Attention tasks for children: find the shadow, find the match, labyrinths, the same pictures and colors.
Every day people are faced with many tasks that require their concentration and attention.
Attention is not an innate quality of a person and it needs to be developed from early childhood.
Attention is one of the most important higher mental functions. There are many types of attention. Printed tasks for developing attention are usually aimed at training visual attention . Auditory and motor attention also need to be developed.
Teaching a child to concentrate and maintain attention is one of the main tasks of preschool education, which parents usually have to solve.
Attention and counting tasks
One of the most interesting types of tasks for developing attentiveness and perseverance, at the same time training counting - Find and show, count. These are the tasks offered below:
Print the tasks “Find identical pictures”
Finding a match and connecting identical pictures (or marking them with the appropriate shape, color, number) are effective attention tasks for children.
Understanding general words with details
3A generalizing word is a word or phrase that is a general designation of homogeneous members associated with it.
Task No. 1.
Target. Selection of generalizing names for a group of homogeneous words.
Equipment. For children 6 years old: pictures with details of furniture, transport, animals, dishes.
Instructions for the child: The speech therapist shows pictures with the details of one object and asks the child to name this object.
Assessment: a total of 6 tests are presented, the maximum number of points is 2 points, 2 points - correct execution, 1 point - difficult, search, with the help of a speech therapist, finds, 0 points - refusal or distant verbal replacement.
Task No. 2.
Target . Selection of generalizing names for a group of homogeneous words.
Equipment . Images.
Instructions . The speech therapist shows pictures of items of clothing or fruits and asks the child to name what unites them. An apple, a pear, an orange are... Boots, sneakers, sneakers are...
Assessment: see task No. 1.
Task No. 3.
Methodology "The Fourth Wheel"
Target:
research into the level of generalization, logical validity and clarity of formulation, activity, and the possibility of forming and using generalized ideas.
Stimulus material:
a series of pictures with varying degrees of complexity of generalization (seven cards).
Instructions:
the child is shown a card with images of four objects and asked, highlighting the extra one, to generalize the other three. Speech therapist: “There are four objects drawn on this card, three of them have something in common (suit each other), and one does not fit. Look what doesn’t fit, what item is superfluous.”
If the child answers, then he is asked: “Why doesn’t it fit?” If there is no explanation, and the extra item is highlighted correctly, then you can ask: “How can you call these three items in one word?” (follows a list of objects united by the child) or more simply: “What is this?” You can tell your child that he correctly identified the extra object and ask him to explain why.
If during the conversation the child did not use generalizations and did not demonstrate knowledge of elementary concepts (family, animals), then it is advisable to offer him the simplest option. If the child knows basic concepts, you can start with the third option; if he uses the concepts of “transport”, “domestic and wild animals”, using the third and seventh options you can check whether he is able to independently make generalizations and find the correct justification for the decision.
Evaluation of results:
High level – the subject independently and correctly identifies an extra item and generalizes the other three;
Level above average - the student first names a generic concept incorrectly, then corrects the mistake himself, correctly identifying the extra object and generalizing the other three;
Intermediate level – independently provides only a descriptive characteristic of the generic concept;
Below average level - gives a descriptive characteristic of a generic concept only with the help of an experimenter;
Low level - the subject cannot identify an extra item and generalize the other three, even with the help of the experimenter.
Task No. 4.
Target . Understanding and ability to distinguish between logical groups.
Equipment . Children are presented with pictures depicting logical groups: vegetables, clothes, shoes, transport, etc.
During , the child is presented with pictures. Based on the name, the child shows the corresponding pictures. The instruction is given: “Show me the picture that I will name.” Answers with correctly shown pictures and pictures that the child did not show are recorded. The number of correct, incorrect impressions and refusals is also assessed.
Criteria for assessing the quality of the assignment: – 3 points – 1-2 errors are allowed. – 2 points – mistakes are made in displaying pictures of professions and professional activities, transport. – 1 point – incorrect display of pictures, errors in displaying pictures with everyday themes. – 0 points – refusal to answer.
Task No. 5.
Game with throwing the ball “Throw the ball and name the animals” Depending on the theme of the game, the following options are possible: “Throw the ball, clearly name the fruit” or “Throw the ball, quickly name the vehicle.”
Goal: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.
Option 1. Game progress. The adult names the general concept and throws the ball to each child in turn. The child, returning the ball to the adult, must name the objects related to this general concept.
