Methodological development on the topic: Tasks for developing the concentration of attention of elementary school students. Development of attention in younger schoolchildren

DEVELOPMENT OF ATTENTION CONCENTRATION

Proofreading tasks

Completing proofreading tasks helps develop concentration and self-control when performing written work. The child is asked to find and cross out certain letters in printed text.

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

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

Instructions: Within 5 minutes, find and cross out all the letters “A” (you can indicate any letter): both small and capital ones, both in the title of the text and in the author’s surname.

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

Based on the results of the work, the number of omissions and incorrectly crossed out letters is calculated. The indicator of normal concentration of attention is 4 or fewer absences. More than 4 omissions – poor concentration.

It is better to carry out the task in the form of a game, adhering to following rules:

1. The rate of allowed absences at each lesson should change and be approximately equal to the actual number of absences that the child makes.

2. The duration of the lesson should in no case exceed 5 minutes.

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

Most often, after the first 3-4 weeks of classes, there is a reduction in errors in written assignments by 2-3 times. To consolidate self-control skills, it is necessary to continue classes for 2-4 months. If after 4 months of classes there is no improvement, they should be stopped and seek help from a speech therapist.

When working with children 6-8 years old, it is very important to comply with the following condition: start each lesson with a new agreement about the possible number of errors. It is necessary to proceed from the actual number of mistakes made, so that the child does not have a feeling of hopelessness or inability to achieve the desired result.

When checking, agree that the child needs to perceive the task as if it were completed by someone else - since children, checking their text, start from the meaning (and it is already known), and calls to read carefully do not improve matters: children do not see missing and incorrectly written letters. Attributing the completed task to another alienates one's own work and allows one to be critical of it.

"Find the Words"

Option 1: In each of the written words you need to find another word hidden in it.

For example: laughter, wolf, pillar, scythe, regiment, bison, fishing rod, stranded, set, injection, road, deer, pie, jacket.

Option 2: Words are inserted into a meaningless set of letters (usually nouns, but there can also be verbs, adjectives, adverbs). You need to find them as quickly as possible and without errors.

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

Example task:

YAFOUFSNKOTPHABTSRIGYMSCHYUSAEEYBALL

LOIRGNGNZHRLRAKGDZPMYLOAKMNPRSTUR

FRSHUBATVVGDIZHSIAIUMAMATSPCHUSHCHMOZH

BRPTYAETSBURANSGLKYUGBEIOPALCAFSPTUCH

OSMETLAUZHYYELAVTOBUSIOHPSDYAZVZH

Option 3: Words are written in the table, and the empty cells are filled with any letters. You need to find the words as quickly as possible (words can be written both horizontally and vertically or in a “snake”).

Example: This table contains 10 animal names.

ATTENTION DISTRIBUTION TRAINING

The basic principle of the exercises: the child is offered to simultaneously perform two multidirectional tasks. At the end of the exercise, the effectiveness of each task is determined.

Each hand has its own business

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

Counting with interference

The child names numbers from 1 to 20, while simultaneously writing them in reverse order: says 1, writes 20, says 2, writes 19, etc. The task completion time and the number of errors are calculated.

Reading with interference

1) The child reads the text while tapping a rhythm with a pencil.

2) When reading, a child looks for answers to questions.

Exercise to train attention distribution

The child is asked to cross out 1 or 2 letters in the text and at the same time an audio recording of a fairy tale is played. Then they check how many letters the child missed when crossing out, and ask him to tell what he heard and understood from the fairy tale. The first failures in completing this rather difficult task may cause the child to give up, but at the same time, the first successes inspire him.
The advantage of such a task is the possibility of its playful and competitive design.

Educational games and attention exercises for children

1. Exercise “Watch your speech”

In the twenties of the last century, this attention game was very popular. The presenter says: “The lady bought a wardrobe. It contains 100 rubles, buy whatever you want, don’t say yes and no, don’t buy black and white.” And begins to ask tricky questions, trying to “snatch” forbidden words from the respondent.

Do you want to buy a black dress?

I want to buy a green dress.

Does green suit you?

I just love green velvet.

Will this be a ball gown?

Ballroom.

Should your green dress be long?

Losing. For example, you should have said “Of course.”

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

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

For example, these:

Did you have breakfast today? Do you like your hairstyle?

Are you late for class today? Are you left-handed? Do you like cinema?

What flowers do you like and what do you dislike? Why?

2. Exercise "Forbidden letter"

In this game, everyone will have to watch themselves so as not to spill the beans.

And it’s not surprising to let it slip, as we’ll see now.

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

Of course, the driver will try to find tricky questions, answering which without the letter “A” would be difficult. "What is your name?" And he will ask, say, a comrade whose name is Vanya. It is clear that he cannot give his name. He'll have to get off with a joke. "I can't remember!" - he will answer, resourcefully avoiding the trap prepared for him. Then the driver will turn to another participant in the game with the same unexpected question.

