Since, in addition to problems with speech, we also had difficulties with the volitional sphere. In addition to choosing the right material for classes, we also had to come up with a theme for the game. The fact is that David was not very eager to deal with the cards monotonously laying them out in order. But as soon as the cards were made part of the game, David’s interest awoke, and he already completed tasks with desire. After 4 years, David developed a passion for police-themed Lego sets. And we played with these preferences for classes. For example, we played police officers who learn to confuse thieves with their cunning schemes. They say we are studying at a police school, and in order to learn how to confuse criminals, we need to first learn how to build schemes ourselves. David and I first laid out the cards, as this is required by the methodology. And then they started playing pranks. They say that we are police officers who specifically lay out cards for criminals in the wrong way. And in a comic form they told stories topsy-turvy. And they say these cards made the criminals’ heads spin. In general, the game turned out to be fun, and the main thing was the result. When we didn’t solve complex problems, we learned to click like seeds. We began to use these cards as a tool for speech development. They learned to tell stories using plots. These tasks were not easy for David, since with OHP there are difficulties with retelling and telling stories from pictures. And here we had to invent different games. Sometimes I simply laid out 4–5 versions of stories and asked David to choose one story for me, and one story for him. Sometimes they laid out two stories correctly and pronounced the plot correctly. And sometimes they deliberately indulged in telling the story inside out and in a humorous form they made up a funny story on the fly. And sometimes the two of them told the same story, but in turns. For example, I tell the first card, David tells the second, I tell the third again, and David tells the fourth, etc.

An important point in the development of a child, his preparation for school, is to learn to determine the sequence of events. The didactic game "Logic Chains" is suitable for training. The cards need to be printed, cut into squares and asked to determine what comes first and what comes next. Don’t rush your child, let him think carefully, use logic, explain his point of view, and then he will succeed faster and easier. For children 6-7 years old, you can offer to compose a short story using pictures arranged in a logical order as a way to develop speech.

One hundred first? What then?

Target. Teach children to coherently express their thoughts, compose complex sentences, and determine cause and effect in a given situation. Learn to build sentences using words because, because of that, therefore. Develop an understanding of simple cause-and-effect relationships.
The set includes a series of pictures depicting simple everyday scenes. The child must understand what is the cause and what is the consequence of what is shown in the pictures.
The material can be used to master prepositional-case constructions.

Tasks. Learn to compose a story, expand the child’s vocabulary, develop logical thinking and coherent speech; learn to systematize acquired knowledge.

tell me a story

Target. Develop the ability to understand the subtext of the plot depicted in the picture, to highlight non-obvious, but situation-determining features of the images. Develop coherent speech.
The set of materials includes a series of plot pictures united by a common plot. The child must understand the plot and present it at a level accessible to him.

Download and print cards for the game

Food theme

Domestic situations

For older preschoolers:

Everyday stories part 2

Cards must be printed on A4 sheets on both sides.

Example of methodological support (for everyday stories 2)

By the age of 3.5 years, children normally understand simple cause-and-effect relationships. But the mass of children with speech disorders experience difficulties in understanding not only the logical-grammatical structure, but also the very cause-and-effect relationships that this construction denotes. Due to the lack of ability to determine the causes and consequences of what happened, children incorrectly construct phrases, incorrectly use the phrase “because”, “due to the fact that”, etc. This series of pictures contains cause and effect. They also need to print cards with linking words “because”, “due to the fact that”, “therefore”. Pairs of pictures are offered in order of complexity: first, obvious consequences and causes, then more complex ones.

1. “Misha poured the juice carelessly” and “There is a puddle on the table.”
2. “The boy got caught in the rain” and “The boy is wet.”
3. “Masha fell” and “Masha is crying.”
4. “Masha was given a doll” and “Masha is glad.”
5. “Misha and Seryozha fought” and “Misha and Seryozha are bruised.”
6. “Masha eats snow” and “Masha has a sore throat.”
7. “Vasya teases the dog” and “The dog bites Vasya.”
8. “Petya rides a bicycle and looks at a crow” and “Petya fell off his bicycle.”
9. “Anton pierced Vasya’s balloon with a sharp stick” and “Vasya’s balloon burst.”
10. “Petya is cold” and “Petya put on a warm jacket.”

The child is presented with a pair of pictures that make up a cause-and-effect sequence; he must determine what happened first and what came later. The adult takes in his right hand a picture indicating the cause (for example, “Misha poured the juice carelessly”), and in his left hand a picture indicating the consequence (“There is a puddle on the table”) and asks, clearly pronouncing: “What happened first - a puddle appeared on the table or Did Misha pour the juice carelessly?” After that, he says how the sentence should sound correctly.

