Card file on the topic: Games for preschool children with hearing impairment. Guidelines for conducting outdoor games for deaf and hard of hearing children
GAMES FOR CHILDREN WITH HEARING IMPAIRMENTS
- word games
- Movement games
- Playground games
- Games in the forest and in the meadow
- attractions
- Water games
WORD GAMES
ALPHABET AROUND US
The host invites the players to write in alphabetical order for 5-10 minutes the names of objects and things in the room. You can write several items for one letter. The main difficulty is to find objects for all letters of the alphabet. The one with the longest list wins.
ASSEMBLING THE LINE
In envelopes - cards from thick paper. Syllables are written on them, from which you can compose a line of a song or poem (the very first syllable is written with a capital letter). All syllables are mixed. What kind of songs and poems and in what envelopes is unknown.
ALPHABETICALLY
On the table is a set of cards on which all the letters of the alphabet are written. Players take one card from the pile. At the signal of the organizer of the game, everyone must line up in alphabetical order. If there are few players, you can take not all the letters of the alphabet, but only a part.
"LADDER"
The players are offered a letter, for example, U. Under it, you need to write a two-letter word starting with U, below - a word of three, four letters, etc. The winner is the one who builds the longest "ladder" in the set time. For example:
U Mind Ear Pattern Street Decadence Rod Packing Fatigue Exercise
LOOK AT THE ROOT!
Come up with as many words as possible with the same root in a certain time.
CITIES-CITIES
On a piece of paper, write the name of the city so that the letters are arranged in a column. We attribute to each letter the name of the city in which it stands first. Whoever writes down the cities first in all letters raises his hand, and the game stops. We take turns reading our lists and crossing out repeating cities. The one with the most cities left on the list wins. For example, you wrote down the name: Saratov. Next, you can build a line like this:
Syzran Arkhangelsk Riga Ashgabat Tallinn Orenburg Vladivostok
MOVEMENT GAMES
EVERYTHING WILL GET IT!
Sitting on a chair, you need to make circles with your arm and leg at the same time, but in different directions. The speed gradually increases.
GAMES ON THE COURT
ancient folk game. The players stand in a circle at a short distance from each other. In the center of the circle is the driver. He rotates a cord in a circle (at a height of 10-15 cm), to the end of which a bag of sand is tied. The players carefully follow the bag, when it approaches, they jump up in place so that the bag does not touch their feet. Whoever gets hit by the bag takes a step back and is temporarily out of the game.
One of the players is appointed "hunter". All the rest are "squirrels". "Hunter" catches "squirrel". He catches them only when they are on the ground. If a "squirrel" climbs a tree, i.e. on any wooden object (branch, bench, sliver), then you cannot catch it. The "squirrel" that the "hunter" catches replaces him.
TARGET IN TWO CIRCLE
The participants of the game form two circles: external and internal. Both circles move in opposite directions. At the signal of the driver, they stop, and all the players of the inner circle try to hit the players of the outer circle in such a way that the latter do not have time to sit down before they are hit. Those players who were hit stand in the inner circle, the game resumes. The game ends when 2-3 players remain in the outer circle.
"FOR TWO HARES"
Taking the ball in both hands, the participant simultaneously hits the ground with them so that the ball thrown by the left hand is caught by the right and vice versa.
COMIC FOOTBALL
Two chairs, the legs of which serve as gates, are placed at a distance of 5-8 meters. Two people are playing. Their task: with tied legs to drive a volleyball into the opponent's goal.
"MUSHKA" Old Russian folk game
A stake is driven into the ground, a "fly" is hung on it. Those playing from a certain distance throw the bat, trying to hit the stake so that the "fly" flies as far as possible. The winner is the one whose "fly" flew the farthest.
GAMES IN THE FOREST AND ON THE CLEARING
Participants are divided into teams of 6-8 people. Each team lines up one by one. At the signal of the leader, the first player of each team turns around, after which the second player takes him by the belt and they repeat the turn together, then three of them turn, etc. The game ends when the last player of one of the teams makes a turn. This team is declared the winner.
FOREST LANDMARKS
Having settled down in a clearing, the participants of the game are counted on the first or second and are divided into pairs. The leader, having handed over to the first numbers some object: a ball, a piece of bark, a bump marked with paint, takes them 200-300 meters away from the clearing. There they hide their items and, together with the leader, return to the clearing, noticing the path along the forest landmarks. The first number tells his partner (second number) the location of the object and the route to it. On a general command, the second numbers are sent to search for hidden objects. That pair wins by the player whose second number finds the hidden object faster than the rest and brings it. You can repeat the game by changing the roles of the players in pairs.
"PATHfinders"
Two drivers go deep into the forest, leaving behind conventional signs: arrows, pieces of paper, etc. While one puts up the signs, the other makes sure that they are sufficiently visible. Moving away from the others by 100-150 meters, they hide. The remaining players rush to search. They must discover the placed signs (collect them so as not to litter in the forest). The signs lead to a place where you need to find and catch those hiding (they must not run further than 20 steps from their last sign).
"KOLOBOK" (BULGARIA)
Players are divided into two teams and line up in columns. They squat, wrap their arms around their knees - this is the "bun". Before each team at a distance of 10 steps - a flag stuck in the ground. After the signal "Forward!" the first "koloboks" in the column begin to "roll" towards the flags, go around them and each return to the end of their column. After the return of the first, the second "kolobok" sets off, then the third, and so on. The team that finishes the competition first wins.
FIND FLAGS
The guys, having gathered in a clearing, sit in a circle facing each other, and the leader goes into the forest and hides 10 flags within a radius of one hundred meters. Returning to the clearing, the leader gives a signal, according to which the guys scatter to look for flags. After 5 minutes, the leader blows the whistle. At this signal, the participants again gather together. The winner is the one who turned out to be the best tracker and found the most flags.
ATTRACTIONS
MOVING TARGET
A board 2-3 meters long is placed with one end on a chair or bench, with the other end on the ground. The player receives the ball and stands 5-8 steps from the board. The facilitator sends a ring across the board. At this time, you need to throw the ball so that it has time to fly through the moving ring. Each player is allowed to make three attempts.
CLOSE, BUT NOT EASY TO GET!
An apple or candy is placed on a chair - this is a prize for the one who manages to take it. And it’s not easy to take: the host’s assistants hold the cord with a loop in the middle by the ends. The noose is large, but it can be tightened as soon as someone puts their hand into it. Under this condition, not everyone will be able to take the prize and will have time to remove his hand from the noose until it is tightened.
Two to ten people can play. The host invites the players to take the nose with their right hand, and the right ear with their left hand; then with the left hand - the nose, and with the right - the left ear. You have to do it faster and faster. The one who makes the fewest mistakes wins.
"PATH OF CLIMBERS"
In the player's hand is a racket with a ball on it. Task: climb onto the table with the help of a stool and get off without assistance, walk along a lying log or plank. You can't drop the ball all the way.
WATER GAMES FOR NON-SWIMMERS
PASS THE BALL
Two players (this can be a child and an adult) in the water waist-deep stand one after another at a distance of 0.7-0.8 m, legs shoulder-width apart. One of the players, taking the ball in his hands, bends forward, plunges into the water with his head and passes the ball under water between the legs of the partner standing behind. Then the ball is passed in the opposite direction.
The guys become pairs, facing each other, at a depth to the waist. They hold hands and, crouching in turn, plunge into the water with their heads 4-5 times. You can’t let go of your hands to brush water off your face.
"MIRROR"
Holding hands, the guys stand in a circle. The leader inside the circle performs some movement (crouch, stand on one leg, exhale into the water, etc.). Lowering their hands, the children should repeat this movement after the leader.
FOR BEGINNERS
BALL-REAL
Before the start of the game, the guys stand in a circle at a depth to the waist or to the chest, and the leader with a volleyball goes to the middle. At the command of the leader, the driver tries to hit the players with the ball. The one at whom the ball flies quickly sinks into the water. The player who did not have time to do this and was touched by the ball replaces the driver. If more than ten people are playing, you can choose two owners.
"TRAIN IN THE TUNNEL"
The players depict a "train": they stand one after another, putting their hands on the belt of the person in front. The train is slowly moving forward. Two guys, holding hands and lifting them up, form a "tunnel". To "drive through the tunnel", the players alternately plunge headlong into the water. After the "train" passes through the "tunnel", the players representing the "tunnel" are attached to the end of the "train". two players, standing first, are separated from the "train" and form a new "tunnel".
FOR SWIMMERS
"HORSEMANS"
The guys are divided into pairs. One in a pair depicts a horse, and the other a rider. The "riders" sit on the shoulders of the "horses" and line up against each other chest-deep in the water. Then, on a signal, the judges approach and begin a "fight", during which the "riders" try to throw each other off the "horses". After that, the participants switch roles and the game continues. ("Horses" do not take part in the fight.) A rope can be used to fight - the "riders" take on its ends. In this case, each "rider" pulls the rope towards himself and tries to throw the opponent into the water.
"HUNTERS" AND "DUCKS"
The players are divided into two teams. They form two circles on the water at a depth above the shoulders. The players of the outer circle are called "hunters", and the players of the inner circle are called "ducks". "Hunters", throwing the ball to each other, try to knock them "ducks" at the opportunity. Those, escaping, dive into the water. After each hit, the "duck" leaves the circle. After a while, the guys switch roles. The team that manages to defeat the most players in a certain time wins.
PROTECT YOUR COMRADE
All players enter the water and stand in a circle in the center of which two players stand one behind the other. The task is to, by hitting the ball with your hands and head, try to "shoot" the player who is hiding behind the back of a friend protecting him. The player who managed to send the ball right on target replaces the defender standing in front. He takes a seat in the back. "Knocked out" takes a place in the general circle. The victory in the game is on the side of the one who managed to hold out longer in the center of the circle.
CROSSING WHITE
The players line up on the shore in a line facing the water. Before the game, the leader distributes to everyone a clean, dry sheet of paper. On a signal, the players enter the water and swim to the boat or flag, which is a landmark (20-30 m from the shore), and then return back. The first person to return the dry leaf to the leader wins. According to the rules of the game, you can’t interfere with a friend’s swim or deliberately splash a swimmer on the paper nearby.
FIGHT FOR THE BALL
The players line up in two lines and enter the water. The leader throws the ball, and the participants in the game try to master it and pass it to the player of their team; the other team tries to intercept the ball. The players with the longest possession of the ball win. You can hold the ball in your hands for no more than three seconds.
for outdoor games
for deaf and hard of hearing children
Compiled by: FC teacher
First qualifying
Play in the lives of children with hearing impairments.
The value of play in the development of a child with hearing impairment
In the life of a child with a hearing impairment, the role of the game is no less important than for a hearing preschooler, for whom it is the basis for the development of imagination, figurative thinking, verbal communication.
With the correct and consistent guidance of adults, the game becomes an important means of moral, mental and speech development deaf and hard of hearing children. Through the formation and enrichment of objective and play activities, it is possible to influence those aspects of the development of a deaf child who suffer from hearing loss.
For children with hearing impairment, people's attitudes, some norms of behavior are hidden, and often misunderstood by them. A negative role here is played by the lack of communication with children and adults, which is associated with a long stay in round-the-clock preschool institutions. By modeling the relationship of people, their actions, transferring the norms of behavior into games, it is possible to influence the assimilation by children in the form of a game of the simplest moral rules, which in other types of activity is comprehended mainly through speech at a later date and with great difficulty.
The selection of topics, the definition of the content of games expand children's ideas about the world around them and those aspects of reality that are inaccessible in Everyday life. In the process of actions with objects and toys, their purpose, properties and relationships are most fully known. In this regard, the role of the didactic game is great, which is given considerable attention in the process of education and training.
Play, as the leading line of development in preschool age, has the most important feature that distinguishes it from other types of activity - in it the child masters the mechanism of substitution. In the game, “the semantic side of the word is dominant, determining its behavior” (L. S. Vygotsky), in the game, the meaning is separated from the real thing. This process is very important for the child's practical mastery of the symbolic function of the word. In a hearing child, this process proceeds spontaneously, object-effective substitution is associated with speech, since an adult always names the actions performed with the toy. For children with hearing impairments, mastering substitution requires special methodological guidance from adults.
In the game, children can most naturally assimilate the meanings of words and phrases, form subject relatedness, which will allow in the future, in the process of systematic development of speech, to increase the level of working out the meanings. During the game, children come into contact about toys, so their communication can be most motivated and naturally organized here.
As observations show, despite the important role of the game in enriching the development of children with hearing impairment, it does not take its proper place in preschool institutions. It is possible that the reasons lie in the following: a) ignorance by educators of the features of the play activities of deaf and hard of hearing preschoolers; transfer to kindergartens for children with hearing impairments of the ways of managing the game, which are typical for mass institutions; b) communication difficulties in the process of playing with children with a low level of speech development; c) the attitude towards the game on the part of deaf teachers as a secondary activity in comparison with the formation of speech, the development auditory perception.