The game is played at a fast pace, you are not allowed to think for a long time. If you hesitate, don’t answer right away, or, confused, use a forbidden letter in your answer, take the place of the driver and ask questions. We will consider those who never fell into a trap and gave quick, resourceful answers as winners.

As a variant of the game, the condition may be not to pronounce the forbidden letter, i.e. it must be replaced in words with any other.

3. Exercise "Hidden hint"

In this game you are allowed to give hints, although not in the usual way.

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

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

Let's assume that the hidden word is "mosquito". It is unknown to the guesser.

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

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

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

How can you suggest it without directly naming it?

This is how it is done. Three players take turns pronouncing one word, one or two syllables, containing the letter “K”. Let's say one says the word "compass", another - "marmot", the third - "drop".

The letter "K" is repeated in all three words.

The guesser will highlight this letter and remember it.

Give us the second letter! - he demands.

Three other players will tell him the second letter, say, with the following words: “lesson”, “elephant”, “mole”. Having highlighted the letter “O” repeated three times in them, the guesser will also try to remember it.

If the guesser is attentive and does not get confused in our clues, then we will give him the right to appoint a new driver himself to continue the game. And if he doesn’t guess the word we’ve planned, we’ll make him drive again: let him train his attention some more.

4. Exercise "Hidden word"

In games, people often look for a hidden object.

But you can hide and find not only objects. In the game we are about to introduce, you will have to look for hidden words. And we will hide them among other words.

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

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

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

Let's see how it turns out.

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

The phrase seems to be smooth, but the words “to Kyiv” may make the driver be wary and take note of them. The last question, whatever it may be, can be given an evasive answer: “Don’t be so curious, it won’t lead to any good.” Guess what proverb we have made.

Exercise to enhance the concentration of auditory attention

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

For example, the teacher reports:

Here are some of them:

1st grade - “Given two numbers: 6 and 3... Add the first number and the second... and subtract from the resulting number
2... Then subtract another 4... Write!..” (answer: 3)
“Given two numbers: 15 and 23... Add the first digit of the second number to the first digit of the first number... subtract 2 from the resulting number, and now add 7... Write!..” (answer: 8)
Grade 2 - “Given two numbers: 27 and 32... Multiply the first digit of the second number by the first digit of the first
numbers... and from the resulting product subtract the second digit of the second number... Write!..” (answer: 4)
"Given two numbers: 82... and 68... To the first digit of the second number, add the second digit of the first number... and divide the resulting amount by 4... Write!.." (answer: 2)
Grade 3 - “Given two numbers: 54 and 26... To the second digit of the first number, add the second digit of the second
numbers... and divide the resulting amount by the first digit of the second number... Write!.." (answer: 5)
"Given two numbers: 56 and 92... Divide the second digit of the first number by the second digit of the second number... Multiply the resulting quotient by the first digit of the second number... Write!.." (answer: 27)

Exercise for concentration and attention span

Students are asked to rewrite the following lines without errors:

a) AMMADAMA COAST OF ASSAMASA
GESCLALLA ESSANESSAS DETALLATA

b) ENALSSTADE ENADSLAT
ETALTARRS USOCGATA LIMMODORA
CLATIMORE

c) RETABRERTA NORASOTANNA
DEBARUGA KALLIHARRA
PHYLLITADERRA

d) GRUMMOPD

e) WATERPROOFETTA
SERAFINNETASTOLE
EMMASEDATONOV

f) GRACEMBLADOVUNT

g) GRODERASTVERATON
CHLOROPHONIMATE
DARRISWATENORRA

h) LIONOSANDER

i) MINOSEPRITAMATORENTALI TELIGRANTOLIADZE

j) MAZOVRATONILOTOTOZAKON

k) MUSERLONGRINAWUPTIMONATOLIG RAFUNITARE

m) ADSELANOGRIVANTEBYUDAROCHAN

m) BERMOTINAVUCHIGTODEBSHOZHANUJ
MSTENATUREPVADIOLYUZGLNICHEVYAN

o) OSTIMARE

Thus, the amount of attention affects mastering the skill of counting, concentration of attention is necessary for mastering reading, and learning to write requires a developed distribution of attention.

Selection of exercises to develop concentration and self-control

"Corrective test" : The essence of the technique is that the child is asked to find and cross out certain letters in printed text. You can use newspaper clippings, old unnecessary books, etc. as material. Conditions: daily for 5 minutes. at least 5 times a week for 2-4 months.

Rules:

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

Losing should not cause you to feel displeased.

The volume of the text viewed does not matter and may vary for different children: from 3-4 sentences to several paragraphs.

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

Option: underline the first letter in each line:

To tro To nt kk jube To wow To ayvya
Mitchu m R m ohe m T m hchf m ts

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

The golden flower grew, it became round and fluffy. ("Attention!" Sasha will blow, laugh, and Pooh will fly in the wind.