Adult: - Vegetables; Children: - Potatoes, cabbage, tomatoes, cucumbers, radishes, beets, carrots.
Adult: - Fruits; Children: - Apple, pear, lemon, tangerine, orange, apricot.
Adult: - Berries; Children: -Raspberries, strawberries, currants, lingonberries, blueberries, blackberries.
Adult: - Trees; Children: -Birch, spruce, pine, oak, linden, poplar. etc.
Option 2. The adult names specific concepts, and the child names generalizing words. Adult: Cucumber, tomato, turnip: Child: Vegetables.
Synonymy research
Synonyms are words of the same part of speech that sound and are written differently, but are the same or close in meaning.
Task No. 1.
Target . This task is aimed at identifying the peculiarities of selecting synonyms for the given words.
The material is stimulus words:
1) nouns: doctor, building, food, park, mittens, car, lie, flame, animals, fighter;
Task No. 2.
2) adjectives: bold, huge, ragged, joyful, elegant, unripe; Task No. 3.
3) verbs: walk, look, hurry, eat, dance, jump, laugh, quit, work, knock.
Instructions : “I’ll name a word, and you tell me what other word can replace it. I’m walking - how can I say it differently?” If the child does not give the correct answer, he is asked: “Go to the door. Tell me, what are you doing?" If the child then answers correctly, it is emphasized to him that the same thing can be expressed in different words. If the child does not give the correct answer in this case, then the speech therapist names the answer and explains why the answer should be that way. After this, the child is presented with stimulus words in the order indicated above.
When analyzing the data obtained, the number of correct answers and their diversity are taken into account.
Criteria for assessing the quality of the assignment:
– 3 points – correct answer. – 2 points - replacing a synonym with a word or phrase from the semantic field that includes the stimulus word. – 1 point - answers that are not structurally related to the semantics of the stimulus word. – 0 points – no answer.
Task No. 4.
Naming synonymous words
Speech material –
words printed on cards:
heartfelt - rushed -
rude – to harm –
capricious – to praise –
prickly – fish –
Procedure and instructions.
The student is instructed to carefully read the words printed on the card, select, and then write a word that is close in meaning to each of them.
Evaluation of results:
High level - the task does not cause difficulties.
The level is above average - individual shortcomings are expressed in insufficiently precisely selected words, reflecting only secondary characteristics of word forms; clarification by the experimenter allows errors to be corrected.
Intermediate level – errors are systematically made regarding the content of the task, only intensive assistance from the experimenter allows it to be completed to the end.
Below average level - incorrect completion of the task in most cases, slow pace of work, work is carried out with the help of an experimenter.
Low level – errors in all tasks, help is ineffective.
Task No. 5.
Purpose of the game: to teach children to group words according to a common characteristic, to develop the ability to identify objects that do not meet certain requirements.
Equipment: cards with objects depicted on them (fire, plant, car, plate of food, pipe, hat, coat, etc.), chairs for each participant.
Progress of the game: the teacher invites the children to take their places on the chairs, which are arranged in a semicircle. There is another empty chair in the center. Using any tongue twister, one child is selected from those present, who takes the free seat.
The next step is that the teacher explains the rules of the game, which consist in the fact that it is necessary to name words that are very close in meaning to the word that will be named by the leader. First, the teacher gives an example (close - nearby, quickly - soon, eat - eat, look - look).
When the guys understand the meaning of the game, we can start. The leader shows a card with a picture of something to the child who is in the center, then he tries to name this object in several words, for example, book, brochure. If the kid coped well with the task, then he chooses the next participant in the game, who takes his place and receives a new task.
Words and pictures that can be offered to children can be the following: fire - flame, flower - plant, car - car, food - food - dish, etc.
Task No. 6.
Game with speech therapists “Understand me.” Selection of synonyms for a given word.
Words: faithful, stupid, heals, food, lie, large, affectionate, pleasure, homeland, anxiety, brave, meeting, sadness.
3
Printable attention color activities for children
Color code : Draw along the line and find out what color each number corresponds to. Color the tables accordingly.
Go through the maze and color the pictures with the corresponding colors.
Color the figures in the appropriate colors. The background can be painted over with any color or left white.
Games using generalization words
The common goal for all the games in this section is to teach children to understand general words and use them in their speech.
It is important , when playing these games, to focus on generalizing words: “All this is furniture (dishes, clothes, etc.). Show where the furniture is (dishes, clothes, etc.). Say – furniture (dishes, clothes, etc.).” Or: “What is this? Say in one word (animals, vegetables, fruits, etc.).”