Hearing loss and the associated delay in speech development, low communication needs adversely affect the development of objective and play activities (A. A. Kataeva, G. L. Vygodskaya). The later terms of the formation of actions with objects determine the originality and low level of play, the delay in its terms in comparison with the games of hearing children. Despite the fact that deaf children are interested in the game and play willingly, their games are longer than those of hearing children, they linger at the subject-procedural level. They are much poorer in content and reflect mostly well-known everyday activities.
Children with hearing impairments often reproduce minor, mostly objective details in games, without reflecting essential elements, without comprehending internal semantic relationships. There is a tendency towards a monotonous, mechanical repetition of familiar games. Difficulties in play substitution are most typical for children with hearing loss, when play actions are transferred to objects that perform other functions in everyday life. It is very difficult to get distracted from this subject, to transfer the word to a new situation that is not typical for use (for example, to use a stick as a thermometer), since the word long time was assigned to one subject. A full-fledged role-playing game, involving the construction and variation of the plot, the assimilation of role-playing behavior and role-playing relationships, the use of substitute objects, does not appear in most children with hearing impairments even at older preschool age. For most untrained deaf children, games that include story elements are typical. Some of the hearing-impaired children with extended speech have a plot game by the end of the preschool period.
Difficulties in the spontaneous development of play activity necessitate special methodological guidance.
Conditions for the formation of the game of preschoolers with hearing impairments
The management of games takes place in the process of free activity of children, as well as in special classes. Program (Program for Special Preschools: Parenting and Teaching Deaf Children preschool age.- M., 1991) provides training in role-playing, didactic and outdoor games. Due to the great educational and educational significance of the role-playing game, most of the study time is allotted to it (at least two lessons per week in all years of study).
The task of the didactic game is to teach children to correctly, fully and accurately perceive objects, their properties and relationships (size, shape, color, spatial relationships, etc.), to form sensory standards. The didactic game stimulates mental development, promotes the mastery of various activities (drawing, design) and the expansion of ideas about the world around. This type of game is held in special classes once a week throughout all years of study. In addition to special game classes, a didactic game as a methodological technique is also used in other classes: in visual activity, familiarization with the outside world, speech development, the formation of elementary mathematical concepts, etc.
Outdoor games based on the active motor actions of children contribute not only to physical education. In them, there is a game reincarnation in animals, imitation of the labor actions of people. Special classes are devoted to outdoor games only in the first years of study, but they are mainly held in physical education classes, on walks, in free time.
In addition to special classes, time is allocated during the day for organizing role-playing, didactic, outdoor, construction games, games with sand, water, and snow are held on the site.
The successful organization of games is impossible without the arrangement of play corners in groups, which include racks with toys, as well as carpeting, where some of the toys are placed. In the play corners, classes are held on plot-role-playing and didactic games and free games for children are organized. The equipment of the play corners should be appropriate for the age of the children and the main tasks of the play activity at each stage of education. (Pedagogical requirements and age-specific toys: Guidelines.- M., 1987.)
There are also signs with words and phrases denoting toys, game accessories, actions with them, and as the games become more complicated - the names of professions, labor actions of people, the designation of their relationships.
In the first year of study, toys are collected in the play corners that can arouse interest in the game, the desire to play. These are plot toys, medium-sized dolls and other toys: animals, carts, wheelchairs, cubes, cars of various sizes, large building material. These toys are placed on the lower shelves where a small child can take them. There are also didactic toys: pyramids, nesting dolls, tabs. On the upper shelves are various lotos, paired pictures, mosaics that are used in didactic games.
For dramatization games, it is necessary to have a set of costumes, attributes, layouts that are not intended for permanent use and are stored separately. For theatrical games, it is important to have a table puppet theater, a screen.
To equip outdoor games, several dolls, a horse, a wheelchair, reins should be allocated, as well as special toys for sand, snow, water (molds, scoops, shovels, buckets, watering cans, etc.) should be provided.
As children learn to play, the requirements change. So, in the second year of study, the main attention is paid to toys for story games (“Shop”, “Hospital”, etc.). The necessary accessories for these games are selected: aprons, headbands, hats, bathrobes. An apartment for dolls is being equipped - a dining room, a bedroom - and furnished with appropriate furniture. In the play corner, a garage is being built from building material. The number of board games is on the rise. Additionally, balls, skittles, cerso, turntables are used for walking.
In older groups, it is necessary to organize zones for the deployment of household games, where children could cook, wash, iron. In connection with the expansion of the theme of the games, a place is allocated, and attributes are selected for organizing the games "Hairdresser",
"Our street", "Zoo", "Studio", "School". After mastering a certain game, the content of the game corner changes, attributes for a new game are selected. Dolls in national costumes appear. Older children willingly play with small dolls, animal figurines, soldiers. In connection with the complication of didactic games in the play corners, a greater number of collapsible toys (houses, cars, trains), mosaic panels, plastic designers appear; the number of board games is increasing (“Catch a fish”, “Flying caps”, various lotto themes, “Table hockey (football)”, “Driving”, etc.).
Observations show that toys in play corners are often not age appropriate. They are placed incorrectly, making them difficult to use (very high or in boxes that children cannot remove from). It should be remembered that in cases of improper placement of toys, children with hearing loss due to speech difficulties often do not turn to the teacher with a request for toys. This circumstance may adversely affect their independent play. Quite often, there is an insufficient number of toys for the simultaneous games of all children.
For the effective formation of the game, it is important that their topics and content are connected with other sections of the program: familiarization with the outside world, visual activity and design, labor, speech development. Such a relationship will provide preparation for games: accumulate the necessary ideas, prepare attributes, clarify and activate speech material. At the same time, the content of the games is enriched by attracting similar topics in other classes.
Close links can be established between the game and speech development classes, when the deaf teacher conducts conversations about children's games, stories are compiled, home-made books are prepared in which children illustrate the content of the games. The speech material of the games is specified, included in different kinds speech activity, which ensures its assimilation and creates the prerequisites for using it in the game.
This type of games, like dramatization games, implies a close relationship between the teacher of the deaf and the educator, since the basis for staging is the fairy tales that the children met in the speech development classes.
The most important condition for the formation of the game of deaf and hard of hearing preschoolers is their consistent guidance from the educator. Carrying out this guidance in various forms: in the classroom, in the free activities of children, during leisure and holidays, the educator focuses on the tasks of teaching the game of children of a given age and the capabilities of each child. With some children, he plays with toys, shows them various ways actions with them, helps others to come up with a plot and find substitute objects, demonstrates the performance of various roles, and helps the participants in the game to communicate.
Deaf and hard of hearing children for a long time remain helpless in developing games, introducing new elements, playing out their life experience, so the participation of the educator is very important at all stages. At the same time, it must be taken into account that the child's play is of a personal, intimate nature, he must be its initiator, and the excessively active intervention of the educator, imposing other actions on the child can destroy the game.
It is also important to remember that even in cases where learning to play is carried out in the classroom, these are classes of a special kind, involving a special emotional mood educator, free, liberated state of children; the standards and requirements of other occupations are inapplicable to them.
Methods and techniques for the formation of the game
The method of teaching children with hearing impairments to play is based on the patterns of play of hearing children, it takes into account the features inherent in preschoolers with hearing impairments. (Vygodskaya G.L. Teaching deaf preschoolers role-playing games. - M., 1975.)
When working with children of preschool age, it is important to arouse interest in games, a desire to play, learn object actions with toys, and teach them to transfer actions performed with some toys to others. At this stage, the prerequisites for the future story game are laid. In most cases, deaf and hard of hearing babies do not know how to play with story toys, but are limited to manipulation, that is, they turn toys, shift them from place to place, roll cars aimlessly or drive dolls around the room. Games are short-lived and end quickly.
The teacher draws the attention of children to toys, forms object actions, shows different ways of acting with one toy. Objective actions are understood as “historically formed social methods of their use assigned to individual objects” (D. B. Elkonin).
Object actions are a necessary prerequisite for the game. At the initial stages, the game action is associated with an object, the role of which is the plot toy: a doll, a bunny, a car; actions such as “walk”, “shake”, “ride” are performed with them. The involvement of other plot toys - dishes, clothes, etc. allows you to increase the number of game actions. At this stage of teaching the game, the main attention is directed to the deployment and designation of conditional objective actions in the game. The teacher shows different ways of acting with one toy. In some classes, he shows children how to feed a doll, fixing their attention on objective actions: how to properly use a spoon, cup, napkin. In other classes, the doll is walked, put to bed, etc.
Small child does not know how to perform game actions to imitate the educator. Therefore, he is first taught to perform associated actions, that is, when the child simultaneously performs the same actions with a similar toy. In some cases, acting with one toy, the educator teaches him to reproduce the actions reflected, following him, alternating the actions of the child with his own display, and at some moments controlling the baby's hand.
The teacher encourages children to carefully consider toys, compare them, developing attention, memory. The main toys used at this stage are dolls, animal toys: a bear, a bunny, a dog, a cat, cars, balls, cubes, clothes, furniture, dishes for dolls. Before the eyes of the children, several simple plots are gradually combined (the doll was fed and put to sleep; the doll ate and sat down to watch TV, etc.). It is very important that children bring their own elements to the games demonstrated earlier by the teacher. So, the teacher approves the actions of the girl, who, after feeding the doll, took her in her arms before putting her to sleep.
An indicator of the effectiveness of games and actions with plot toys conducted with children is the situation when children play on their own in the play corner, and at home with their favorite toys. In order to further teach children to play together, it is advisable to conduct games where they act in pairs: games with a ball, jump rope, etc.
Object-playing actions can be associated with elements of construction games: the construction of houses by the educator with the participation of children, a garage, stairs; beating them, including them in games with plot toys. It is also appropriate at this stage to associate actions with plot toys with games with water, sand on the site (for example, make pies for dolls out of sand, bathe dolls, catch fish, etc.).
The most important condition for the correct organization of actions with plot toys is the constant use of speech: all game situations are accompanied by oral speech, some words and phrases that are important for mastering actions with toys are recorded on tablets and “read” (i.e., spoken out) in the process of demonstrating toys and actions with them ("It's a doll. Feed the doll. The doll is eating"). The special emotional environment for learning to play, the actions of children with toys can contribute to the rapid memorization of words compared to other activities, the reproduction of babbling words (lyalya, meow, av-av, bang, etc.), the contour of words, individual syllables, combinations of sounds. It is very important for the educator to “pick up” these words, to fix them in the child’s speech. It is the game, like no other type of activity, that stimulates the child to learn the names of those toys and objects, actions that go through his own experience.
The games of deaf and hard of hearing children of primary preschool age are characterized by the expansion of the number of plot toys and actions with them, the display in games of what children see in the life around them. Games become longer, actions with toys become more detailed. Separate game actions are being replaced by a game in which actions familiar to children are united by a common plot. Since the life experience of deaf children is limited, they do not know how to see and convey the most significant in the game, games are preceded by observations of the everyday activities of adults - a nanny, a cook, and the objects they use; children learn with the help of a teacher to imitate them. Games are organized in which children wash doll linen, undress and dress the doll, bathe it, cook dinner for it, etc. Such games are preceded, in addition to observations, by looking at pictures, talking with children, playing with attributes. As a methodological technique, imitation of the teacher's actions is used: he shows the correct sequence of game actions that children will reproduce in the future. When reproducing more accurate, detailed actions in the game, children with hearing impairments very often begin to replace play actions with labor ones. So, for example, when washing clothes for a doll, they are carried away by the sequence of actions, forgetting about the purpose of washing. This fact should be in the field of view of the educator: he should draw the attention of children to the attitude towards the doll, i.e., do not forget about the purpose and motives of play actions.
With the expansion of ideas about the environment, the accumulation of experience in games, the possibilities of communication expand. However, the communication of children with hearing impairments in games is very limited due to the lack of the necessary speech means. The teacher includes in the games, initially in those that he conducts himself, the necessary words and expressions, shows the scope of their use. It is necessary to carefully select the most important speech means for a given game situation, otherwise, as is often observed, the lesson turns into the repetition of countless words, the emotional mood disappears and the game ceases to attract children. The games should reflect the speech material that is familiar from other activities (acquaintance with the outside world, speech development). Applied to younger preschoolers these are promptings, messages, questions (“We will bathe the doll. Give me soap. Give me a towel. Wash your hands (face). Wipe ... The doll is clean ...”). The teacher helps children to use certain expressions, shows how to use them.