A similar exercise can be done on educational material, offering students a grammatical analysis of several texts. In the text, nouns should be underlined with one line, and adjectives with two. Then, at the command “Attention!” - on the contrary - nouns have two lines, and adjectives have one.

Based on the results of the work, the number of omissions and incorrectly crossed out letters is calculated. Indicator of normal concentration of attention junior schoolchildren at first – 4 or fewer gaps, more than 4 – weak concentration. The test can take place as follows: first, this role is assigned to the teacher, and later to the neighbor at the desk. The winners can, for example, receive a token, at the end of the week the number of tokens is counted, and the best one can be rewarded. If you carry out similar exercises regularly for 2-4 months, the number of errors in students’ written work is reduced by approximately 2-3 times.

Exercises for concentration and attention span

a) "Copiers": Schoolchildren are asked to rewrite the following lines without errors:

Ammadda bereyure avvamava essesnessas detailata; - etaltarrs usokgata enazloby klatimori liddozoka; - minotsaprimapavotil schonerkapridyurakeda kuftiroladzloekunm

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

Options:

The hidden words are in italics:

B SUN DEC HEAT EZI FISH JC

Find among the letters vocabulary words and fix errors:

SCH RIBINA FHZ VILLAGE UYE APARTMENT LBO CORTINA

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

PVC DOG AT COW LD BOAR EYTSY HORSE

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

UNDERLYING STONE WATER DOESN’T FLOW /Water does not flow under a lying stone./

b) “Encryptions”

Decipher the words, find the odd one out:

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

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

For example: encrypt the words METRO, CAKE.

N M E T R A L O S

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

Replace them with the sum bit terms;

Name total number hundreds, tens, etc. ;

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

Exercises to develop auditory attention

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

Grade 1 – Given two numbers 6 and 3. Add these numbers, subtract 2 from the resulting number, then another 4. Write. /answer 3/

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

Grade 3 – Given two numbers 27 and 32. Multiply the 1st digit of the second number by the 1st digit of the first number and subtract the second digit of the number from the resulting product. Write. /answer 4/

Grade 4 – Given two numbers 54 and 26. To the second digit of the first number, add the second digit of the second number and divide the resulting amount by the first digit of the second number. Write /5/

Exercises to increase the level of attention distribution(ability to perform several actions simultaneously)

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

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

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

Functional exercise "My triangular cap"(old game). Target: development of concentration and motor control, elimination of impulsivity. Participants sit in a circle. Everyone takes turns, starting with the leader, pronouncing one word from the phrase:“My cap is triangular, my cap is triangular. And if it’s not triangular, then it’s not my cap.” Then the phrase is repeated, but the children who get to say the word “cap” replace it with a gesture (light clap on the head with their palm). Then the phrase is repeated again, but at the same time two words are replaced with gestures: the word “cap” (light clap on the head with your palm) and “mine” (point with your hand at yourself). When repeating the phrase for the third time, three words are replaced with gestures: “cap”, “my” and “triangular” (image of a triangle with hands).

. Looking at the sky. The subjects are asked to go to the window and look at the sky, concentrate their gaze on the sky (not on a point, but on the entire visible volume), looking at it. You can just look (admire), you can describe what you see. Execution time 2 minutes. After the end of the exercise there is a discussion. It is important that the exercise is enjoyable. Because even simply looking at (admiring) the sky is an expansion of the scope of attention.

"Find differences"

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

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

A game common among Indian hunting tribes

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

Game "Fly"

This game is also aimed at developing concentration. To carry it out, you will need sheets of paper with a lined nine-cell 3x3 playing field, and chips (chips can be buttons, coins, or pebbles).

The game is played for 5-10 minutes, 2-3 times a week, for 1-2 months. It can be played by children from 7 to 17 years old.

The task is completed in pairs. Each pair of players is given a sheet with a lined playing field and one chip.

The players are given the following instructions: “Look at a sheet of paper with lined cells. This is the playing field. But this chip is a “fly”. The “fly” sat in the middle of the sheet in middle cell. From here she can move in any direction. But she can move only when she is given the commands “up”, “down”, “left”, “right”, turning away from the playing field. One of you, the one sitting on the left, will turn away and, without looking at the field, will give commands, the other will move the “fly”. You need to try to keep the “fly” on the field for 5 minutes and not let it “fly away” (leave the playing field). Then the partners change roles. If the “fly” “flies away” earlier, it means that the role exchange will occur earlier. All clear?"

The game becomes more difficult due to the fact that the players team up in groups of three. Two people take turns giving commands, trying to keep the “fly” on the field. The third controls its “flight”. The one whose “fly” “flies away” before the agreed time gives up his place to the controller. If everyone fits into the allotted time, then they change roles in turns.