, you can use object pictures for the same purpose
Cloth
LET'S PUT THE DOLL TO SLEEP
Goal: To introduce children to items of clothing and their details.
Equipment: Doll with a set of clothes, doll bed.
Progress: The teacher invites the child to put the doll to sleep. The child undresses the doll, the teacher comments on his actions: “First you need to take off your dress and hang it on the back of the chair. To take off the dress, you need to unbutton the buttons,” etc. As the game progresses, the teacher should activate the child’s speech by asking leading questions: “What needs to be unbuttoned on the dress?” If the child finds it difficult to answer, the teacher answers himself.
THE DOLL WOKE UP
Goal: To clarify the names of doll clothes, their details, colors.
Equipment: Doll on the crib, a set of her clothes.
Progress: The teacher shows the child a doll that is sleeping on the crib. He then explains that the doll has woken up and needs to be dressed. The child dresses the doll, and the teacher accompanies his actions with a speech: “Let’s put a T-shirt on the doll. The T-shirt is clean and white.” Then the teacher asks questions: “What do you put on the doll? What color is the T-shirt? and so on.
LET'S DRESS UP A DOLL
Goal: Activate vocabulary on the topic.
Equipment: Cardboard doll, set of paper clothes.
Procedure: The teacher invites the child to dress the doll for different situations (for a walk, for a holiday, in kindergarten, etc.). A child puts on a doll, for example, for a walk. The teacher describes the doll’s clothes: “We’ll put a blue coat on the doll. The coat has a collar, sleeves, and pockets. It fastens with buttons.” Activating the child’s speech, the teacher asks: “Where are the sleeves of the coat? Show me. What did you show? and so on. (Fig.12)
Dishes
GUESTS CAME TO THE DOLL
Goal: To familiarize children with the name of the dishes, their color, shape, and purpose.
Equipment: Doll dishes, table, doll, Masha and bunny.
Procedure: The teacher explains to the child that guests (a bear and a bunny) have come to the doll, so they need to set the table for tea, gives the child instructions: “Put the breadbox in the middle of the table. Place cups and saucers nearby and put teaspoons.” While performing the task, the teacher activates the children’s speech by asking questions: “What are you doing? What color is the cup? What can you drink from a cup? and so on. If the child finds it difficult, the teacher answers the questions himself. (Fig.13)
LET'S TREAT THE DOLL WITH TEA
Goal: To consolidate the name of the utensils and their sizes.
Equipment: Two sets of doll dishes and two dolls, sharply contrasting in size.
Progress: The teacher says that a doll came to visit the children with her daughter and invites the children to treat them to tea: “Let’s set the table for tea. The mother doll is big. She will drink tea from a large cup, and the daughter doll will drink tea from a small one. She will drink tea from a small cup." Then the teacher invites the child to arrange cups and distribute spoons according to the size of the dolls sitting at the table. It is important to monitor the correctness of the task and, if necessary, help the child by commenting on your and his actions; activate your vocabulary with leading questions.
LET'S TREAT THE BEARS WITH TEA
Goal: Same
Equipment: Three sets of dishes of different sizes, a picture from the fairy tale “The Three Bears” or three toy bears, sharply contrasting in size.
Progress: Played in the same way as the previous game, but using dishes of three different sizes.
LET'S WASH THE DISHES
Goal: Expand the vocabulary on the topic, activate the vocabulary.
Equipment: A bowl of water or a toy sink, doll dishes.
Procedure: The teacher explains to the child that after breakfast he needs to wash the dishes. He begins to wash the dishes, saying that the dishes were dirty, but now they are clean. Then invites the child to join the game. It is important to encourage your child to name dishes and actions (wash, dry).
Furniture
VISITING THE DOLL
Purpose: To clarify the name of the furniture and its purpose.
Equipment: Doll furniture, doll.
Progress: The teacher suggests going to visit the doll. The doll has different furniture at home. The teacher and the children examine it and determine what it is made of; specify the color of the furniture and its purpose. The teacher activates the children’s speech by asking him questions: “Show me where the chair is? What is it for? and so on.
LET'S INVITE BEAR TO VISIT
Purpose: Same.
Equipment: Toy furniture, teddy bear.