The accumulation of play experience in children, the development of various actions with story toys makes it possible to complicate play actions by introducing substitute objects, in the role of which polyfunctional game material is most often used - objects that do not have a strictly fixed functional purpose (sticks, sticks, ribbons, pieces of paper and etc.). As noted above, children with hearing loss in games prefer to use story toys and do not seek to find and use substitute objects. In hearing children, the transition to actions with substitute objects indicates their awareness of the functional purpose of the object, the freedom to operate with a word, and the separation of the action from the object. As actions develop with substitute objects, and later with imaginary objects, they develop speech substitution.
The work of teaching children with hearing loss to use substitute objects involves a certain sequence and depends on the level of development of children's play (G. L. Vygodskaya). When the teacher just starts teaching games using substitutes, he demonstrates the action with a real object (comb, soap, thermometer). Only then, in the absence of this object, a suitable object is searched for and renamed (for example, a stick, a bar - it will be a comb ... They lost the comb ... There is nothing to comb the doll ...), the action with it is demonstrated.
As children accumulate experience in actions with substitute objects and assimilate the meaning of their use, the teacher shows actions only with a real object, together with the children looks for a substitute object and designates it with a new name, but does not demonstrate actions with it. At the senior preschool age, a simple indication of the possibility of using any polyfunctional object as a plot toy is already enough (for example, this stick will be a thermometer). It should be remembered that the replacement object must resemble the real object, especially at first. Children with hearing impairments find it more difficult to accept a familiar object with a fixed function as a substitute than an unfamiliar multifunctional object.
So, using a stick as a thermometer is more appropriate than using a pen or pencil. Before introducing a conditional object, you need to be sure that the children have mastered the actions with the real object well and that they understand the object correlation of the word (for example, they used a real or toy thermometer in games, used a spoon when feeding a doll, etc.). As observations show, educators often do not use favorable opportunities to include substitute items in games. It should be remembered that not only objects can be replaced, but also deployed actions, as well as playing space. For example, for the game “Room”, a line is drawn with chalk, some interior details are indicated and it is reported that there will be a room (clinic, etc.) here.
Thus, in working with deaf and hard of hearing children aged two to four years, the main attention is paid to their mastery of the structure and sequence of object-play actions as a way of building a game, where the basis of the game is a real object action imitated through actions with a game. subject. Games such as "Doll Day", "Doll Sick", "Laundry", "Bathing the Doll", etc. are held.
Another way to build and enrich the game is role-playing behavior. With this method of building the game, the main character in the plot is the character whose characteristic behavior the child imitates, subordinating object-play actions to him. At the previous stages of the development of the game, there is no explicit acceptance of the role yet, a number of actions are reproduced (they feed, treat the doll, build a house, etc.), however, the role is implicitly contained in the actions associated with the plot toy. As the game develops, the teacher calls, designates the role with a word. Demonstrating certain object-game actions, fixing attention on relationships, people's feelings, he emphasizes the features of the implementation of each new role. Difficulties in verbal designation of the role, insufficient understanding of the relationships between people by children should encourage the educator to accumulate a lot of impressions about the activities of adults, first those that surround the child: nannies, teachers, cooks, drivers, and then those with whom children meet less often: a seller, a hairdresser , doctor. It is very important that the observations made in the gaming activity are supported by the content of other classes: observations, looking at pictures in the classes on familiarization with the outside world, practicing vocabulary in the classes on the development of speech that are relevant in terms of subject matter.
The expansion of ideas about the professional employment of people occurs in various ways: first of all, special observations are organized over the activities of, for example, a cook. Having explained that the cook (Aunt Valya) will prepare dinner for all the children, you need to carefully inspect the kitchen: stove, refrigerator, tables. The teacher fixes attention on the actions of the cook (cooks soup, washes, cuts, puts meat, vegetables in the pan, etc.). However, such observations are not enough for children to be able to fulfill this role in games. Their ideas can be expanded by looking at pictures, transparencies, in the process of conversation, specifying the names of attributes, the actions of the cook: “What did the cook do first? What do you need to make soup? Next, you can play around plot toys (stove, kitchen utensils, etc.). This will clarify the structure of game actions, the necessity and correctness of using various items, and master them even before being included in the story game. It is advisable to conduct a didactic game "Who needs what?".
Only after this preliminary work, the teacher organizes the game on new topic participating in it as one of the actors. In order to show the play possibilities of all roles, the educator next time plays a different role. Otherwise, children will reproduce repetitive stereotypical play actions. Mastering new game, more and more children play the same roles. The task of the educator is to suggest how to diversify the game actions, what new faces can participate in the game, what new attributes, substitute items can be introduced. The teacher makes sure that the children strive to master familiar roles during games in their free time.
It should be remembered that for children, mastering a role is associated with actions with appropriate objects, plot toys. Therefore, firstly, it is important to monitor the presence of toys associated with a particular role, and secondly, by stimulating actions with toys, suggest which role the child can choose (“You have a steering wheel. Who will you be? Are you a driver?” ). Many children reproduce actions, understanding their meaning, but not knowing the appropriate words and expressions (driver, cook, dressmaker). Therefore, it is important to reflect this vocabulary on the plates, placing them next to sets of toys and attributes (the cook works in the kitchen, the cook cooks: cooks soup, fries). The presence of such material will help the child identify his actions, talk about his games and, most importantly, communicate with other children, performing a particular role. In connection with the development of roles in games by children (doctor, driver, cook, dressmaker, etc.), it is necessary to have game attributes: hats, aprons, bathrobes, handbags.
However, when performing certain roles, it is not enough just to reproduce game actions. At older preschool age, the game is built not only on the image of people's activities, but also on the transfer of their relationships. The educator, first of all, reproduces the feelings, attitudes of people, performing roles in the game and fixing the attention of children on this (“The doctor takes care of the patient. The seller is polite with customers,” etc.). Evaluating the performance of roles by one or another child together with the children, the teacher emphasizes how he treats other participants in the game (“Alyosha is a good driver. He took care of the passengers. He helped mother and daughter get on the bus”). For children, the distribution of roles is always difficult, so the teacher helps them. He makes sure that the most active do not repeatedly play the same roles, so that the shy, as well as children with poor speech, can feel confident in the main roles. However, this should be done delicately, taking into account the desire of children, taking into account the peculiarities of their characters. You should not dictate and impose a role that the child does not like.
In the course of mastering children's roles in a variety of games, they should be saturated with complex elements, raising the game to a higher level. For this, substitute objects are included, actions are used in an imaginary plan.
Children are very fond of ringing an imaginary bell, wiping their feet on an imaginary rug, flipping an imaginary switch. However, only those actions that are well learned in everyday life, understandable in meaning and accessible to all children can become imaginary.
At older preschool age, games become longer, continue for several weeks, changing, enriching with new elements; the range of actors and reflected phenomena is expanding. At this stage, mastering the methods of constructing a plot takes place. Most often, children play games such as "Barbershop", "City", "At the doctor's", "At the post office", "School", "Atelier", etc.
In these games, a number of stories are combined (for example, a child’s illness, a doctor’s arrival, the actions of parents, a visit to a clinic, a visit to a store and buying a gift for a grandmother, coming to kindergarten). All children participate in such collective games, since this requires a careful selection of speech means, their preliminary clarification.
The teacher teaches children to replenish games with new impressions and knowledge, reflect the work of people, their feelings and relationships, develop the plot, rebuild it. Such a game involves the inclusion of elements of planning, communication of children, the fulfillment of a role, its assessment. The game should be prepared both in terms of content and in terms of speech design. Children should know the names of games, characters, be able to distribute roles.
Preparation for the game lasts several days, is carried out both in the lessons of the game, and in free time, on walks and is closely related to the material of other classes. Conditionally, the following stages in preparation for a role-playing game can be distinguished:
preparation for the excursion (determination by the educator of its goal, selection of objects of observation, selection of speech material that will be reported during the excursion);
conducting an excursion, performing actions during the excursion (buying a gift for one of the children, sending letters and postcards, etc.);
a conversation about the impressions of the excursion, expanding the ideas of children in the process of looking at pictures, books, albums; clarification and activation of the necessary speech material;
consolidation of children's knowledge in the process of drawing, didactic or outdoor games;
playing plot toys, selection of substitute items; production of necessary attributes;
determination of the concept of the upcoming game, planning of its stages, distribution of roles;
conducting a collective game with the participation of a teacher;
expression of direct impressions of the game, the performance of roles by children.
A complex role-playing game requires children to master the speech material related both to the organization of the game and its content. They should learn the terminological dictionary that is characteristic of gaming activities (the game is called “Who do you want to be?”; the words: “role”, “costume”, “as if”, etc.). These words and expressions can be picked up from the dictionary for the game program. The constant use of these speech units contributes to their assimilation by children. In mastering the speech material related to a certain topic, a teacher of the deaf can provide significant assistance to the educator, planning classes on the development of speech that are close in subject matter. The systematic expansion of the vocabulary on this topic, the clarification and concretization of the meaning of the word, the development of its structure, the activation in various contexts will help during the game to focus on its content side.
In addition to role-playing games, the program contains dramatization games. Mastering them is connected with acquaintance with fairy tales: "Turnip", "Kolobok", "Teremok", "Three little pigs", "Little Red Riding Hood". Preparation for such games requires the participation of a teacher of the deaf, as children get acquainted with the texts of fairy tales in speech development classes. Initially, an emotional storytelling is carried out with a demonstration of the characters and their actions (showing pictures, filmstrips, using puppet theater); along the way, the meanings of unfamiliar words are clarified, a conversation is held. Then the plot of the tale is reproduced through reading, re-telling by children. And only when the fairy tale is clear to all children, the teacher transfers it to the game. The actions of the characters and their sequence are clarified; costumes and attributes of the game are selected, roles are distributed. As we can see, the role of the teacher of the deaf in teaching deaf and hard of hearing preschoolers to play is quite large. Thus, the daily management of gaming activities helps to form a creative attitude to reality, the development of imagination. When creating adequate conditions and proper organization in the game, a correction occurs, both for individual mental functions and for the personality of the child as a whole.
MOBILE GAMES FOR DEAF AND HARD OF HEARING CHILDREN
Lack of auditory sensations, dysfunction of the vestibular apparatus, insufficient speech development make it difficult for a deaf or hard of hearing child to perceive the world and limit his ability to communicate with others, which affects his health, psychomotor and physical development. Hearing impaired children often have comorbidities and secondary abnormalities. This can manifest itself in frequent colds, general weakness of the body, low performance, fatigue, poor posture, lag in the development of basic physical qualities: muscle strength, speed, flexibility, endurance. Unlike healthy children, deaf and hearing-impaired children learn new movements more difficultly and longer due to insufficient speech development, experiencing difficulties in accuracy and coordination of actions, maintaining static and dynamic balance, and reproducing a given rhythm of movements. In addition, they are worse oriented in space. The instability of attention, slow and unstable memorization, limited speech, a small vocabulary, the inability to adequately perceive and imagine, which are characteristic of these children, require special approach when selecting, organizing and conducting outdoor games for them.
Since compensation for hearing loss is usually due to vision, it is important to try to use this feature when organizing play activities with deaf and hard of hearing children. The child must see what he has to do, therefore, the display of movements (direction, pace, speed, sequence of actions, movement routes, etc.) must be especially accurate and must be accompanied by verbal instructions (explanation, indication, command, etc.) .). In this case, special attention should be paid to two points:
- Children should be able to see well the movements of the lips, facial expressions, gestures.
you are the speaker.
- When shown, children should repeat the task aloud.
The leader (counselor, instructor, teacher, methodologist or parent) must be absolutely sure that each participant in the game has understood its rules.
A well-thought-out, well-organized outdoor game creates favorable conditions for children's verbal communication, expands the range of motor abilities, enriches vocabulary, develops mental qualities, teaches the child to conscious behavior, stimulates initiative and independence, and corrects psychomotor disorders.
1. “Three elements. Earth. Water. Air"
Target
: development of attention.
Number of players
can be anything.
Instruction.
The players are placed in a circle, the leader calls the word:
"Earth" - the players assume the position: hands to the sides;
"Air" - the players perform circular movements with their hands back;
"Water" - movements imitating waves are performed.
The player who breaks the rules is out of the game. The one who remains in the circle last wins.
Guidelines.
The intensity of the game is regulated by the pace of pronunciation of the words-tasks by the leader.
Option
Target:
development of speed of reaction, attention and ingenuity.Instruction.
The site is divided into three zones-
"Water", "Earth", "Air". The host calls an object (for example, an airplane), the players run to the zone denoting "Air".The word "boat"-
the players run to the "Water" zone.The word "tree"-
the players run to the "Earth" zone.The player who violates the rules is out of the game or receives a penalty point. The last remaining participant (or the one with the fewest points) wins.Methodical instructions.
The load is regulated by changing modes of movement: walking, running, jumping, etc.
2. "Typewriter"
Target:
development vocabulary.