You should start by arranging the pictures in direct sequence: first the cause, and then the effect, and accordingly, you should use the conjunction “therefore” first. And only after the child has mastered these constructions can one proceed to presenting the reverse sequence: first the effect, and then the cause: “There is a puddle on the table because Misha poured the juice carelessly.” Alliances should be introduced gradually. If the child can read, a card with the corresponding word or phrase is placed between the pictures in the right place.

"Tell me a story"

A series of plot paintings are one of the most difficult sequences, especially if hidden subtext appears in them. Children with normal development easily understand sequences of pictures with obvious meaning already at 4 years old (some even earlier), understanding the hidden meaning (but understandable to the child from his life experience) appears a little later - by 4.5-5 years. The ability to compose a story based on a series of plot pictures suffers to one degree or another in most developmental disorders. In some cases, predominantly speech mediation suffers, in others - understanding of a simple plot, in third - understanding of a simple plot is intact, but there is no understanding of the hidden meaning, in fourth - a child understands pictures if an adult has laid them out in order, but cannot put them in the correct sequence myself.

The set includes pictures with both simple, subtext-free plots, and more complex ones - with hidden meaning and humor. The list is difficult to rank, since the difficulties depend on the specific problems of the child, so choosing a sequence makes sense taking into account the characteristics of each child.

Mouse and juice
The mouse wants to drink juice and cannot get it - the bag is very high. She sees lying
there is a straw nearby, puts it down and climbs up it. Then he drags in the straw
up, inserts it into the hole. He climbs onto a straw and drinks juice through it.

Grandma and pies
Grandmother kneads dough. Grandmother makes pies and places them on a baking sheet. Puts
pan into the oven. He takes out rosy baked pies and treats them to his grandson.

Baby sunbathing
A fair-skinned baby goes to sunbathe. He sits and plays, the sun rises higher. Baby
fell asleep, the sun was at its zenith. In the evening the brown baby goes home.

Caterpillar and mushroom
The caterpillar is crawling. It starts to rain, she sees a mushroom and crawls towards it in horror. bites into
mushroom. Looks out of the window in the mushroom.

Hedgehog and apple
A hedgehog walks and carries a huge apple on his back, sweat pours from him: he is tired. The hedgehog sits down and
eats an apple. A happy fat hedgehog is carrying a stub on his back.

Mouse and cheese
The mouse eats cheese. The mouse ate half of it and became fatter. I ate all the cheese and became completely
thick!

Dog and bee
The dog sniffs a bluebell flower with his nose in it. Frightened face of a dog with
blister on the nose. An angry bee peeks out of a bell and threatens a dog.
fist.

House
A house is being built, the walls are half erected. A whole house with a roof but no windows. House with
roof and windows.

Dog and mouse
The mouse runs into a mounded hole on the ground. The dog approaches the hole and sees something sticking out of it.
mouse nose The dog is trying to dig out this hole. The mouse runs away from the entrance to the hole,
placed on the other side of the mound, and the dog continues to dig.

Cat and hamster
A cat sits in front of a cage with a hamster and licks its lips; the hamster, with its ears flattened, is afraid. Hamster
goes to the other corner of the cage, to the feeder with grains, and stuffs them into his cheeks. Scary face
a hamster with stuffed cheeks and two protruding incisors, a frightened face of a cat with
hair raised on end behind the bars.

Fisherman
A fisherman catches fish from a boat. Underwater, a fish swims up with a boot in its fins and
hooks him. The surprised fisherman takes his shoe out of the water.

Children feed the birds
Boys collect sunflowers in summer. The boys are sitting at home and taking out
sunflower seeds. Boys pour seeds into a bird feeder in winter.

Boy and ice cream
A boy buys ice cream at a stall. He walks, stares at the birds, and the ice cream
melts over time. He looks at the ice cream - there is still a stick and a puddle of milk at his feet.

The pictures are laid out in front of the child in a random order and the child is given the task of putting them in order. If it is difficult for a child to complete, the adult himself lays out the pictures in the correct sequence and asks them to tell a story based on them. You can lay out a row with a picture missing OR include a picture from another sequence; the method of work depends on the characteristics of the child’s problems and the goals of the work.

In case of speech deficits, these tasks are supplemented with learning to compose a coherent speech utterance. A child with poor speech is asked to describe the picture in more detail. Children who are prone to excessive imagination can be taught through a consistent storyline to avoid unnecessary detail and unnecessary additions, requiring them to tell what they see and only that, but only the main thing.

Since the perception and understanding of serially organized material are inseparable from attention, memory, and thinking in their various manifestations, this manual at a certain stage of a child’s ontogenesis becomes universal for working with the cognitive sphere as a whole. It can be used to solve both developmental and correctional problems. Since cognitive characteristics are observed in most developmental disorders, this manual is applicable for most categories of children; only the emphasis and tasks change depending on the type of child’s problems.