Progress: The teacher tells the children that a little bear came to visit them and offers to show him the play corner: “This is the kitchen. There is a stove, a sink, a table, chairs, a cupboard, etc. Then he asks the child: “Tell me, what is this? (chair). What is it for? (to sit on it), etc.” (Fig.14)
AT THE DOLL'S HOME
Goal: To consolidate the name of pieces of furniture and their sizes.
Equipment: Two dolls, two chairs and two cribs, sharply contrasting in size.
Progress: The teacher invites the children to visit the dolls, draws the children’s attention to the fact that one doll is large and the other is small. The teacher and the children examine the doll corner: “The furniture here is large and small. A large doll sleeps on a large bed, and a small doll sleeps on a small bed. A large doll sits on a large chair, and a small doll sits on a small one. Etc.". Then he asks the child: “What is this? (chair). What is he like? (big). What doll is sitting on this chair? (large). Place the dolls on your chairs,” etc.
Transport
WONDERFUL BAG
Goal: Clarify and activate vocabulary on the topic.
Equipment: Toy bus, truck, car, airplane, boat in a bag.
Progress: The teacher takes the cars out of the bag one by one. Together with the child, he examines and discusses the appearance of the car (truck, bus, etc.), color, material, purpose. The name of the machine parts, their color and shape are specified.
LET'S RIDE IN THE CAR TOYS
Goal: To intensify speech on the topic, to clarify the understanding of some prepositions.
Equipment: Large truck, toy passengers - doll, bear, etc.
Procedure: The teacher invites the child to ride toys in the car. The name of the machine parts, their color and shape are specified. The child seats the “passengers” and gives them a ride. The teacher asks questions: “Who is driving in the car? What does the doll do? What does the machine do? Then he asks to drive the car near the table, near the closet, behind the door, etc. (Fig.2)
LET ME TELL YOU WHAT
Goal: Fix the name of the transport, activate the dictionary.
Equipment: Toy bus, truck, car, plane, boat.
Progress: The toys are on the table or carpet. The child is at a distance of 1-2 meters from the table. The teacher asks the child: “Bring a bus (plane, truck, etc.).” If the child finds it difficult, the teacher clarifies: “It is red, standing near the plane,” or simply points to the desired toy. Then he asks questions, specifying what the child brought, what color the bus is, its size; looking at parts of the bus. The game repeats itself.
Toys
DISCOVER THE TOY
Goal: Clarify and activate vocabulary on the topic
Equipment: Children's favorite toys in a bag.
Progress: Watch the game “Wonderful Bag”
WHAT'S MISSING?
Goal: Develop visual attention and memory, activate vocabulary.
Equipment: Toys
Progress: The teacher puts 4 toys on the table. The child names them. Then the child closes his eyes, the teacher hides 1 toy. The child must guess which toy is missing. The game is repeated 3-4 times.
Vegetables and fruits
FIND OUT AND NAME
Goal: To consolidate the name of vegetables and fruits, their colors and shapes.
Equipment: Natural vegetables or dummies in a bag.
Progress: There are vegetables and fruits on the table. The teacher invites the child to take, for example, a carrot. The baby fulfills the request, names the vegetable and answers the teacher’s questions about its color and shape. (Fig.15)
WHAT IS IN THE BASKET?
Goal: To consolidate the name of vegetables and fruits; their color, shape and taste.
Equipment: Natural and ready-to-eat carrots, tomatoes, cucumbers, apples, oranges, pears or others.
Progress: The teacher takes vegetables and fruits out of the basket one by one and describes them, for example: “This is an apple. It is round and red. The apple is sweet, juicy, tasty. You can eat it." The child, with the help of the teacher’s questions, repeats the story about the apple, then tastes it.
IN THE GARDEN, IN THE VEGETABLE VEGETABLE?
Goal: Learn to group vegetables and fruits, consolidate their names.
Equipment: Flannelgraph or magnetic board with images of a tree and a bed, flat figures of an apple, orange, pear, potato, cabbage, onion or others.
Progress: The teacher explains that apples, pears and oranges are tasty and sweet. This is fruit. Fruits grow on a tree. Potatoes, cabbage, and onions are not sweet, but very healthy. These are vegetables. Vegetables grow in the garden. Then he invites the child to place the fruits on the tree and the vegetables in the garden. The child completes the task, and the teacher activates his speech with the help of questions: “What is this? (apple). An apple is a fruit. Repeat. Where do fruits grow? (on a tree)”, etc. (Fig.16)
TURNED
Goal: Same
Equipment: The same as in the previous game, only on the flannelgraph there is an image of a compote jar and a saucepan.