Game "Search non-stop"

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

Filling out a special questionnaire for parents, the mother of first-grader Kolya, in the column: “What characteristics of the child would you like the teacher to pay attention to,” wrote with a sigh: “Very absent-minded.” Soon, Kolya’s teacher herself became convinced that the boy had problems with the development of attention. During lessons, he was often distracted: he could not sufficiently concentrate on the teacher’s instructions and assignments; asked again often; he often started working on the wrong page, and every now and then he found himself unprepared for the lesson, since he had not heard the day before what was required to be brought and done; systematically “listened” to homework, which is why parents had to call classmates on the phone to find out what was assigned, etc. In Kolya’s written works, so-called “inattention errors” were often encountered: omissions of letters, duplication, rearrangement of letters in words, incorrect copying of exercises, conditions for examples and tasks, errors when performing simple tasks arithmetic operations, with which the child was very familiar. Lack of attention was also revealed during reading: the boy often replaced words, misread their endings, etc.

At the same time, despite all these troubles, Kolya happily got ready for school every day, he really liked his teacher and the children in the class, and he gladly took on any task. He really wanted to study well; his intelligence and intelligence could put him among the best students in the class. But attention...

For the teacher primary school The problem of developing children's attention is traditional. This is largely due to the characteristics mental development younger schoolchildren. The most typical characteristics are “inattention”, “lack of composure”, “distractibility” for children aged 6-7 years, i.e. first graders. Their attention is indeed still poorly organized, has a small volume, is poorly distributed, and is unstable, which is largely explained by the insufficient maturity of the regulatory neurophysiological mechanisms that provide voluntary control of behavior in general and attention in particular.

ATTENTION – A SPECIFIC PROCESS OR FUNCTION?

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

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

Well-developed properties of attention and its organization are factors that directly determine the success of learning in primary school age. As a rule, well-performing students have best performance development of attention. Wherein special studies show that different properties of attention have an unequal “contribution” to the success of learning in different subjects. Thus, when mastering mathematics, the leading role belongs to the volume of attention; The success of mastering the Russian language is associated with the accuracy of attention distribution, and learning to read is associated with the stability of attention. This suggests a conclusion: by developing various properties of attention, it is possible to increase the performance of schoolchildren in various academic subjects.

The difficulty, however, is that Different properties of attention can be developed to different degrees. The volume of attention is least affected; it is individual, while at the same time the properties of distribution and stability can and should be trained to prevent their spontaneous development (O.Yu. Ermolaev et al., 1987).

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

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

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

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

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

Commentary writing is a rather complex activity.

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

1) primary perception of the spoken word;

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

3) listening to comments;

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

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

6) spelling a word in accordance with its spelling;

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

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

Methodological technique proposed by psychologist S.L. Kabylnitskaya, allows you to measure the individual attention of students. Its essence is to identify deficiencies in attention when detecting errors in the text. This work does not require special knowledge and skills from students. The activities they perform in this case are similar to those that they must carry out when checking their own essays and dictations. Detecting errors in a text requires primarily attention and is not related to knowledge of the rules. This is ensured by the nature of the errors included in the text: substitution of letters, substitution of words in a sentence, elementary semantic errors.

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

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

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

The work is carried out as follows. Each student is given a text printed on a piece of paper and given the following instructions: “The text you received contains various errors, including semantic ones. Find them and fix them." Each student works independently and is given a certain amount of time to complete the task.

When analyzing the results of this work, it is important not only to quantitatively count the errors found, corrected and not found, but also how the students perform the work: they immediately get involved in the task, detecting and correcting errors as they read; they can’t turn on for a long time; on the first reading they don’t detect a single error; correcting the right for the wrong, etc.

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

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

However, speaking about voluntary attention as a specific higher mental function, manifested in the ability to control and regulate the progress of an activity and its results, it is necessary to raise the question of special work on the development of attention in children. Educational activity, as a leading activity at primary school age and therefore realizing developmental tasks characteristic of this age, “works” to the greatest extent on the formation of full attention of children. However, this activity itself requires a certain initial level of formation of voluntary attention to be carried out. Its lack often causes schoolchildren to be unsuccessful in their studies, which entails the need for special psychological and pedagogical developmental work in this direction.

In this regard, we can highlight certain types activities that place higher demands on both individual properties of attention and the level of voluntary attention in general. These include special tasks, exercises, and games that can be used by the teacher in the classroom. Their systematic use helps to increase the effectiveness of psychological and pedagogical work on the development of attention in children of primary school age. The following tasks and games are recommended to be used both in collective work with students in order to prevent inattention and increase the level of attention development, and in individual lessons with individual students who are particularly inattentive.

DEVELOPMENT OF ATTENTION CONCENTRATION

Proofreading tasks

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

Completing proofreading tasks contributes to the development of concentration and self-control when students perform written work.