Instruction.
Players or teams are offered a word (for example, "competition"), the participants in the game must make new words from the letters of this word. The winner is the one who "prints" more words.
Methodical instructions.
The game is recommended to play in the evening or in bad weather.
3. "Forbidden color"
Target:
development of speed of motor reaction, attention, skills of counting and pronunciation of words, the ability to distinguish the color and shape of geometric shapes.
Number of players - 6-8.
Inventory:
30-40 multi-colored geometric shapes cut out of cardboard (squares, circles, triangles, rectangles).
Instruction.
Geometric shapes are scattered across the playground. The facilitator calls the color (for example, red). At the signal, the players must collect as many pieces of the specified color as possible. Whoever has the most wins.
Options
Collect only circles (color doesn't matter).
Assemble red triangles. Assemble as many as possible of any shapes, except for green ones. Other options are also possible.
Guidelines
The winner of any version of the game demonstrates his result by counting the collected figures aloud, and then aloud (together with the leader) naming them (square, triangle, etc.). The color of the figures is also called aloud (red, blue, yellow, etc.).
The playground must be large enough to ensure the safety of the players and prevent children from colliding with each other when collecting pieces.
4. "Mirror"
Target:
development of attention and imagination, training in memorizing the sequence of movements.
The number of players can be any.
Instruction.
The players are freely located on the court and perform the following tasks:
Repetition of single movements after the leader.
The players must reproduce several movements in a given sequence.
The host calls an animal, bird, insect or fish, and the players imitate the movements of this animal.
Methodical instructions.
The best player is determined by a general vote and is awarded a prize or prize points.
5. "Rope"
Purpose: development of imagination, fantasy, fine motor skills, coordination abilities.
The number of players is 10-12.
Inventory:
rope or rope at least 1.5 meters in length.
Instruction.
The leader distributes a rope to each player and gives the team a task - “draw” certain figure, for example: a ladder, a snake, a little man, a house, a boat, a Christmas tree, etc. The team with the most accurate representation wins.
Methodical instructions.
The load can be increased if the game is played in the form of a relay race with movements from the starting point to the “drawing” place.
6. "Catch up with me"
Target:
development of attention, acquisition of skills of catching and passing the ball, development of the ability to navigate in space.
Number of players - 10-14.
Inventory:
two basketballs.
Instruction.
The players are arranged in a circle, and the players of both teams alternate. The game uses two balls. In the initial position, the balls are located on opposite sides of the circle. At the command of the driver, the players simultaneously pass the balls to the right (or left), trying to make the ball of one of the teams catch up with the ball of the other team. If a team catches up with the other, the winner is awarded a point.
Guidelines
The game is repeated several times.
The team with the most points wins.
7. "Catch the ball" Target: development of attention, memory, acquisition of skills in throws and catching the ball.
The number of players can be any.
Inventory:
one medium sized ball.
Instruction.
The players sit in a circle. The driver is in the center. Throwing up the ball, he calls the name of the player. The named player must catch the ball. If he caught him, then he returns to his place, but if he didn’t catch him, then he changes place with the driver. The winner is the one who was the least leading.
Guidelines
The pace of the game depends on the number of participants standing in a circle.
If the players do not know each other, then before the start of the game they need to be introduced to each other: each in turn calls his name, and the whole group repeats it in unison.
Players are free to move around the circle.
8. "Color sticks"
Purpose: development of dexterity and orientation by color, skills of collective action, fantasy and imagination.
The number of players is arbitrary.
Inventory:
sticks - felt-tip pens with a variety of colors without rods.
Instruction.
The players stand facing each other at a distance of 3 meters. A large number of sticks are scattered on the platform in front of them. At the command of the driver, the children collect blue sticks (green, red, etc.) and line up again.
The line that has the most sticks collected and no errors in choosing a given color wins.
Methodical instructions.
The sticks are scattered over a large area, the players are warned about safety.
Options
Sticks are collected regardless of color. The players must say which color sticks they have more (less).
Each player “draws” a given figure from sticks (a Christmas tree, a boat, a house, etc.) or a figure invented by him. It is estimated: who will “draw” the figure more beautifully.
Command execution of a self-invented “drawing” of sticks given by wiu. The beauty of the "drawing" and communication in the team when performing the task are evaluated.
9. "Clock"
Target:
development of attention, thinking, orientation in time, consolidation of knowledge.
Instruction.
The players, depicting the dial, stand in a circle facing the leader, who is in the center of the circle.
Players are counted on 1-12, which corresponds to the clock. The facilitator should name the time, for example 11 o'clock. The player or all players who received this figure during the calculation must clap their hands. If the host calls the number 22, then the participant or participants with the number 11 clap 2 times. For an incorrect answer, the player is penalized with a penalty point or must perform an exercise.
Methodical instructions.
The intensity of the game is regulated by the pace of pronouncing the leading numbers - tasks.
Game options
10. "Month"
Players are calculated for 1-12 (according to the number of months in a year):
a) if the host calls, for example, the number "five" - the player or players with the corresponding number clap their hands and pronounce the name of the month;
b) if the host calls, for example, "June", the player or players corresponding to the number "6" clap their hands.
11. "Days of the week"
Players are calculated for 1-7, respectively, the names of the days of the week. The host calls the number "6". Players with the number "6" clap their hands and say the word "Saturday", etc.
12. "Raise your hand"
Target:
attention development.
The number of players is not limited.
Instruction.
The players sit in a circle, facing the center. The leader is inside the circle. As soon as the host touches one of the players with his hand, the players standing next to the left and right raise their hands closer to the specified player: the player on the right - left hand, player left - right hand. If the player makes a mistake, he receives penalty points. The one with the fewest penalty points wins.
methodical
instructions. The intensity of the game is controlled by the pace of the lead players touching.
13. "Stand in line"
Target:
development of attention and motor qualities - dexterity and strength.
The two teams are distributed equally.
Inventory:
rope.
Instruction.
Teams line up in a column along a rope lying on the floor. The leader stands at the middle of the rope. At the command of the host "March!" Teams begin to pull the rope. The leader at this time holds him by the middle. When the leader gives a prearranged signal (raised hand, kick, etc.), both teams must line up in a given place.
The winner is the team that completes the formation in the line faster and more accurately.
Methodical instructions.
The leader must observe safety precautions by performing insurance (holding the rope) until all participants release the rope for formation.
Options
After pulling, build in a “column” or “in a line”. A verbal instruction is given before the tug-of-war signal.
Before the signal "March!" the players perform physical exercises / removals after the leader.
14. "Catch Barmaley"
- story game
Target:
development of balance, dexterity, will and coordination of collective actions.
The number of participants is arbitrary.
Inventory:
gymnastic benches, gymnastic wall and mats (for insurance), horizontally fixed ropes.
Instruction. IN
in the hall, benches are installed in an inclined position at different angles, horizontal benches with a wide and narrow support, swinging benches, horizontal ropes at a height of 0.5 meters.
Before the game, the presenter, together with the players, recalls the plot of the works of K. Chukovsky “Barmaley” and “Doctor Aibolit”. The task of the players is to overcome all the "obstacles" (pass, crawl, climb, maintain balance) with the whole team, find Barmaley and catch him (the role of Barmaley is played by the second leader).
Methodical instructions.
Provide insurance.
Outdoor games on the water
In the first lessons, games help to overcome feelings of insecurity and fear, more quickly adapt to water and master all the preparatory actions for swimming (T.I. Osokina, 1991). Games are selected in accordance with the educational task set and the conditions for conducting classes (depth, site equipment, water temperature). It is important that all children in the water participate in the game. An adult (teacher, counselor) should choose a convenient place to manage the game, allowing you to constantly watch the players and come to their aid at any time. All new tasks are explained on land, when the attention of the children is focused on the instructor.
It is necessary to take into account the specifics of the state and behavior
childrenand form a group taking into account their main defect.
15. "Do as I do"
Target:
acquaintance with water, mastering the ways of moving in water, overcoming fear of water.
From 4 to 15 children can participate in the game at the same time; depending on their ability to swim.
Instruction.
The players are located in one line in the water along the end side of the pool with their backs to it, the instructor is on the opposite side. On command, a line of children begins to move towards the instructor, diving under the lane dividers and repeating the movements that the teacher shows them (walking, running, walking with a forward inclination and alternating strokes, jumping, etc.). The participant with the fewest mistakes wins.
Methodical instructions.
The selection of "teams" is carried out differentially, depending on the characteristics of the disease in children.
16. "Rubber ball"
Target:
teaching children to exhale and inhale in water.
The number of players is 4-10.
Inventory:
rubber balls (or other non-sinking objects).
Instruction.
The game is played on the shallow part of the pool (reservoir). Each participant is given a ball (or other pettonous object). On command, the children put the balls on the water and blow on them, trying to drive them as far as possible in one breath. The one whose ball sails the farthest wins.
Methodical instructions.
During this game, the instructor should be very careful about the safety of children, especially if they do not yet know how to swim.
17. Diving
Target:
familiarizing children with water and overcoming fear of it.
Number of players - 6-15.
Inventory:
light bright ball.
Instruction. IN
In the shallow part of the pool (reservoir), floats mark a circle with a diameter of 5-6 meters. Children are placed in a circle, performing the role of dives. Behind the circle - the same number of hunters. Hunters throw each other light color the ball and, unexpectedly for the divers, they throw the ball into a circle, trying to hit one of them. The only salvation for diving is to quickly dive headlong into the water.
Guidelines
Each hit of the ball takes the diver out of the circle.
The game is played for a while, after 5 minutes the dives and the hunters change roles.
The team with the most players left wins.
18. Divers
Target:
teaching children the art of diving and navigating underwater.
Number of players - 6-8.
Inventory:
10-15 colored plates or other sinking items.
Instruction.
Bright plates are thrown at the bottom of a shallow pool (reservoir), which are clearly visible in the water. On a signal, the children dive and try to collect as many plates as possible in a certain time (30 seconds). The one with the most bowls wins.
Option: mooicuo scatter plates of different colors along the bottom, then the divers are tasked with collecting plates of a certain color.Methodical instructions.
The instructor should pay special attention to ensuring the safety of the players.
19. Slalom
Target:
Teaching children the art of free movement
water.
Two teams playA
-8 people, with an equal number of boys and girls.
Inventory:
6 buoys.
Instruction.
Teams are built in a column one at a time. Three buoys at anchor are installed in front of the teams every 3 meters. On a signal, the first numbers swim forward, zigzag bypassing obstacles in their path, and return in a straight line. Having touched the second numbers with their hand, they send them on their way, etc. The team that finishes first wins.
Methodical instructions.
Teams should be approximately equal in strength (taking into account the diseases of each player).
20. "Tugs"
Target
: teaching children to move freely in the water.
From 8 to 20 can participate in the game at the same time.
Inventory:
bright buoys (at anchor) according to the number of competing teams.
Instruction.
Several teams compete4
-8 man-suits in each, with an equal number of boys and girls in the teams. The guys go into the water waist-deep and line up behind the start line in pairs - the girls, standing behind, hold the boys by the belt. Colored buoys are placed in front of each team at a distance of 10 meters. At the start signal, the first couples from each team go to the start. The boys float, transporting the girls as if in tow. The girls hold on to the belt of the swimmer with their hands, working hard with their legs. Having rounded the buoys, the "tugboats" return back and, with a touch of the hand, send the next pair to the start. 11 The first team to finish the race wins.
methodicalinstructions.
The relay game is very intense, so the instructor must carefully monitor the observance of the safety rules II by the condition of the children.
Literature
1. Golovchits L. A. Preschool deaf pedagogy: education and training of preschoolers with hearing impairments [Text]: Proc. allowance for students. higher textbook institutions / L. A. Golovchits. - M., 2001.
2. Evseev S. P., Shapkova L. V. Adaptive physical culture [Text]: Textbook for students of higher and secondary professional educational institutions implementing educational activities in specialties 022500 - Physical culture for persons with disabilities (adaptive physical culture) and 0323 - Adaptive physical culture / S. P. Evseev. - M., 2000.
3. Zaitseva G. L. Gesture speech. Dactylology [Text]: textbook. allowance for students. higher textbook institutions / G. L. Zaitseva. - M., 2000.
4. Corrective outdoor games and exercises for children with developmental disorders [Text] / Under the general. editorial prof. L. V. Shapkova. - M., 2002.
5. Special Pedagogy [Text]: Textbook for students of higher pedagogical education. institutions /L. I. Aksenova, B. A. Arkhipov, L. I. Belyakova and others; Ed. N.M. Nazarova - 2nd ed., stereotype - M., 2001.
6.Theory and organization of adaptive physical culture: Textbook. In 2 vols. T. I. Introduction to the specialty. History and general characteristics of adaptive physical culture [Text] / Ed. ed. prof. S. P. Evseeva. - M., 2003.