Progress: The teacher shows the children vegetables and fruits. They look at them together and remember the qualities of vegetables and fruits. Then the teacher tells the children that delicious jam or compote can be made from fruits, and a delicious soup can be made from vegetables and offers to prepare these dishes. To do this, place the fruits in a jar and the vegetables in a pan. The child completes the task, and the teacher activates his speech with the help of questions: “What is this? (apple). An apple is a fruit. Repeat. Compote and jam are prepared from fruits. Where will you put the fruit? (in a jar)”, etc. (Fig.17)
Animals
LET'S GET ACQUAINTED
Goal: Clarify and expand the child’s vocabulary on the topic.
Equipment: Toys depicting wild or domestic animals in a bag.
Procedure: The teacher shows the child a bag and offers to see what is in it. The child takes out the toys one by one and examines them. The teacher activates the children's speech with questions. For example: “Who is this? (Dog). What body parts does she have? Show the tail, ears, back, head. How does the dog scream? Etc.". If the child finds it difficult to answer, the teacher helps him. Game continues.
WHO SCREAMS LIKE THAT?
Goal: To teach children to recognize animals by onomatopoeia, to consolidate and activate vocabulary on the topic.
Equipment: Toys or pictures of pets.
Procedure: Children sit at a table or on the carpet, with toys or pictures of pets in front of them. The teacher invites them to find out who is screaming like that. For example: “Who shouts “meow”? That's right, cat." Then the teacher asks the child to find a cat toy or a picture of a cat. Game continues.
WHO LIVES WHERE?
Goal: To teach children to group animals into wild and domestic, to activate vocabulary on the topic.
Equipment: Toys of wild and domestic animals, a house and a tree.
Progress: Children sit near a table on which animal toys are placed, and a little further away there is a house and a tree. The teacher asks the children to name the animals, then asks: “Where does the cat live? (in the house). Right. Place the cat near the house. Where does the bunny live? (In the woods). Right. Put the bunny near the tree,” etc. When all the animals are ungrouped, the teacher says: “Animals that live in the house are called pets. What animals are these? (domestic). Name the pets (children name the animals that stand near the house).” The teacher says the same about wild animals.
This game can be carried out using subject pictures. The game is played with the aim of consolidating the knowledge about wild and domestic animals acquired in the lesson. (Fig.18)
Attention tasks “Find the shadow”
More tasks Find the shadow at the link.
Print tasks for developing attention and spatial thinking
More tasks for developing spatial thinking at the link.
Tips for parents
By completing interesting, playful, interactive tasks, the child will find differences between drawings, compare animals with their silhouettes, connect halves of figures and objects, go through labyrinths, navigate on a sheet of paper according to a plan, draw according to instructions, etc.
Any child will like high-quality illustrations, and he will complete tasks with pleasure. By working with tasks, a preschooler will not only spend his leisure time interestingly and usefully, but will also become more attentive and smarter.
It is very important to develop attention from early childhood, so that already in elementary school the child does not experience difficulties in learning to write, read, count, etc.
Future first-graders need not so much the quantitative accumulation of knowledge as their qualitative aspects: the ability to perform simple logical actions (generalization, comparison, analysis), argue their thoughts (affirm, refute, reason), independently find ways to solve problems, master techniques of voluntary attention and memory , be able to focus on a task, concentrate on a task , have speech culture skills.
When organizing classes, ensure that your child’s work space and time are properly organized.
- take care of the lighting,
- watch your child's posture,
- Explain the task to your child, even if it seems to you that it should be clear.
- Encourage the desire for independence.
- Praise for successes, don't scold for mistakes!
Attention tasks for children can be combined with other activities: to develop logic, thinking, reading and writing, fine motor skills, and mathematical abilities.
For example, in order for a child to count carefully and consciously, he must associate with each concept of number a certain idea of the number of objects. When calling the number 4, the baby must carefully count 4 objects; count them in order, put them in one group, draw the named number of circles or squares, show “four” on your fingers.
Games for classifying objects (with presentation)
Victoria Portyanko
Games for classifying objects (with presentation)
Classification of objects is the ability to find a common feature of objects, and according to it, combine objects into homogeneous groups. We classify objects according to generalizing words.
At first glance, classification is a boring task. And to make classification interesting, there is, as always, only one way - to turn it into a game! After all, the ability to identify common functional characteristics in a variety of objects will help children in the future to master almost all school wisdom.