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

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

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

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

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

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

3. For children, the rate of allowed absences at each lesson should change and be approximately equal to the actual number of absences that the child makes.

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

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

6. Checking the completion of tasks in group classes is carried out by the students themselves against each other, and they also come up with “fines”.

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

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

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

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

Read text up to a given expression

Exercises based on the principle of exact reproduction of a sample

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

The game “Mirror” also helps develop concentration, in which children are asked to follow the leader and repeat his movements (both individual movements and their sequence).

Distribution of numbers in a certain order

The left table contains 25 numbers from 1 to 40. You need to rewrite them in ascending order into the empty table on the right, starting to fill it out from the upper left square.

"Find the Words"

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

For example:

laughter, wolf, pillar, scythe, regiment, bison, fishing rod, stranded, set, injection, road, deer, pie, jacket.

Münsterberg technique (and its modifications)

Words are inserted into a meaningless set of letters (usually nouns, but there can also be verbs, adjectives, adverbs). You need to find them as quickly as possible and without errors.

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

Example task:

YAFOUFSNKOTPHABTSRIGYMSCHYUSAEEYBALL

LOIRGNGNZHRLRAKGDZPMYLOAKMNPRSTUR

FRSHUBATVVGDIZHSIAIUMAMATSPCHUSHCHMOZH

BRPTYAETSBURANSGLKYUGBEIOPALCAFSPTUCH

OSMETLAUZHYYELAVTOBUSIOHPSDYAZVZH

B.There are 10 animal names hidden in this table.

"Scared Lines"

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

"Find differences"

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

A game common among Indian hunting tribes

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

INCREASING ATTENTION CAPACITY AND SHORT-TERM MEMORY

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

Game "Notice everything"

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

Having opened the same objects again, for 8-10 seconds, ask the children in what order they were lying.

After swapping any two objects, show everything again for 10 s. Invite the children to determine which objects are rearranged.

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

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

Game "Search non-stop"

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

ATTENTION DISTRIBUTION TRAINING

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

“Each hand has its own job”

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

The game can be offered in a math lesson.

Counting with interference

The child names numbers from 1 to 20, while simultaneously writing them on a piece of paper or board in reverse order: says 1, writes 20, says 2, writes 19, etc. The task completion time and the number of errors are calculated.

Reading with interference

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

Exercise to train attention distribution

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

DEVELOPMENT OF ATTENTION SWITCHING SKILL

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

TEACHING JUNIOR SCHOOL CHILDREN “CAREFUL WRITING” BY THE METHOD OF STAGED FORMATION OF MENTAL ACTIONS

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

Classes on the formation of attention are conducted as training in “attentive writing” and are based on the material of texts containing different types errors “due to inattention”: substitution or omission of words in a sentence, substitution or omission of letters in a word, continuous writing words with prepositions, etc.

As research shows, the presence of a sample text with which it is necessary to compare an erroneous text is not in itself a sufficient condition for accurately completing error detection tasks, since inattentive children do not know how to compare a text with a sample and do not know how to check. That is why all the teacher’s calls to “check your work” are ineffective.

One of the reasons for this is that children focus on the general meaning of a text or word and neglect the details. To overcome global perception and develop control over the text, it is necessary to teach children to read taking into account the elements against the background of understanding the meaning of the whole. This is how P.Ya describes. Galperin is the main and most labor-intensive stage of the work: “Children were asked to read a separate word (to establish its meaning), and then divide it into syllables and, reading each syllable separately, check whether it corresponds to the word as a whole.

The most different words(both difficult, and easy, and medium in difficulty). At first, the syllables were separated by a vertical pencil line, then no lines were placed, but the syllables were pronounced with a clear separation (voice) and were consistently checked. The sound division of syllables became increasingly shorter and was soon reduced to stress on individual syllables. After this, the word was read and checked syllable by syllable to oneself (“the first is correct, the second is not, it’s missing here... rearranged”). Only at the last stage did we move on to the child reading the entire word to himself and giving him overall assessment(right - wrong; if wrong, then explain why). After this, the transition to reading the entire phrase with its assessment, and then the entire paragraph (with the same assessment) was not difficult” (P.Ya. Galperin, 1987, pp. 97-98).

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

To generalize the formed control action, it is then practiced on wider material (pictures, patterns, sets of letters and numbers). After this, when creating special conditions, control is transferred from the situation of experimental learning to the real practice of educational activities. Thus, the step-by-step formation method allows you to obtain a full-fledged control effect, i.e. formation of attention.

Questions

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

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

3. Study the work of P.Ya. Galperin and S.L. Kabylnitskaya “Experimental formation of attention” (Moscow, 1974). What is specific about the authors’ approach to understanding attention? Explain the essence of the method of stage-by-stage (planned) formation of mental actions. What are the main requirements for the method proposed in the work for forming the attention of schoolchildren?