7.Technologies of physical culture and sports activities in adaptive physical culture [Text]: Proc. allowance / Authors-compilers O. E. Aksyonova, S. P. Evseev / Ed. S. P. Evseeva. - M., 2004. - S.168 - 173.
8. Private methods of adaptive physical culture [Text]: Textbook / Ed. L. V. Shapkova. - M., 2004.
Games for
preschool children with hearing loss
for the development of memory and attention
labyrinth
Target : develop visual perception, logical thinking, attention.
Equipment: a card with a labyrinth, a pencil.
Speech material:bee, jam, help the bee find the path in the maze to the jam, where is the bee flying?
Game progress
The teacher gives the child a card with a labyrinth and offers to find a path to the jam, help the bee. The child can first trace the tracks with a pencil, then only visually (Fig. 11).
Rice. . To the game "Labyrinth"
lockers
Objectives: to develop visual attention and memorization. Teach children to memorize the location of hidden objects and find them after a delay.
Equipment: cabinets with drawers, small toys, signs.
The teacher puts one of the lockers (of three or four drawers) on the table, examines it with the children. Then (at the first presentation of the game), without removing the locker from the children's field of vision, he hides a small toy or chip in one of the boxes. After performing these actions, the children are invited to find a toy, show the desired box (the signs “Let's play”, “Where?”, “Show”, “There” are used; the presentation of the signs is accompanied by natural gestures). The next Time, having hidden the toy, the teacher closes the locker with a screen and taps the table with his palm several times or slaps it together with the children. After that, he removes the screen and invites one of the children to show the box in which the toy is hidden.
Complication follows the path of increasing the number of boxes (up to ten) and increasing the delay time. You can remember the location of two objects at once, and after presenting the sample, remember where the paired toy lies. In this case, additional signs are introduced: “T what”, “Not like this”, “Where is this?”
^ Find a soul mate
Objectives: to teach children to recognize objects from one of its images, to memorize an object.
Speech material: names of objects, true, not true, what (who) is this?
^ Fig. To the game "Find a soul mate"
The teacher invites the children to look at the pictures (contour, black and white), name the objects depicted and pick up the tablets if these words are in the child's dictionary. Then the teacher offers a picture from the second set, in which the objects are shown on the reverse side. If there are difficulties in recognition, then the teacher presents the object itself to the children for examination, palpation, after which the games resume. If there are no problems, then the game continues. It is possible to complicate the game by increasing the delay (like "lotto with a delay"), introducing pictures with a more difficult to recognize angle.
Objectives: to teach children to recognize objects by a contour image, to memorize images.
Equipment: sets of paired pictures (subject and outline image).
Speech material: names of objects, such, not such, what (who) is this?
Equipment: lotto or paired pictures.
1 option. The teacher invites the children to play. A small number of pictures (from four to ten) are laid out in front of the children, the child examines his pictures, names them, the teacher offers to remember this row (“Look carefully and remember“). Then the pictures are offered to be turned upside down. After that, the teacher takes a picture, a paired picture from one of the children, and asks: “Who has this?” The child must remember if he has such a picture and in what place in the row it lies, show it by saying: “I have it.”
Complication: all available paired pictures are laid out face down. The teacher is the first to turn over first one, then another picture. If the pictures turn out to be paired, he puts them aside, explaining: "The same". If the pictures do not match, the teacher puts them back, turning them back upside down, and says: “Remember, here is a cat, and there is a tree.” Then the child enters the game in the same way, trying, if necessary, to remember where the picture he needed for the pair has already turned over. The game continues until all paired pictures have been distributed among the players. The one with the most pairs wins.
Option 2:
the task is similar, but only with signs. They can be on the same topic, or they can be from different topics.
Pick a word
Rice. . To the game "Pick the word"
Listen and remember
Goals: develop the ability to memorize a series of words, reproduce a given verbal sequence, develop attention.
Equipment: tablets with the names of objects, either on the same topic or on different ones.
Speech material: listen carefully, remember, name the words, then, who remembered? repeat.
Game progress
The teacher invites the children to play. Names the word and puts a sign. For example, "pyramid". Then he calls the second word - "ball" and puts this tablet after the first, forming a row. When three tablets are laid out, he turns them over and verbally reproduces: “Here is a pyramid, then a ball, then a boat. Who remembered? Repeat". The child repeats. Then the teacher lays out a new tablet and reads a new word, puts the tablet after the existing ones. And repeats the whole series from the beginning.
You can offer children tablets (one or two which they lay out one after another, lining up and remembering a row, then reproducing this row orally.
Complications:
words are taken from different topics;
The number of memorized words increases;
The game is played without signs, only by ear.
for the development of fine motor skills of the fingers
Catch the ball
Goals: develop motor skills of fingers, develop interest in communication in the game, follow exactly the instructions of an adult.
Equipment: groove, ball,
Speech material:ball, catch, roll, caught, did not catch, fell, well done.
Game progress
The teacher puts the ball on the groove, says: “Let's play! Look,” he puts the ball down the groove and turns to the child: “Catch!”. If the child fails to catch the ball, the teacher shows how to do it. After several repetitions of catching the ball by the child, the teacher gives him the ball and offers: “Katya!”. The child should, imitating the previously seen movements of the teacher, roll the ball along the groove, and the teacher should catch the ball at the other end of the groove. If the child fails to roll the ball, the teacher shows how to do it, after which the child again tries to independently roll the ball along the groove.
mosaics
Goals: development of fine motor skills of the fingers, teaching orientation on the plane, the ability to select colors by imitating the teacher or by verbal instructions.
Equipment: flat and three-dimensional mosaics according to the number of children.
Speech material:add a pattern, a mosaic, a drawing, the name of the objects shown in the picture, the names of the primary colors, there, next to it, left, right, one, one, two, two, three, four, five, etc.
Game progress.
Several options are possible. You can invite children to follow the teacher to make a certain pattern, pattern. Or you can just give the children the opportunity to collect own will, developing creativity, imagination.
You can offer children a picture with a pattern, a pattern and ask them to collect the same pattern or pattern from a mosaic.
For more developed children who know the names of the primary colors, you can offer to perform a drawing, a pattern according to the instructions given orally and on the tablets. For example: “Put two blue ones, then three green ones, one red one”, etc.
^
Move the toys
Goals: develop coordination of movements, consistency of movements of both hands, learn to take small objects.
Equipment: small items (chips, buttons, mosaics), trays, transparent tall bottles.
Speech material:do it, take it, drop it.
Game progress
It is advisable to play this game at the initial stages of upbringing and education of children.
Children sit at tables, in front of each child is a transparent bottle, to the right of him on a small tray are small items. The same items are on the teacher's desk. He shows the fingers of his hands, folded in a pinch, takes small objects and throws them into the vessel, drawing the attention of the children that he is holding the vessel with his other hand. Then he asks them to repeat his actions: “Look. Do so."
If necessary, the teacher conducts individual work with children. After the children collect the items with their right hand, they are poured onto a tray and rearranged to the left hand. Now the child should throw objects with his left hand, and hold the vessel with his right.
To complicate the task, you can use a vessel with a narrow neck, into which more small items(you can use beads of different sizes), but objects of larger diameter will not pass. They must either be removed from the neck, or, at a more advanced stage, determine in advance whether the object will pass through the neck or not, without trying to push it into the vessel.
You can offer the child to put objects into the vessel alternately with the left, then with the right hand.
^ Mat for Mom
Goals: continue to develop small movements, purposefulness of actions in working with paper; to learn to appreciate the results of their work, to understand that their work can bring joy to loved ones.
Equipment: blanks made of thick colored paper (sheets of square or rectangular shape with slots: in three rows of three slots), three strips of paper of contrasting colors in shade and background for each child, glue, brushes, rags.
Speech material:gift, rug, strips, paper, glue, brush, rag, beautiful, carefully, glue, take, do so, repeat, up, down.
Game progress.
The teacher before the holiday of March 8 offers to make gifts to mothers (a gift can be prepared for any holiday). "Let's make a present for mom. This will be the rug. The rug can be placed on the table. You can put a vase or put beads on the rug, ”etc. The teacher demonstrates the actions with the finished rug.
He then shows how to thread strips of paper through the slots in the workpiece. He distributes the blanks and one strip of paper to the children, helps everyone to thread the strip into the extreme slot, reminds them that the strip needs to be pushed up and down. “Do it. Look up, down." Then he distributes the second strip of paper and draws the attention of the children to the fact that the visible parts of the strips should alternate ("Do this. So beautiful"): where the first was at the bottom, the second should be at the top, etc. When all the strips are threaded, the teacher shows how to glue the ends of the paper on the back of the rug. He distributes glue, brushes and rags to the children: “We need to stick it here. Take glue, brush. Glue it." When the rugs are ready, the teacher, together with the children, admires the resulting rugs, saying that mothers will be very happy to receive them as a gift. Then the children give rugs to their mothers (caregivers, other children).
You can make a rug not only square or rectangular, but also give the shape of any toy or vegetable or fruit; apple, tomato, ball, etc.
In order to complicate the task, you can use the weaving of the rug not from strips of paper, but from thick threads of yarn, fastening around the edges with knots that the teacher helps the children to make.
^ Catch a fish
Goals: to develop the movements of the hands, to form the accuracy of movements, to develop visual attention.
Equipment: game "Catch a fish": plastic fish, aquarium, nets.
Speech material:fish, aquarium, fish live here, do this (catch fish), net, caught, help.
Game progress.
The teacher invites the children to play. “We will fish. Fish live in an aquarium” - invites children to transfer a fish with a net, for example, from a jar to an aquarium. First, he shows how to catch and carry fish with a net (“Do this”), then the children act on their own.
Another variant of the game can be the use of an automatic stand, set in motion by turning the key. On this stand, fish with a magnet are installed. During movement, the fish open and close their mouths. The child has a fishing rod with a magnet at the end of the fishing line (rope). When the fish opens its mouth, the child must have time to accurately bring the magnet to it and be able to pull it out before it closes its mouth. Caught fish are placed in a jar (box).
A variant of the competition of two children or two teams is possible, in which children take turns catching fish. The team that catches all the fish faster, following the rules, wins (you can’t help with your hand, you only need to catch with a fishing rod).
^ Who will roll the tape
Goals: develop motor skills of fingers and hands, form the speed and accuracy of movements.
Equipment: two ribbons fixed at one end on sticks (length 50 cm), the same width and the same color.
Speech material:tape, do this, hold, one, two, three, twist, who is faster? Who is first?
Game progress
The teacher calls two children to him, shows the tapes and says: “We will play. This is a tape. We need to roll the tape. Whoever turns faster, that’s a gift.” "One, two, three - cool." First, the teacher shows how to twist the stick to roll the ribbon.
Then the teacher invites two children to perform the shown action. Two other children help - they hold the free ends of the ribbons, standing on the same line marked by the teacher, trying not to leave it. The winner is the one who first rolls the tape by twisting the stick and winding the tape around it.
You can also arrange team competitions. Children are given more ribbons. At the command of the teacher, several people from one team and the other begin to twist the ribbons at once. Prizes for the winners - a badge, a sticker or something similar.
A complication may be the task to collapse the tape in a certain time. For example, the teacher says: "I will count (clap)." The teacher together with the children begins to clap, the child twists the ribbon. If he did, he gets a prize; if he didn't, the tape goes to another child and everything starts all over again.
Laces
Goals: develop fine motor skills of the fingers, arouse interest in the game.
Equipment: various kinds of lacing, ready-made or made by a teacher (made of cardboard, plastic, wood with laces of various lengths, thicknesses, and materials): buttons, “boots”, pictures, etc.
Speech material:do so, pattern, names of the depicted objects, come up with.
Game progress
At first, the teacher can show the children how to thread the string through the holes in order to get one or another pattern, and then the children, following the teacher, repeat his actions. After that, you can invite the children to look at everything from beginning to end, and then do the lacing pattern in the same way. Then you can offer the children a ready-made Lacing and ask them to think and do it on their own (different samples are allowed).
Finally, you can offer children lacing according to their own desire: "Think up."
^
Build your own toy
Goals: development of fine motor skills of fingers, instilling interest in actions with various objects, development of attention, memory, thinking.
Equipment: any collapsible toys (flowers with detachable petals, a ladybug with detachable paws, head, wings, etc. and other similar toys, ready-made or made by the hands of teachers or parents).
Speech material:disassemble, assemble, the names of the toys offered for assembly, do so, right, wrong.
Game progress
The teacher gives the child any toy and offers to examine it carefully, then shows that this toy is “magic” - it can be disassembled and reassembled. The teacher helps to disassemble, and then invites the child to assemble the toy on their own, giving it its original appearance.
Parts of toys can be on buttons, Velcro, laces, hooks, buttons.
