our eyes)
We looked: right, left.
Let's continue to do it.
Raised your eyes up
Slowly lowered down.
Let's get to work!
Typhlopedagogue: In order for your eyes to see well, you need to take care of them and protect them. Let's remember what needs to be done for this.
Children repeat verses:
We must remember every hour,
How important eyes are to us!
Remember: TV is harmful,
If the eye is close to the screen.
And, of course, it is harmful to the eye,
If you watch a lot at once.
It's very easy to hurt your eyes -
Don't play with sharp objects!
Not three eyes, don’t clog it up,
Don't read a book while lying down.
You can't look at the bright light,
Take care, my friend, of your eyes!
Typhlopedagogue: Now, guess the following riddle:
We have it on our face:
Above the mouth, but below the eyes.
We need it to breathe
Distinguish odors.
You answer the question:
“What is this, children?” …(nose).
Children find a card with a picture of a nose and attach it to a magnetic board.
Typhlopedagogue: Guys, why do we need a nose?
Children's answers: breathe, distinguish smells.
Typhlopedagogue: Right! How does it help us in life?
Children: With its help they distinguish odors and breathe.
Typhlopedagogue: That's right, let's breathe with you: Let's inhale deeply through our nose and exhale through our mouth very easily. Repeat 3-4 times. Did you breathe?
Now let's play the game "Miracle - Nose". Now, with your eyes closed, try to guess the smells of what is in these jars. (Children take turns identifying what is in each jar.)
Typhlopedagogue: Well done! And you completed this task. Now guess the following riddle:
-You and I have a couple of them.
One on the left, the other on the right.
To hear sounds, speech,
They need to be protected from injury.
What is this, kids? Well, of course, this is... (ears).
(Children attach a picture of an ear to the board.)
Typhlopedagogue: Guys, why do people need ears and how do they help us in life?
Children: Ears help us hear and distinguish sounds.
Typhlopedagogue: That's right, and now we will play the game “Guess by ear.” Sit on the carpet, close your eyes, put your hands on your knees. Be careful. (Children listen to an audio recording of various sounds).
Typhlopedagogue: What sounds did you hear?
Children's answers...
The teacher thanks the children for the correct answers.
Typhlopedagogue: Well done! Guess the following riddle:
It’s on all of our faces, it’s just under the nose.
We all need it:
We drink with it and eat with it.
He helps us a lot when he distinguishes between tastes.
Who will call him for me? Well, of course it is... (mouth).
That's right, guys, it's a mouth.
Children attach a picture of a mouth to a magnetic board.
Typhlopedagogue: Guys, why do we need a mouth?
Children's answers: talk, eat, taste the food we eat.
Typhlopedagogue: Let's check and play the game "Guess the taste." Determine the taste of what you are trying?
Children with their eyes closed taste different foods: lemon, sugar, salt, onion.
Typhlopedagogue: And again, none of you were wrong! You are good at using your senses. Let's solve another riddle:
To find out the invoice,
Feel the temperature
To distinguish forms,
Play with a Su-Jok ball,
To feel all the little things for us,
We need, of course... (pens).
How do you and I feel touch?
Children: skin.
Typhlopedagogue: Where is the most sensitive skin?
Children's answers: on the fingers.
Typhlopedagogue: That's right, guys. Let's test the sensitivity of your fingers using the Magic Bag. Take turns placing your hand in the bag and feeling one of the objects in it. Try to guess what you have in your hands. (Children complete the task)
Typhlopedagogue: Well done! Now, let's strengthen our fingers.
Finger play with Su-Jok massager.
Typhlopedagogue:
The hedgehogs are already here,
(The teacher hands over a basket of massagers)
Children take them in their hands,
(Children take massagers)
They roll them on the palm,
(roll massagers over palms)
Gently, easily squeezed,
(clench the massagers in a fist)
Every finger is happy for him,
(tingle the pad of each finger)
They will cure the guys!
Typhlopedagogue: Our research has now come to an end. You completed all the tasks, even though they were difficult. Let's summarize. Who do you think is the most important of the helpers?
Children's answers: Everything.
Typhlopedagogue: Right!
The sage said that all helpers are needed and important for a person.
In the little mansion, what a century.
Called "Man"
All assistants live:
Nose, hand, tongue, eyes, ears -
Together a friendly family.
(Children show helpers)
All helpers are needed
All helpers are important!