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The most important direction of modern educational process is the development of attention in a child in preschool age and in younger schoolchildren. At the same time, responsibility for the full development of attention falls on the shoulders of not only educational institutions, but also on parents.

Why do you need to develop?

Human attention is a cognitive process consisting of processing received data that comes to the body's central nervous system from its sense organs.

How is this information processed, what influences its processes, and how can it be regulated and controlled? Psychology and neuropsychology answer these and other pressing questions.

The basic properties of attention begin to form between the ages of six and eight years. Specialists pay Special attention such an area as the development of concentration in children in preschool age and in primary schoolchildren.

Kinds

To obtain effective results in the development of attention in preschool age and primary school students, it is necessary that parents and teachers understand and recognize the process of how children perceive objects, its properties and criteria.

Before you begin to develop and increase attentiveness with the help of various exercises and tests, you should understand that from the child’s will, it can be:

arbitrary;
involuntary;

post-voluntary.

Presentation: "A set of activities for developing children's attention"

The first type of concentration is developed when the child, through an effort of will, concentrates on a specific object. Almost all development games are aimed at this type of attention.

Uncontrollable by the will of the child. Attention develops through the interaction of some external stimulus with the senses.

The post-voluntary type of attention develops against the background of interest in external objects. The concentration that develops against this background will, in the future, be necessary precisely to serve this hobby, i.e. interest.

Main properties of attention

Attributes of concentration reveal some aspects of the manifestation of concentration while the subject interacts with the object.

Main properties:

holding an object in the field of concentration;
simultaneous retention of attention on a certain number of objects;
duration of concentration on one object;
the ability to redirect attention from one external data to another;
the ability to completely distribute attention to several objects.

It is the totality of individual attributes of attention that form general level concentrations in children preschool age and among elementary school students. This level creates for a person a frontal image of ideas about the surrounding reality, as well as about the tasks and issues that need to be solved.

Psychology defines a specific concept for each attribute and, accordingly, studies it comprehensively for subsequent adjustments to the development of attention in children.

Concentration is an opportunity human brain maintain concentration on an object for a certain period of time.
Attention span is the ability to concentrate on several external objects at the same time.
Sustainability of attention refers to the time that a person is able to focus on one object at a time. to the fullest.
Switchability in psychology is the ability of the properties of attention to choose where to direct concentration, first of all.
The function of attention distribution determines the retention of several different objects in the field of concentration at once.

Perhaps we can highlight another important aspect necessary for the development of mindfulness. Until a person develops his attention to the level of operating with a certain amount of information received, he will not be able to fully distribute and switch concentration on different objects. As a result, there will be a lack of stability of attention.

Presumably, it is this feature that determines early activities with children in preschool age to develop attention. The period from 4 to 6 years is most suitable for training, because... children begin to actively explore the objects around them.

During this period, parents should pay maximum attention to their children and teach them to concentrate and distribute concentration. It is important to achieve optimal development in several directions.

Methods for Improving Mindfulness

What is the essence of classes aimed at developing attention in preschool children and primary school students? The main task teachers and parents is to develop aspects of the voluntary type of attention. Below are exercises and tasks divided into two groups - preschoolers and elementary school students. By performing these tasks systematically, you can develop all aspects of attention in your child.

Exercises for preschool age

Experts have developed several tasks that help develop attention in children at this age:

Tasks to increase concentration. This exercise will be equally valuable for both parents and children. The idea is for the subject to draw an image on paper. After this, you must hand it over to an adult. At the same time, the child turns away. At this moment, the parent adds some detail to the picture. The child's task is to detect the change. The exercise can be complicated by drawing small details. However, it is recommended to do this gradually and in different drawings.
Task for the “volume” attribute. Work also takes place in pairs. Parent and child are separated by a partition (thick cardboard can be used). An adult places any figure from 8 sticks on the table and removes the partition for a moment. The preschooler must reproduce the figure. If he succeeds, the move is transferred to him. The image capture time can also be increased, for example, by 30 seconds.
An effective task for testing the stability of attention is the game form of “ladushka”. It is important to discuss the conditions and scenario of the game before starting. This exercise also has a positive effect on motor skills and coordination.
The task for the concentration switchability level occurs in game form"Edible - inedible." The parent throws a ball to the baby and names various objects, shapes and items. Those that are edible, the child catches the ball, and if the named object cannot be eaten, he throws it away.

Exercises for elementary school students

The age at which a child goes to school for the first time differs in that the child already has a voluntary and post-voluntary type of attention. This is due to the fact that he has already developed some hobbies, and his training is already underway.

However, the properties of attention that the child had before entering school are no longer sufficient at this stage.

School is a place where a child will have to concentrate on objects, vision and hearing for several hours. At the same time, a primary school student needs to be able to not only hold it, but also switch it. The attention span should be brought to the limit where the child can optimally process incoming data during the learning process.