^ Put on the ring
Target: development of general and fine motor skills.
Equipment: ring thrower.
Speech material:ring, throw it, hit it, didn't hit it, get up here, well done.
Game progress
The teacher invites the children to play: “We will throw rings. Like this. Get up here. Drop it. You have to get on the stick." The teacher demonstrates the throw of the ring, marks the distance necessary for the throw with a line (at first a small distance - 40 cm, then it increases to 1.5-2 m).
The rules of the game are set by the teacher. He can offer the allowed number of throws, you can arrange a team competition.
Bilbock
Target: develop fine motor skills.
Equipment: bilbock. The bilbock consists of a wooden cup on a stick and a ball attached to a cord and tied to the end of the stick.
Speech material:throw, catch, ball, hit, missed.
Game progress
Two or three children can take part in the game. The players alternately (by agreement) toss the ball and catch it with a cup.
Each player has the right to catch the ball three times, after which he passes the toy to the next. The game continues until one of the players scores a conditional number of hits. He gets the right to start the game when it is repeated.
You can give the winner a prize - a badge, a sticker. You can accompany the game by pronouncing words, syllables for each movement.
Luchinki
Target: development of fine motor skills of hands, improvement of skills to navigate on a plane.
Equipment: a set of splinters (30-40 pieces 10-15 cm long, painted in three or four colors).
Speech material:fold the pattern, do this, fold this, sticks, names of objects.
Game progress
To a group of children (three or four people) sitting at the table, the teacher shows what patterns can be laid out from the splinter. Children take splinters from the box and lay out patterns according to the model of the teacher. "Do so." Then the teacher invites the children to come up with what can be laid out of the splinters; Reminds you what color of splinter is better to use. “Put whatever you want. What did you put together?
After the children learn how to lay out patterns, splinters of different sizes from 5 to 15 cm are added to the existing set, several pieces of each size. The teacher invites children to lay out simple stories, for example, a house with a fence, a tree, etc. An element of competition is possible in the game, the children are divided into teams, it is determined who will collect this or that pattern faster.
for the development of speech
When playing these games, some general requirements and recommendations should be taken into account:
When choosing games, it is necessary to be guided by the requirements of programs for the development of speech for deaf or hard of hearing preschoolers of a certain age, in particular, take into account the tasks of work on the development of speech, the subject and content of classes;
· when conducting games, the choice of speech forms (oral, written, dactyl) is determined by the requirements of programs for the development of speech.
· when conducting all games with the aim of developing colloquial speech, the specified vocabulary material should be included in phrases, the structure of which depends on the level of speech development of children. Depending on the situation about communication with children, this speech material must be used in the form of instructions, questions, messages;
in the process of conducting games, frontal work should be combined with individual work, especially in relation to children who have difficulty in mastering speech.
in the process of playing games individual lessons in kindergarten or in the family, it is necessary to focus on the level of speech development of the child and his individual characteristics;
Train
Goals : teach children global reading; learn to answer questions.
Equipment: a toy train with five or six cars, toys (wolf, fox, hare, dog, cat, etc.), nameplates of toys attached to the train cars.
Speech material:we will play; the train is running. A dog, a cat, a hare, a fox, a wolf go to visit the doll. Show the dog (cat...). Where is the fox (wolf, hare...) going? True False.
Game progress
Children stand or sit in a semicircle in front of the teacher. The teacher takes out toys from a beautiful box, names them together with the children, and gives a toy to each child. An adult shows the children a train, to each trailer of which is attached a sign with the name of an animal (DOG, CAT, WOLF, FOX ...). The teacher says to the children: “Let's play. A fox, a hare, a wolf... go to visit the doll. Where is the fox (wolf, hare, etc.) going?” The child who has this toy comes up to the train, finds a car with the FOX sign, "seats" the toy in it, and together with the teacher reads the sign in conjugated-reflected form. The game continues until all the children have placed their animals on the wagons. After that, the train leaves.
Carousel
Goals: same.
Equipment: carousel image on cardboard, photographs of children, nameplates for children.
Speech material:children's names. This is a carousel. Let's play. Who is this? This is Olya .... Where is Olya (Katya ....)? Olya (Katya...) is skating.
Game progress
Children stand in a semicircle around the teacher. The teacher fixes on the table or on the board an image of a carousel made of cardboard. It is desirable to fix the carousel in such a way that it can be rotated. A sign with the name of the child is inserted into each “seat” of the carousel, and photographs of children are laid out on the teacher’s table. The teacher says: “This is a carousel. Let's play." Then he asks one child to take a tablet with his name, read it, match the photo to the tablet and put it on the “seat” of the carousel. In the same way, children place all the photos in their places in the carousel. After that, the carousel can be started.
After the carousel stops, the game can be continued, only this time the teacher distributes tablets with each other's names to the children, helps each child to read the name. Then the child points to the person whose name is written on the tablet, and puts the tablet next to the photo. When labels are matched to all photos, the carousel starts again.
^ Draw a track
Goals: improve a skill global reading, to teach to understand and carry out instructions, to develop fine motor skills.
Equipment: a sheet of white cardboard with slots on both sides for houses and signs. On one side, houses with opening windows are inserted into the slots (in each window there is an image of a toy: a doll, a cat, a fish, a bear, etc.), and on the other side, in a random sequence, plates with the names of these toys are inserted into the slots.
speech material.^ Here is the house. What's there? Open. There is a doll (fish, cat, bear...). Draw a path. Show the doll (cat, fish, etc.).
Game progress
Children stand near the blackboard. A sheet of cardboard is fixed on the board, on which, on one side, there are houses with opening windows, and on the other, in a random sequence, plates with the names of toys. The teacher says: “Let's play. Here is the house (points to one of the houses). What's there? “The teacher asks the child to go to the house and open the window. The child independently (or reflected-conjugated) names who “lives” in the house (for example, “There is a doll”). Next, the teacher asks the child to find the appropriate plate, while he points to the column where the names of the toys are written. After the child has correctly shown the sign, the teacher asks him to draw a path: "Draw a path." The child draws a path with a felt-tip pen from the house to the corresponding sign. The teacher reads the name of this toy with all the children. Then the children open other windows and pick up signs with the names of the inhabitants of the house, draw paths.
Family
Goals : expand the vocabulary, improve the global reading of children, learn to answer the questions of the teacher.
Equipment: flannelograph, cardboard house with windows, slots are made under each window, into which you can insert signs, pictures of family members.
Speech material:^ This is a house. Mom lives here (dad, girl, boy, grandmother, grandfather). Who is this? Where does mom (dad, etc.) live?
Game progress
A cardboard house with windows is attached to the flannelograph. Under each window there is a sign with the name of a family member. The teacher distributes pictures of family members to the children, asking: “Who is this?” The pictures show grandma, grandpa, mom, dad, girl, boy. Then the teacher points to the house and says: “We will play. This is a house. Mom, dad, grandmother, grandfather, boy, girl live here. Where does mom live? The child who has a picture of the mother comes up to the flannelograph and attaches this picture to the window, under which the corresponding plate is attached. Then the teacher reads this tablet together with the children. The game continues until all family members have taken their places in the house.
^ Mishkin House
Goals: same.
Equipment: teddy bear, toy furniture (table, chair, wardrobe, sofa, bed, sideboard), cardboard or plastic house with windows, door, removable roof or sliding walls, handkerchief.
speech material.^ This is a house. A bear lives here. What is there? What is this? Table, chair, wardrobe, sofa, bed, sideboard. Set up a table (chair...).
Game progress
Children sit in a semicircle around the teacher's table. There is a cardboard house on the table and a teddy bear next to it. The teacher points to the house and says: “This is the house. A bear lives here. Children repeat the phrases after the teacher.
The teacher points to toy furniture covered with a scarf: “What is there?” He takes off his handkerchief and names each piece of furniture, the children reproduce the words conjugated-reflected. The teacher brings the bear into the house through the door, points to the window: “Look. What is there? The teacher removes the roof of the house or pushes the walls apart: "Look." Each child takes turns approaching the house and looking inside. Inside the room are signs with the names of the furniture. The teacher offers the child to take one of the plates and pick up the appropriate piece of furniture. When the child picks up a piece of furniture, the name is repeated with all the children. Then the adult, pointing inside the house, says: "Put a chair (table, wardrobe, etc.) here."
The game continues until the children put all the furniture in their places in the room. The teacher says: “The house is beautiful. The bear will live here.
^ Field of Miracles
Goals: same.
Equipment: a top with an arrow, subject pictures according to the number of children (for example, a jacket, pants, a fur coat, a coat, a hat, a scarf), a set of plates with the names of objects.
speech material.^ This is Yula. I will spin the top. What do you have? Jacket, pants, fur coat... Find the picture. Show the jacket (pants ...).
Game progress
Each child has a set of subject pictures on the table. The teacher has a top on the table, to which an arrow is attached. Around the top are 5-6 tablets with the names of objects. The teacher says to the children: “Let's play. I will spin the top." After the top stops, the teacher shows the sign pointed to by the arrow and reads the sign together with the children. The teacher asks: “Where is this picture? Show". Children must choose the appropriate picture from the set and raise it so that the teacher can evaluate the correctness of the choice. Then the teacher fixes the picture in the typesetting canvas and a sign under it. Next, the teacher calls one child to spin the top. The game continues until all the cards have been read.
This game can also be played on other thematic material, the number of tablets can be increased at the discretion of the teacher.
Lotto
Goals: same
Equipment: five subject pictures depicting domestic animals (for example, a horse, cow, goat, pig, dog), a large lotto card on which the names of subject pictures are written.
speech material.^ Who is this? Horse, goat, pig, dog, cow. There is no dog.
Game progress
The child is sitting at the table. In front of him is a large lotto card with the names of pets written on it. The teacher says: “We will play”, shows the picture and asks: “Who is this?” The child names the picture independently or conjugated-reflected. The teacher asks to find the name of the picture on the loto card: “Where is the horse?” The child must find the appropriate tablet and read it. The teacher gives him a picture that the child puts on the plate.
In the middle of the game, the teacher shows a picture, the name of which is not on the big lotto card. The child must identify and say that this picture is superfluous: "There is no dog." Then the game continues.
^ Doll book
Objectives: to improve the skill of global reading; learn to follow instructions, answer the questions of the teacher.
Equipment: a doll with a bag, a set of signs, a homemade book with a picture of a boy (girl) who performs various actions. A strip of thick paper is glued under the drawings so that you can insert a plate.
speech material.^ The doll has arrived. The doll will play with the children. This is a book. What's there? What is the boy doing? The boy runs (walks, stands, fell). Walk, run, jump, crawl.
Game progress
Children stand in a semicircle around the teacher. The teacher shows the doll and says: “The doll came to visit. The doll will play with the guys. Then the teacher points to the bag that the doll “holds” and asks: “What is there?” Children repeat this question after the teacher. The doll "takes out" signs with the names of actions from the bag (go, run ...), gives instructions to the children. The teacher, together with the children, reads each tablet, fixes it in a typesetting canvas. Children do the right thing. Then the teacher looks into the bag again, takes out a book from it and asks: “What is this?” Children alone or together with the teacher say "This is a book."
The teacher opens the book, shows the children the picture on the first page and asks the children: “What is the boy doing?” The child must answer (for example: “The boy is running”), take the appropriate plate from the typesetting canvas and fix it in the book. Similarly, work is carried out with subsequent images.
^ Wardrobe with things
Goals: same.
Equipment: a wardrobe from a set of toy furniture with shelves and opening doors, a set of clothes for a doll, plates with the names of clothing items.
speech material.^ The doll is inaccurate. There is a dress, pants, jacket, T-shirt, hat. Put down your shirt... Hang up your dress...
Game progress
There is a wardrobe on the teacher’s table, and doll clothes are scattered around it. The teacher tells the children: “The doll is sloppy. The clothes are scattered. Clothes should be put in the closet. The teacher opens the cabinet doors and shows the children that there are signs with the names of clothes on the shelves and on the hangers. Then he asks one of the children to take, for example, a dress and hang it in the closet (“Nikita, take the dress. Hang it in the closet”). The child finds a hanger to which the sign "DRESS" is attached, and hangs the doll's dress on this hanger. In case of difficulty, you can take a hanger with a sign from the closet and pick up the appropriate item for it. Then other children hang or put the doll's things in the closet in the same place in the same way. During the game, you can clarify the meanings of the words “put-hang” (“Put down the T-shirt. Hang up the dress”).
A similar game can be played on the topic "Dishes".
^
spread fruit
Goals: expand the vocabulary, develop the skill of global reading.
Equipment: pictures of fruits (grapes, lemon, apple, plum, pear) or small models, tray, flannelgraph, toy baskets or cut out of cardboard. Each basket is attached to a plate with the name of a particular fruit.