In previous articles, we found out that a systematic vision of the world around us, the ability to think systematically, is very important for a more accurate, more reliable, more complete and detailed perception of any object (subject, phenomenon, process). This perception allows us to find the best and most correct solution to emerging contradictions.

But working with the “Magic Screen” is quite difficult for preschoolers. Therefore, with the help of special games and exercises, it is necessary to prepare the child for the ability to think in a system, to show that any object is part of something larger and at the same time itself consists of something, changes in the process of moving from the past to the future.

While playing, we learn to understand the genetic approach (past-present-future)

"Locomotive" (technological chain)

We form in the child an idea of ​​changes in an object over time. Depending on age, it increases the length of the chain - at 2-3 years old, two or three options are enough; the older the child, the longer and more complete the chain should be. For demonstration, you can use, for example, a train with carriages. We insert pictures into the window of the carriages or schematically draw a gradual change in the object over time.

Caviar → tadpole → frog

Egg → caterpillar → pupa → butterfly

Seed → sprout → sapling → small tree → big tree

If the game is played in a kindergarten, or there are several participants, the game can be made active. An adult prepares cards or pictures in advance, which are distributed to the players. These can be pictures depicting the seasons (for example: a green leaf, a yellow leaf, a branch without leaves, a branch with buds), different stages of a person’s life (baby, preschooler, schoolchild, adult, old person), the history of objects (cart, carriage, a vintage car, a modern car, a car of the future - for example, a flying one)

The “Train of Time” is lined up - the “Locomotive” gets up first, which, depending on age and understanding of the processes taking place, is either nominated by an adult, or the children choose themselves. Behind the “Locomotive” “Wagons” are lined up in accordance with the sequence of the process.

"What's first, what's next"

This exercise can be used with children 2-3 years old, gradually becoming more complex, and helps to consolidate the sequence of seasons, parts of the day, days of the week, etc.

First autumn, and then? - Winter. - And then? - Spring. - And then? - Summer.

- First Tuesday, and then? - Wednesday.

First evening, and then? - Night.

- First breakfast, and then? - Dinner.

With children 5-6 years old, you can use a multivariate approach:

First clay, then... - vase, brick, sculpture, whistle, etc.

First a log, then... - a house, a box, paper, a board, a closet, etc.

First an egg, then... - a chick, a turtle, a baby crocodile, a caterpillar, a snake, etc.

If the game is played in a kindergarten group or with several children, and the principle of the exercise has already been mastered, then a new rule can be introduced - whoever names the last word from the answer options becomes the leader and offers his first word.

"Paired words"

With this exercise you can reinforce the names of animals and their young, the processes of human maturation, changes in living and inanimate nature. The exercise is carried out in direct (now-later) and reverse (now-before) versions in paired words. The game will be more interesting if you throw the ball to each other. In this case, in addition to consolidating knowledge, the child practices catching and throwing a ball, coordination of movements is improved, and both hemispheres of the brain are activated due to simultaneous mental and motor activity.

With younger children, the topic is called: for example, “What is the name of the baby?”

The adult says the word: “Horses” and throws the ball to the child. The child catches it, answers: “Falk” and throws the ball back to the adult. Adult: “Cats”… “Kitten”; “Pigs”… “Piglet”; “Dogs”… “Puppy”, etc.

With older children (from 6-7 years old), a specific topic may not be indicated, only the direction “What happened before?” or “What will happen?” Words are taken from different topics: for example, “What happened before?”

"Day...morning"; "Sheep...lamb"; "Flower...seed"; “Uncle... boy”; "Rain...cloud"; “Window... glass”, etc.

Board-printed games

In stores you can purchase ready-made games, for example “What first, what next”, “Logic chains”, etc.

You can download the two proposed games, print them on a color printer, cut them into cards (you can pre-glue them onto cardboard) and play with your child.

"What's first, what's next"

By completing tasks, the child learns to generalize, understand the sequence of the plot, cause-and-effect relationships, and develop attention, observation, and coherent speech.

1 option

The child is asked to arrange the pictures in order in a certain sequence. First you need to sort out the plots consisting of 4 pictures, then - from 6, after that - from 8. Then compose detailed stories based on the pictures. If a child has difficulty composing a story, you can help him by starting a story.

Option 2

Children are invited to look at any picture from any series and come up with the beginning and end of their story based on this picture.

Option 3

Children are invited to look at any picture from any series and make a sentence based on it using 2, 3, 4, etc. words Then compose a story consisting of one, two, three sentences. You should pay attention to the coherence of speech, its expressiveness, and emotionality.