Educators and teachers should include time in each lesson to develop concentration. It is important that the lesson begins with exercises to activate attention. Thus, the student will be able to concentrate on learning, and not “have his head in the clouds.”

Working with parents also plays an important role. Therefore, it is so important to know how each parent personally can activate concentration in a primary school student. After all, such skills will help the child perform efficiently homework, increase interest in the learning process, and at the same time, you will have energy for your hobbies.

Below are various tasks and exercises to develop free form in students primary classes. Choose the ones that are most optimal and interesting for you.

Exercise for developing concentration “Buttons”. The task involves working in pairs. An adult and a child are given 2 sets of the same number of buttons. However, the buttons in each set are different. You will also be given paper that is cut into squares. A partition is installed in the middle of the table (it is better to use cardboard). The one whose move is first lays out the buttons on his field (sheet of paper). The partition is removed and the second player must remember the location of the “chips”. Next, the partition returns and the second player repeats the layout.
Development task for attention span. The parent writes a number series of ten numbers on a piece of paper. Shows it to the student for 30-40 seconds, and the child must reproduce them. It is better to repeat the task 10 to 15 times, each time increasing the number of digits.
Exercise for sustained concentration. The student is given a text that contains errors. Your child’s task is to identify them within a certain period of time. On initial stage You can give short excerpts. At the same time, the volume of tasks for one lesson can be increased to 5. It is important to start with simple texts.
Perhaps the most effective exercise is the “Find the missing number” task. This exercise makes it possible to analyze the level of switching attention. If the student is good at mathematics, the task can be complicated by adding a complex series of numbers. By the way, you can search not only for numbers, but also for animals, plants and more.
Very interesting task"Bug" is aimed at developing the concentration distribution attribute. Take a piece of paper and divide it into squares. The child should imagine how a bug crawls across the field. In this case, the adult must give a command: the beetle crawls to the left, the beetle crawls up, etc. The child must mentally guide the beetle without using a finger or pen. At the moment when the parent says “Stop the game,” the student draws a dot with a pencil in the square where the beetle stopped. In this task, the development of distribution works for both adults and schoolchildren.

As can be seen from the tasks, all exercises for developing attention in preschoolers and primary school children are carried out in pairs - parent and child. Such joint tasks not only develop concentration, but also create an atmosphere of trust. At the same time, the quality of education at school increases significantly.

A child's transition to school is a rather complex process. At this moment, memory, thinking, and attention are rebuilt. Insufficiently developed attention among schoolchildren today is considered a real problem and causes concern on the part of parents and teachers.

Attention plays an important role in the learning process. Attention is the concentration of the subject’s consciousness on a specific object. It is thanks to him that children can assimilate the necessary information, eliminating the unimportant. Younger schoolchildren have not yet learned to concentrate on a specific object long time. Therefore, distraction, inattention, a small amount of attention and lack of ability to distribute it among other subjects are typical age feature younger schoolchildren. This can cause absent-mindedness, forgetfulness, and failure at school. The student himself suffers due to his inattention, as it is difficult for him to perceive information and assimilate it, due to his inability to concentrate. Responsibility for developing a child’s attention falls on the shoulders of not only teachers, but also parents.

Attention is of the following types:

involuntary (appears spontaneously, without effort);
voluntary (conscious concentration on an object, requiring volitional efforts);
post-voluntary (purposeful concentration on an object without much volitional effort).

How to effectively develop attention in younger schoolchildren

Younger schoolchildren have predominantly developed involuntary attention, so they tend to be often distracted. At the same time, their stability of voluntary attention is short-term. For children aged 7-8 years, it is typical to maintain voluntary attention for no more than 15 minutes. Pupils of the first and second grades do not yet have the ability to concentrate on work for a long time, especially if it is monotonous and does not arouse any interest in them, so children are easily distracted.

Children of primary school age should be able to concentrate on a learning task, maintain concentrated attention on it for a long time, and quickly and flexibly switch from one task to another.

Attention can be classified according to the following parameters:

volume (concentration on several objects at once and keeping them in mind);
stability (retention of information about a subject for a long period);
concentration (retention of information about an object in short-term memory);
selectivity (concentration of attention on the desired object);
distribution (performing several actions simultaneously, without errors);
switchability (switching attention from one subject to another);
voluntariness (concentration of attention on demand).

The properties of attention begin to develop in children during preschool age. But when you go to school, development does not stop there; on the contrary, it requires even more constant systematic training. Parents should carefully monitor the development of all of the above properties of attention, since violation of each of them leads to disruption of the child’s activity and behavior.

This article contains exercises for children to concentrate attention and its basic properties.