Speech material:apple, plum, pear, lemon, grapes. What is this? Whats up? Put it right. Take a pear... There is a pear (apple...).
Game progress
Children sit at their tables. The teacher shows a tray with models or pictures of fruits on it. The adult shows the children all the fruits in turn and asks about each of them: “What is it?” Children name fruits.
Next, the teacher puts the baskets on the table (or attaches images of the baskets to the flannelgraph). He distributes dummies or pictures of fruits to children: "Masha, take a pear." After the child has chosen the picture correctly, the teacher offers to put it in a basket with the appropriate inscription. The child reads the inscriptions on the baskets and puts the picture of the fruit in the right basket. The teacher, together with the children, reads the word attached to the basket and clarifies: “There is a pear (apple) here.” In the same way, other pictures depicting fruits are laid out in baskets.
A similar game can be played on the topic "Vegetables".
do as we do
Objectives: to improve the skill of global reading, to teach how to carry out assignments, to activate the vocabulary of children.
Equipment: small toys (bunny, bear, wolf, dog, hedgehog), signs with the name of actions.
Speech material:hare, bear, wolf, dog, hedgehog, jump, run, stand, walk, dance, right, wrong. We have guests. Who is this?
Game progress
Children sit at their tables. The teacher informs the children: “Guests have come to us. Who is this?" The adult shows each toy, the children name it. Then the teacher puts the toy on the table in front of the children. Next to each toy, the teacher puts a sign on which some action is written. Then the adult says: “Let's play. Guys, get up. Come to me". After the children have stood in a semicircle near the teacher, an adult takes a toy (for example, a bunny) and shows the children his sign. Children perform the appropriate action.
^ draw a picture
Objectives: to develop the skill of global reading, to teach children to answer the questions of the teacher, to develop coherent speech of children.
Equipment: flannelgraph, images of objects (house, tree, grass, sun, girl, boy, ball) cut out of cardboard and pasted on flannel, plates with the names of these objects.
Speech material:house, flowers, grass, ball, sun, girl, boy playing. Let's make a picture. Where are the flowers?... Take the flowers... A boy and a girl are playing ball.
Game progress
Children stand in a semicircle near the flannelograph. Tablets with the names of the drawings are attached to the flannelgraph, and the drawings themselves lie on the table not far from the flannelgraph. The teacher tells the children: “Let's make a picture. What is written? For example, the teacher points to the "FLOWERS" sign attached to the flannelgraph. After the tablet is read, the teacher removes it from the flannelograph and attaches the corresponding drawing to the place of this tablet, i.e. flowers. Next, the child reads any of the remaining tablets, finds the desired image and replaces the tablet with a picture. This is how the picture gradually emerges. After the picture is fully assembled, the teacher, together with the children, once again clarifies the names of various objects, includes words in sentences, demonstrates them on tablets or writes them down on the board. The sentences are read by all children. Depending on the level of speech development, the text may be larger or smaller. For example. "Spring has come. The sun is shining. Grass and flowers grow. A boy and a girl are playing ball. Then the text is read by the teacher together with the children.
In the next lesson, you can invite the children to pick up sentences from the text to the picture on the flannelgraph (The sun is shining ...).
^ fox birthday
Goals : improve the skill of global reading, activate children's vocabulary, learn to understand questions and answer them.
Equipment: toys (fox, cat, wolf, bear, hare, dog), animal nameplates, toy table and chairs.
Speech material:fox, bear, cat, wolf, hare, dog. Fox has a birthday. The guests came to the fox. Fox can't read. Help the fox. Who is this?
Game progress
There is a toy table and chairs on the table in front of the children. On each chair is a sign with the name of a particular animal. The fox appears. The teacher tells the children: “The fox has a birthday. The guests came to the fox.
Further, the teacher points to chairs with signs, says: “The fox cannot read. Help the fox. Look who's here." Children look at and read the signs. Behind the screen on another table are the animals that came to the fox for his birthday. Children together with the teacher name animals.
Then the teacher offers the children: "Let's put the animals in their places." He suggests that one of the children take a sign, find the appropriate toy and place it on a chair. The game continues until the children have put all the animals at the table. Then it is clarified once again who came to visit the fox, what the guests did at the birthday party.
Shop
Goals: same.
Equipment: three shelves, natural or drawn on paper, toys or pictures depicting toys (there may be pictures depicting dishes, clothes, etc.), plates with the names of toys.
Speech material:matryoshka, shovel, car, doll, fish, pyramid. This is a store. I will be a seller. What toy do you want? I bought a bunny...
Game progress
There are shelves with toys on the table. If they are not available, you can attach a sheet of paper to the board, on which three shelves are drawn, to which pictures of toys are attached. Next to the shelves on the table are tablets with the names of toys. An adult points to the shelves and says: “We will play. This is a store. I will be a seller. Sasha, what toy do you want? The child goes to the shelves, takes one of the plates with the name of the toy he wants to buy. Depending on the speech capabilities, some children may be limited only to the name of the toy, others may use the phrase "I want (buy) a doll." The child gives the tablet to the adult. The seller takes a toy from the shelf, asks the child to say what he bought. The game continues until all the toys are "sold out".
^ colorful flags
Goals: develop the skill of global reading, learn to understand and follow instructions, develop color perception.
Equipment: five flags of different colors (red, blue, green, yellow, black), plates with the names of colors.
Speech material:green, blue, red, yellow, black. Who has this flag? Show checkbox. I have a blue (green...) flag. Walk around.
Game progress
Children sit at their tables. Each child has two flags of different colors on the table. The teacher shows a sign with the name of one color or another, reads it with all the children and then asks: “Who has such a flag? Show". If the children memorized the color designations in writing, you can offer only tablets, and then, after selecting the appropriate flag, read them with the children. Children should raise the flag and say what color it is (“I have a blue flag”). At the end of the game, the teacher offers to take flags of a certain color and go around in a circle with them.
Garden
Goals : development of global reading skills, expansion of ideas about the environment, development of attention.
Equipment: a large map depicting a garden (an empty circle is drawn on each “bed”, and the name of a vegetable is written under it), small pictures depicting potatoes, carrots, beets, cabbage, onions, cucumbers, tomatoes.
Speech material:potatoes, cabbage, carrots, beets, onions, cucumbers, tomatoes. This is a vegetable garden. Cabbage, onions grow here ... What is there? What is this? Where does... grow?
Game progress
On the teacher's table is a large picture of a vegetable garden. In the envelope, the teacher has small pictures depicting vegetables. He says: “This is a garden (points to big picture). Cabbage, beets grow here ... ”Then the teacher takes out a small picture from the envelope with an image of, for example, a cucumber and asks the children:“ What is this? Where does cucumber grow? One of the children comes to a large picture, finds an empty circle, under which is written CUCUMBER and puts the image of a cucumber on the empty circle. Then the teacher invites one of the children to get a picture of another vegetable from the envelope, name it, and then find the garden bed on which it grows. Children are asked questions: “What is this? Where does it grow? The game continues until all the empty circles in the picture of the vegetable garden are closed.
^ Find the animal mask
Goals: to improve the skills of global reading, to teach to follow the instructions of the teacher, to answer questions.
Equipment: animal masks (cats, dogs, squirrels, foxes, wolves), signs with the names of animals, a basket.
speech material.^ Here is the basket. This is a cat, dog, squirrel, wolf. Take this mask. Who are you? I- fox (wolf...). Put on your masks. Let's dance.
Game progress
There are masks on the table. The teacher shows the children a basket with signs, which he holds in his hands and says: “We will play. Here is the basket. Here are the signs. Anya, take the sign. The child takes the tablet and reads it together with the teacher. Then the adult offers: "Take such a mask." The child takes the mask, calls it ("It's a wolf") and sits on his chair. At the end of the game, an adult asks each child a question: “Who are you? “The child, on his own or with the help of a teacher, says: “I am a fox ...”, puts on an animal mask. Then the children lead a round dance.
Postman
Goals: same.
Equipment: envelopes according to the number of children, a postman's suit, toys (ball, fish, doll, car, boat), signs with instructions.
Speech material: fish.doll, car, boat, go, give, take, take away, show, names of children. What's there?
Game progress
Children sit at their tables. The “postman” enters with a bag (a teacher or teacher dressed as a postman) and says: “Hi! The bag is heavy. What is there? The “postman” takes out one toy from the bag, asking the children: “What is this?” Then the "postman" takes the envelopes out of the bag and shows them to the children. Children, having read the name on the envelope, point to the child to whom the letter is addressed. The “postman” gives the envelope to this child, he opens the envelope and takes out a sign with an instruction from it, for example: “Take the boat". The tablet is read, then the child completes the task. The game continues until the "postman" distributes all the "letters" to the children.
^ Find a picture
Goals: activate vocabulary, improve global reading skills, develop attention.
Equipment: pictures of dishes (five pictures for each child), plates with the name of dishes.
Speech material:cup, spoon, plate, saucer, teapot, saucepan. Show a picture. Who has this picture? Walk straight.
Game progress
Children stand in a line; Each child has five pictures of dishes in their hands. The teacher stands at a distance of 1.5-2 m from the children. An adult says: “We will play,” shows the children a sign with the name of the dishes: “Read.” Children read the tablet together with the teacher, then the adult asks: “Who has such a picture? Show the picture." If the child correctly showed the picture, he takes one step forward. The one who showed incorrectly remains in place. The first person to reach the teacher wins.
MOBILE GAMES FOR THE DEAF AND HARD OF HEARING
"Three elements. Earth. Water. Air"
Purpose: development of attention.
Instruction. The players are placed in a circle, the leader calls the word:
"Earth" - the players assume the position: hands to the sides;
"Air" - the players perform circular movements with their hands back;
"Water" - movements imitating waves are performed.
The player who breaks the rules is out of the game. The one who remains in the circle last wins.
Methodical instructions. The intensity of the game is regulated by the pace of pronunciation of the words-tasks by the leader.
Option 2
Purpose: development of speed of reaction, attention and ingenuity.
Instruction. The site is divided into three zones - "Water", "Earth", "Air". The host calls an object (for example, an airplane), the players run to the zone denoting "Air".
The word "steamboat" - the players run to the "Water" zone.
The word "tree" - the players run to the "Earth" zone.
The player who violates the rules is out of the game or receives a penalty point. The last remaining participant (or the one with the fewest points) wins.
Methodical instructions. The load is regulated by changing modes of movement: walking, running, jumping, etc.
"Forbidden Color"
Purpose: development of speed of motor reaction, attention, skills of counting and pronunciation of words, the ability to distinguish the color and shape of geometric shapes.
Number of players - 6-8.
Inventory: 30-40 multi-colored geometric shapes cut out of cardboard (squares, circles, triangles, rectangles).
Instruction. Geometric shapes are scattered across the playground. The facilitator calls the color (for example, red). At the signal, the players must collect as many pieces of the specified color as possible. Whoever has the most wins.
Options
1. Collect only circles (color does not matter).
2. Collect red triangles.
3. Collect as much as possible more of any figures, except for green ones. Other options are also possible.
Guidelines
· The winner of any version of the game demonstrates his result by counting the collected figures aloud, and then aloud (together with the leader) naming them (square, triangle, etc.). The color of the figures is also called aloud (red, blue, yellow, etc.).
· The playground should be large enough to ensure the safety of the players and prevent children from colliding with each other when collecting figures.
"Typewriter"
Purpose: vocabulary development.
The number of players can be any.
Instruction. Players or teams are offered a word (for example, "competition"), the participants in the game must make new words from the letters of this word. The winner is the one who "prints" more words.
"Mirror"
Purpose: development of attention and imagination, training in memorizing the sequence of movements.
The number of players can be any.
Instruction. The players are freely located on the court and perform the following tasks:
Repetition of single movements after the leader.
The players must reproduce several movements in a given sequence.
· The facilitator calls an animal, bird, insect or fish, and the players imitate the movements of this animal.
Methodical instructions. The best player is determined by a general vote and is awarded a prize or prize points.
"Rope"
Purpose: development of imagination, fantasy, fine motor skills, coordination abilities.
The number of players is 10-12.
Inventory: rope or rope at least 1.5 meters in length.
Instruction. The host distributes a rope to each player and gives the team a task - to “draw” a certain figure, for example: a ladder, a snake, a little man, a house, a boat, a Christmas tree, etc. The team with the most accurate representation wins.
Methodical instructions. The load can be increased if the game is played in the form of a relay race with movements from the starting point to the “drawing” place.
"Catch me"
Goal: developing attention, acquiring the skills of catching and passing the ball, developing the ability to navigate in space.
The number of players is 10-14.
Equipment: two basketballs.