1. Combining items.
I invite the children to look carefully at the objects and answer the following questions: What is drawn? What do these items have in common? How to call these items in one word (dishes, toys, vegetables, etc.?
2. “Put the objects into groups.”
I offer children picture cards that can be arranged into groups (for example, flowers, birds, trees). Sometimes I use large colored geometric shapes. This makes it easier and more convenient for children to arrange cards into groups, for example, flowers on a green circle, birds on a blue square, trees on a yellow triangle. At the same time, children themselves choose the basis for their group.
3. “What is common?”
I list several items and ask the guys to say what unites them, how they can be called in one word. For example, “wolf, fox, bear, hare” or “car, tram, trolleybus, bus.”
4. “I know 5 subjects.”.
I play in a group or on the street with a ball or any other toy. Here children are offered a general name, a concept for which they need to name more specific words related to it. For example, “I know 5 names of vegetables: potatoes, onions, carrots, beets, tomatoes.” For the exercise, it is recommended to use the following general concepts: names of girls, names of trees, countries, cities, rivers, fruits, vegetables, products, clothes, shoes, furniture, berries, etc. The game is very dynamic.
5. “Say it in one word.”
The game is the opposite. I name several words, and the child who catches the ball must name them with one common word (“birds, fish, animals,” “berries, trees, flowers”).
6. “What’s extra” (“Fourth extra”, “What doesn’t fit?”).
The game allows you not only to find common and different properties of objects, to compare, but also to combine into groups according to some basic, essential characteristic, and to master the skill of classification. Speech also develops, the child learns to explain and prove his choice.
I invite the child to carefully look at the pictures of objects and answer the questions: What is extra? Why? What is the distinctive feature? How to describe the three remaining items in one word?
7. “Opposite meaning.”
First you need to introduce children to the opposite meaning. For this, a poem will come to the rescue:
I will say a word high, and you will answer (low)
I’ll say far away, and you’ll answer….(close).
I will tell you the word coward, you will answer (brave).
Now I’ll say the beginning, well, answer (the end).
For example, sour -, white -, brave -, black -…. ,end -...., light -, start -, cheerful -...., buy -, bad -, remember -, sad -, big -, high -, top -, stupid -, forget -, good -, wide -, beginning -, day -, sell -… .
8. “Question-answer” (introduction to ancestral relationships).
Children learn which representatives of a species are included within the genus, that the concept of genus is always broader than the concept of “species”. All representatives of any genus have common characteristics inherent only to it, which is why the characteristic and other characteristics are combined into a genus.
I ask questions that confront the generic (trees, shrubs, flowers, fish, birds, berries, vegetables, animals) and species characteristics of objects (birch, oak, rose hips, lilac, crucian carp, pike, crow, dove, raspberry, potato, onion, lion , dog Questions can be structured as follows:
What are more in the forest - trees or pine trees?
What are more in the field - flowers or daisies?
What is more in the garden - shrubs or raspberry bushes?
What is more in the river - fish or pike? Etc.
9. “Fish, birds, animals” or “Berries, flowers, trees” (family relations).
During this game I usually use a ball. I throw a ball to the child and say one of the words (fish, bird, flower, animal, berry, tree, fruit). The child, having caught the ball, names the specific concept to the generic concept, for example, perch fish; falcon bird; animal is a bear. Topics may vary.
10. “Yes - no.”
To begin with, the child will be the leader (the role of the leader is usually very attractive for children). He makes a wish for some object (you can take a card with a picture of this object and hide it). The adult’s task is to guess what is shown on the card. He can ask the presenter any questions about this subject, which can be answered either “yes” or “no”. The dialogue might look like this, for example:
- Is this a living creature? - Yes. - Is this a beast? - No. - Bird? Yes. - City? - Yes. -Big? - No. - Sparrow. -Yes.
Also, for variety, I make presentations like this. I hope that my material will be useful in your work.
Manuals with tasks for developing attention for children
A good guide is Attention and Memory from the educational series GAKKEN for children published by Eksmo.
The Attention (neurotrainer) manual from Eksmo is aimed at developing auditory, visual and motor attention simultaneously. Examples of tasks from the manual:
Attention game “Kotorybalka”: an exciting game in which you need to be very attentive and protect the fish. After all, there is a cunning cat sitting near the aquarium, who is trying to catch the carefree inhabitants of the aquarium. Lay out cards according to certain rules and get rid of them before everyone else, because this is the only way to win!
More tasks for children under the tags Educational, Download Free