Effective exercises for developing attention for children of primary school age

Special attention development exercises for home activities will allow you to intensively develop attention and attentiveness in children of primary school age. For the technique to be effective, it is important to follow some rules:

do exercises regularly;
devote no more than 15-20 minutes to classes;
adhere to consistency in the load (from simple tasks to more complex ones).

We have selected special exercises that will help younger schoolchildren become more concentrated, diligent, and attentive in the future.

Exercise No. 1. Training of distribution and selectivity of attention.

Words are inserted among the proposed set of letters. Invite your child to find them and underline them. For example (words in the text are in bold italics):

zk freezing nkl tap

prl circle zhrvayur heron w

uvor cup RTNSCH onion CCPR

O iron sprnk lemon fyva

Exercise No. 2. Development of visual memory and attention.

Ask your child to mentally imagine and describe in detail the school yard, the way home, class– this is what he sees every day. The exercise will show how observant the child is.

Exercise No. 3. On concentration and stability of attention. The younger student needs to rewrite the following lines without errors, observing the sequence and size of the letters:

IRPNNJMENCH

SHONnGemsZZSH

UEOPNGAEKUIODY

MLSHETSUKYOSHJYYAE

Exercise No. 4 will help you develop the ability to perform several actions at once.

Read aloud a few sentences from the book. While reading, gently tap your pencil or pen on the table. The child is faced with the task of simultaneously listening to the text and counting the number of hits on the table.

Exercise No. 5. The “Edible-Inedible” game, familiar to everyone from childhood, is an excellent method of training the ability to switch attention. Throw the child a ball and name random objects (edible or inedible). He should catch the ball only when he hears an edible object from you.

Exercise No. 6. To develop concentration. Pre-prepare several pictures, painting them only halfway. Invite your child to color the rest of the picture exactly as the first one was painted. Further, the task can be complicated by initially drawing only half of the picture or figure (butterfly, elephant, bird). Let your child finish drawing and then color in the picture.

Exercise No. 7 “Guess the word.” In the confused syllables, the child has to figure out what familiar word they are hiding. For example, markan (pocket), lovk (wolf), potkom (kompot). This exercise perfectly develops concentration and distribution of attention.

Exercise No. 8 “Memorize and draw.” Show your child cards with interesting pictures or symbols. Take 1-2 minutes to look at the pictures. Next, armed with a pencil and a sketchbook sheet, the child needs to draw everything he remembers. Images on cards can be of various subjects:

fauna (birds, fish, insects, pets);
flora (trees, flowers, plants);
household items (furniture, dishes, household appliances);
symbols (geometric figures, signs, numbers, letters).

The exercise trains such properties of attention as volume, concentration, and arbitrariness.

Exercise No. 9. "Underlining letters." The child is given a small fragment of text in which he needs to find and underline a certain letter (for example, underline all the letters “and” in words). After completing the task, count the number of underlined and ununderlined letters to determine the child’s level of attentiveness. Next, the text size can be gradually increased.

Exercise No. 10. "Confused Colors" The child is given a card with the names of the colors. But they are written in a different color. For example, the word “red” is written with a green felt-tip pen, “brown” - with a yellow marker. The student’s task is to name the colors in which the words are written; for this it is important to focus on the color of the felt-tip pen, and not on the word itself.

Exercise No. 11 for the development of memory and attention. Place a small number of completely unrelated items on the table. It could be a coin, an eraser, candy, a paper clip, or a small toy. After looking at the objects for 3-5 seconds, the child should turn away and name them. Over time, you can complicate the task by adding the number of objects on the table.

Exercise No. 12 “Objects around.” Ask your child, within 15-20 seconds, to name objects that he sees around him based on a certain characteristic. For example, all objects are black or square in shape.

Exercise No. 13 “Words in reverse.” The child needs to read the following words:

Rain Timush

Teal dog

Porridge tearogdop

Sandy crest

They sing ikchitp

Beetle yiksyam

Exercise No. 14. Attention test using the Schulte table. Suitable for schoolchildren younger age who know numbers well. Arrange numbers from 1 to 10 or more (depending on what kind of counting the child has) in any form as in the example below.

The child’s task is to find and name the numbers in the table in order. The task should take no more than 1.5 minutes to complete.

Exercise No. 15. “Countdown.” You can train on the way to school, the store, or while walking in the park. Ask your child to count backwards from 20 to 0.

Benefits of exercise

Parents must remember the purpose of the classes and show patience and kindness towards the child. Exercises are carried out in a playful manner in a friendly atmosphere. Do not focus on one task for a long time, otherwise your child will quickly lose interest in the exercises. If a child fails, do not scold him, but rather motivate him for better results.

The attention exercises that we have offered you were developed by experienced child psychologists, neuropsychologists and preschool teachers. They dedicated long years his professional activity studying and diagnosing the attention of preschoolers and primary schoolchildren.

Regular exercises with children will help them cope with absent-mindedness, inattention and will have a positive effect on their intellectual development in general.