Instruction. The players are arranged in a circle, and the players of both teams alternate. The game uses two balls. In the initial position, the balls are located on opposite sides of the circle. At the command of the driver, the players simultaneously pass the balls to the right (or left), trying to make the ball of one of the teams catch up with the ball of the other team. If a team catches up with the other, the winner is awarded a point.
Methodical instructions: the game is repeated several times, the team with the most points wins.
"Color Sticks"
Instruction. The players stand facing each other at a distance of 3 meters. A large number of sticks are scattered on the platform in front of them. At the command of the driver, the children collect blue sticks (green, red, etc.) and line up again.
The line that has the most sticks collected and no errors in choosing a given color wins.
Methodical instructions. The sticks are scattered over a large area, the players are warned about safety.
Options
1. Sticks are assembled regardless of color. The players must say which color sticks they have more (less).
2. Each player “draws” a given figure from sticks (a Christmas tree, a boat, a house, etc.) or a figure invented by him. It is estimated: who will “draw” the figure more beautifully.
3. Team execution of a given self-invented "drawing" of sticks. The beauty of the "drawing" and communication in the team when performing the task are evaluated.
"Catch the ball"
Purpose: development of attention, memory, acquisition of skills in throws and catching the ball.
The number of players can be any.
Equipment: One medium-sized ball.
Instruction. The players sit in a circle. The driver is in the center. Throwing up the ball, he calls the name of the player. The named player must catch the ball. If he caught him, then he returns to his place, but if he didn’t catch him, then he changes place with the driver. The winner is the one who was the least leading.
Guidelines
The pace of the game depends on the number of participants standing in a circle.
If the players do not know each other, then before the start of the game they need to be introduced to each other: each in turn calls his name, and the whole group repeats it in chorus.
The players can move freely around the circle.
"Color Sticks"
Purpose: development of dexterity and orientation by color, skills of collective action, fantasy and imagination.
The number of players is arbitrary.
Inventory: sticks - felt-tip pens with a variety of colors without rods.
Instruction. The players stand facing each other at a distance of 3 meters. A large number of sticks are scattered on the platform in front of them. By
"Watch"
Purpose: development of attention, thinking, orientation in time, consolidation of knowledge.
Instruction. The players, depicting the dial, stand in a circle facing the leader, who is in the center of the circle.
Players are counted on 1-12, which corresponds to the clock. The facilitator should name the time, for example 11 o'clock. The player or all players who received this figure during the calculation must clap their hands. If the host calls the number 22, then the participant or participants with the number 11 clap 2 times. For an incorrect answer, the player is penalized with a penalty point or must perform an exercise.
Methodical instructions. The intensity of the game is regulated by the pace of pronouncing the leading numbers - tasks.
Game options
"Month"
Players are calculated for 1-12 (according to the number of months in a year):
a) if the host calls, for example, the number "five" - the player or players with the corresponding number clap their hands and pronounce the name of the month;
b) if the host calls, for example, "June", the player or players corresponding to the number "6" clap their hands.
"Days of the week"
Players are calculated for 1-7, respectively, the names of the days of the week. The host calls the number "6". Players with the number "6" clap their hands and say the word "Saturday", etc.
choosing a given color.
"Raise your hand"
Purpose: development of attention.
The number of players is not limited.
Form start
"Get in line"
Equipment: rope.
Options
"Raise your hand"
Purpose: development of attention.
The number of players is not limited.
Instruction. The players sit in a circle, facing the center. The leader is inside the circle. As soon as the leader touches the hand of one of the players, the players standing next to the left and right raise their hands closer to the indicated player: the player on the right - the left hand, the player on the left - the right hand. If the player makes a mistake, he receives penalty points. The one with the fewest penalty points wins.
Methodical instructions. The intensity of the game is controlled by the pace of the lead players touching.
Form start
"Get in line"
Purpose: development of attention and motor qualities - dexterity and strength.
The two teams are distributed equally.
Equipment: rope.
Instruction. Teams line up in a column along a rope lying on the floor. The leader stands at the middle of the rope. At the command of the host "March!" Teams begin to pull the rope. The leader at this time holds him by the middle. When the leader gives a prearranged signal (raised hand, kick, etc.), both teams must line up in a given place.
The winner is the team that completes the formation in the line faster and more accurately.
Methodical instructions. The leader must observe safety precautions by performing insurance (holding the rope) until all participants release the rope for formation.
Options
1. After pulling, build in a “column” or “in a line”. A verbal instruction is given before the tug-of-war signal.
2. Before the signal "March!" the players perform physical exercise following the leader.
"Catch Barmaley"- story game
Purpose: development of balance, dexterity, will and coordination of collective actions.
The number of participants is arbitrary.
Equipment: gymnastic benches, gymnastic wall and mats (for insurance), horizontally fixed ropes.
Instruction. In the hall, benches are installed in an inclined position at different angles, horizontal benches with a wide and narrow support, swinging benches, horizontal ropes at a height of 0.5 meters.
Before the game, the presenter, together with the players, recalls the plot of the works of K. Chukovsky “Barmaley” and “Doctor Aibolit”. The task of the players is to overcome all the "obstacles" (pass, crawl, climb, maintain balance) with the whole team, find Barmaley and catch him (the role of Barmaley is played by the second leader).
Deaf children play just as willingly as their hearing peers. Games give deaf children great pleasure and enrich them mentally, morally and in other respects.
However, along with this, the games of deaf children have a number of features that distinguish them from the games of hearing children. Let's dwell on some of them.
The games of deaf children, like those of hearing children, reflect reality. However, they are somewhat poorer in content. This is due to the fact that the perception of the world by deaf children is carried out in conditions of limited verbal communication, with a minimal cognitive role of speech. Therefore, the plots of the games of hearing children are much more diverse, they more widely reflect not only the direct, but also the indirect experience of children - what they learn from communication with others, from stories, fairy tales, conversations, radio programs, etc. The games of deaf preschoolers are more monotonous and easier than their hearing peers. Without work aimed at expanding the experience of deaf children, the general lingers; stvenno-motivational game plan, household games with a limited range of relationships prevail.
Due to the fact that deaf children are less generalized than hearing children, they reflect one or another side of the action.
Vitality, they are not able to independently isolate the main, essential in the perceived and focus on the reproduction of features that are of secondary importance.
So, for example, the game of "shop" stops if there is no paper to wrap up purchases; when playing "doctor" the patient is denied medical care if he did not knock on the door or say hello. Deaf children are not always able to recognize hidden relationships on their own, but visual object actions are reflected in detail and meticulously in their games. The plot is obscured by detailed subject actions. So, when playing "family", children do not forget to rinse - a trough or a basin during washing or bathing children, do not forget to dilute hot water with cold, etc. Sometimes such detailing absorbs the whole game - it actually comes down to a detailed image any one action: the child begins to play simply "washing", and this washing is carried out not for the sake of any other purpose, but for the sake of washing itself.
For deaf preschoolers, a tendency to a pedantic, literal reflection of reality in the game is typical. Because of delays in speech development the ability to generalize and reflect creatively reality the game turns out to be very limited. Since a deaf child is lagging behind in the development of imagination, fantasy, he cannot creatively enter into a role, but simply imitates specific people, reproducing their objective actions, copying external features. For example, when playing “doctor” or “kindergarten”, children, as a rule, call a child portraying a doctor or teacher by the name of a doctor from their kindergarten, a teacher in their group (for example, Aunt Nadia, even if this role went to a boy) . At the same time, the child seeks to convey as accurately as possible the external features of the character portrayed by him, which are not at all essential, not specific to this role: the manner of walking, adjusting glasses, habitual gestures, etc.
In general, deaf children have a significant element of mechanical imitation of each other during games. It is worth one child to start some kind of game, as "he immediately has several followers who blindly at 12
everyone imitates him. Often the whole game of some children is built on a simple imitation of the actions of a single child. Imitation is especially pronounced in babies, but the games of children of the middle and even older groups are not free from it either.
In the games of deaf children, one can detect a tendency to a monotonous, stereotypical, mechanical repetition of play actions - the same words, the same roles played by the same children, the desire to fully reproduce the conditions in which this game took place before, the desire for a simple repetition of previous games on this topic.
One of the moments characteristic of the game is the use in the game of objects that in life have a completely different purpose, i.e. in the game, actions are transferred from one object to another, which in real life, outside the game situation, are used differently. So, for example, a pencil is used as a thermometer or a spoon, a cube is used as an iron, etc. When playing with objects, hearing children usually call them in a new way, according to the role, function they should perform in a game situation (for example , a pencil is called a thermometer or a spoon, depending on what object it is used in the game, what object it replaces).
The transfer of actions in the game is associated with the formation and development of children's speech. As a result of speech underdevelopment, the game of deaf children acquires a qualitatively unique character. Deaf children experience difficulties in the game substitution of objects. Even an object that is functionally suitable for the role of a substitute is not always used by a deaf child. The word of an adult who has designated this substitute object by a new name in a large number of cases does not direct the child to perform a play action arising from the new play name of the object. So, for example, if an adult called a pencil a spoon or a cube an iron and the child accepted this name, agreed to call this object that, this does not mean at all that he will start eating with a pencil or stroke the cube. The word (new name) for a deaf child is not yet dictates the mode of action with the object.Formally, accepting the new item name,
proposed by adults, deaf children in a number of cases act not in accordance with this new name for the pre-"meta", but in accordance with its directly perceived features. For example, the child agreed with ^ 1 that the ball "will represent an apple in the game, and ^" randash - a knife, and calls these objects (ball and car * 21 dashes) new game names (apple, knife). However, in response to a request to cut off a piece of an apple, he, in ^ 6 "to perform this game action, dict ^ Y e" my names of objects, takes a pencil in a large number of words and, holding it like a pencil (and not a knife), draws with it lo the surface of the ball.
To the ability to replace in the game one object for another and> to the ability to act with the object in accordance with the i-th play value, in accordance with its new name, children must be led gradually.
In hearing children, as a result of the development of games-° and activities, play actions become less balanced? 0 "are, as it were, "rolled up", shortened. This happens due to the fact that the executive part of the action ^ 51 "its operational components can be partially reduced! is replenished by the speech of the children. So, cor) ^ I am a doll, a child, "having given the doll a spoon with food just a few times, he adds:" I have already eaten.
For deaf children, on the contrary, it is typical that as they master the play activity, their play actions become more detailed, full, they start from 0 "beat with details, details. So, feeding the doll, the child is no longer limited to bringing a spoon to her mouth. Previously, he pours food from the pan into a plate, stirs the food, blows on it so as not to obzhe ya doll, pours additive from the pot and feeds her again, wipes her mouth with a napkin, gives her a variety of food by pouring it 3" from different pots, etc.
The role-playing game appears in deaf children ^ " school-age only in the case of direct training (I am their game activity.
All these features of the play activity of deaf children, apparently, can be explained by delayed speech development, limited possibilities of verbal communication.
The functions of the word are manifested in the fact that the word does not always determine the performance of game actions.
The perception of the world in a deaf child is impoverished due to the lack of auditory sensations and perceptions, difficult and limited verbal communication. This complicates both the guidance of children's perceptions and the transfer of experience accumulated by adults to the child. The absence of auditory impressions is not compensated by visual perception. And visual perception itself, not "directed by adults, cannot give a deaf child full knowledge about the environment.
As a result of the delayed development of speech, the imagination of deaf children, which is necessary for play, lags behind in its development. “... Observation of the development of the imagination revealed the dependence of this function on the development of speech. A delay in the development of speech, as it has been established, also marks a delay in the development of the imagination ... Deaf children, who by virtue of this remain completely or partially dumb children, deprived of verbal communication, turn out to be at the same time children with extreme poverty, poverty, and sometimes with positively rudimentary forms of imagination” 1 . This “poverty of the deaf child’s imagination manifests itself primarily in play and affects, first of all, the impossibility of reflecting any complex content with the help of substitute objects and actions. Although in the process of imagination the child operates with visual images, this requires a certain level of abstraction and generalization , which is achieved only at a certain level of speech development.Delayed speech development of a deaf child prevents distraction from the directly perceived and makes it difficult to create an imaginary game situation.
Without special training in the ability to play, the games of deaf children develop slowly and are mainly procedural in nature. With special training, the play activity of deaf children changes fundamentally: their games reflect a growing range of impressions; plots of games and play actions of children are noticeably
1 Vygotsky L. S. Imagination and its development in childhood - In the book Development of higher mental functions. M., 1960, p. 340.
become more complicated; from a simple display of objective actions, children move on to depicting the relationship of people, their feelings; in games, a diverse use of objects appears, which. receive a variety of meanings; speech plays an ever more significant role in games; in the process of games, the vocabulary of children is enriched, there is a need for communication, realized during the game; the role of the word in the regulation of game actions increases.
In order to effectively teach deaf children to play activities, it is necessary to know the conditions that favorably influence its development.
