What hides behind banal laziness?
the Clever, capable child go to school - and there the nightmare begins. The teacher complains that at lessons the child does nothing, and in a notebook mud. Letters are confused, the child slowly and reluctantly reads, tries to shirk any intellectual loadings. The two - the three settle in the diary. “It that, silly? - parents despair. - Or he scoffs at us?“Is not present
, he not silly and does not scoff. The fact that parents take for laziness, dullness, evil will, actually can be difficulties of training. Usually tell about their existence when there are serious “scissors“ between mind and abilities of the child - and his estimates. Its understanding can be complicated read or heard, or ability to express the thoughts orally or in writing, or ability to a reasoning, etc.by
As a rule is broken, it is difficult for child to study when at it for some reasons the part of the highest mental functions differently called cognitive is broken (that is informative). Refer memory, attention, feeling, perception, imagination and thinking to their number. They develop at each person unevenly: someone better perceives information eyes, someone aurally; compensation mechanisms work - if the attention is insufficiently created, it is possible to keep afloat due to good memory. But if lag considerable and does not manage to be compensated it, problems with study appear. Unfortunately, such children are considered as idlers and poor students to this day, and all help of adults is reduced usually to attempts to appeal to the conscience of them and to standing over soul.Typical problems of training
They are divided
into three main groups. The first group is difficulties of maintenance of an optimum tone of a brain: the child at the same time is not able to work actively. Notebooks of children with this problem are easily identified: one lines are written almost ideally, others are not read at all, handwriting unstable, changeable, lines slip down. And working capacity can fluctuate within two next lines. Such children quickly are tired, distract, begin to shustrit - such activity is similar to a shiver on a frost: the organism tries to normalize itself. And to fight against this excessive mobility bans and odergivaniye it is as useless how to forbid to shiver and clatter with teeth. Another helps here: alternation of different types of activity, frequent rest, interesting supply of material, is a lot of applied, practical activities, experiments, game. These children do not cope with big long tasks, they need to be divided into much small and between them to allow to take rest. You learn to catch at home and to the maximum to use the working capacity moments. Avoid unnecessary stresses and noisy concourses. And, of course, sport, mode, walks, normal dream. Difficulties of the second group are problems with information processing - visual, acoustical, kinestetichesky (that is arriving by means of the movement). It not decrease in sight or hearing, but violation of ability to understand aurally and to distinguish what was seen; problems and with kinestetichesky information meet, but this communication channel with the world is almost not involved in school training. by
If broke perception of visual information, the child has a bad handwriting, he “zerkalit“, confuses letters, is not guided on a sheet of paper, makes foolish mistakes in words, fails dictionary dictations (does not remember appearance of the word). In mathematics he cannot imagine a statement of the problem as the picture, at calculations the friend under the friend cannot write figure to a column, does not see sections. He reads slowly, understands read badly. At the same time he is inaccurate, cannot check where it has mistakes in work, does not understand drawings, pictures, tables.by
If broke perception of acoustical information, then the child does not perceive oral explanations, badly recognizes new words. It can have problems with the letter, reading, a foreign language, he will carry out hardly oral instructions of the teacher. Such child surely needs the help of the expert - neyropsikholo - hectare or the logopedist - the speech pathologist. Tasks for it have to be interesting too, submission of information has to be duplicated - not only orally, but also in writing and vice versa.the Family without quarrels
For development of deficiental skill the American teacher Scott Krauz recommends to
the following occupations. At problems of processing of visual information: to watch TV without sound and to try to understand what occurs; to put puzzles; to build of the designer; to draw; to imagine different pictures blindly; to imagine letters, figures and words as the picture; to look at drawing, then to close and list it to a detail on memory; to look for around itself similar objects of one form; to look for images, faces, animals in drawings on wall-paper, in the form of clouds, etc. Games and problems are useful: for example, “couples“, rebuses, anagrams, searches of the words hidden in chaos of letters, creation of new words from letters of a certain word “connect points“ (it is necessary to try to guess what is represented, without connecting a point yet), “that the artist confused“, labyrinths (“how to get from start to the finish“), etc. recommends to listen to
At problems of processing of acoustical information the TV blindly and to try to understand what occurs; to listen to radio; to listen attentively to sounds around itself; to read aloud and to listen to itself; when several familiar people talk - to try to understand blindly who what speaks; to imagine voices of acquaintances; to remember words of songs from hearing; to try to sort that is told on radio at the minimum loudness; to repeat for telling series of any figures; to reproduce sequence of figures, days of week, alphabet letters in the necessary order and back to front. The same tasks for reproduction of different sequences can be useful if at the child the perception of consecutive information is broken. Other useful activity - to cut the comic book on separate shots and to try to put them in a former order.by
At some children reduced information processing speed in general (in our society they are contemptuously called “brakes“ and “slowcoaches“). They can suggest to perform above-mentioned tasks for time, with the maximum speed, and in games like chess and checkers - to limit time for the course. The third group of difficulties are a lag in development of functions of programming and control: in other words, the brain does not cope with “management“ work: refuses to plan the work and does not look behind its performance. On the letter they pass or several times repeat letters, syllables, words, forget about points at the end of offers and capital letters. In retelling lose the whole semantic links. Do not apply the learned spelling patterns as both to write, and it is difficult for them to remember the rule at the same time.
of Such children should learn to make the action plans and algorithms, to pronounce actions, to do auxiliary drawings, to check itself.Who will help
the Best age for correction: 5 - 9 years
an intermediate stage of a dumaniye and planning aloud will disappear over time, will become internal, but the operations procedure will be already acquired. Drawing up plans and lists (implementation of points needs to be noted), strategic games, games with rules, stories on drawings, record by badges and drawings and reproduction of the story on them - all this has to help the child to organize the work and itself - and to cease to be considered as an idler, the numskull and the poor student.
- of Akhutin T. V., Pylayeva N. M. School of attention: Technique of development and correction of attention in children of 5 - 7 years. M.: Terevinf, 2004. Akhutin T. V., Pylayeva N. M.
- . School of multiplication: Technique of development of attention in children of 7 - 9 years. M.: Terevinf, Genesis, 2006. Akhutin T. V., Manelis N. G., Pylayev N. M., Hotylev T. Yu.
- . Soon school. Travel with Bim and Bom to the country to the Mathematician: A grant on training of children for school. M.: Terevinf, Genesis, 2006. Lukashenko M. L.
- ., Svobodina N. G. Dysgraphia. Correction of mistakes by the letter: Practical technique of elimination of shortcomings of spelling of school students of elementary grades. M.: Eksmo, 2004.