Methods for developing attention in preschoolers, interesting exercises

One of the questions that concerns many parents is what exercises will help develop attention in children. You can notice that kids are rarely focused and concentrated, sometimes it’s not easy for them to do one thing, and yet attention is necessary not only for success in school or play, but also for their own safety.

What is attention?

Attention is a certain psychological process, a person’s ability to concentrate on a necessary action. A child’s success at school largely depends on how well it is developed, so it is very important to start working in preschool age, to create conditions for involuntary attention to develop into a voluntary, volitional ability to concentrate. And the best thing parents can do is to develop the ability to concentrate through play.

The following characteristics of this process can be distinguished.

• Volume. That is, the amount of information that a child can retain in his mind.
• Concentration. A child’s ability to concentrate on something specific.
• Sustainability. The time period during which it is possible to maintain concentration.
• Distribution. The ability to divide attention into several simultaneously occurring processes.
• Switchability. The ability to quickly transfer concentration from one action to another.

The task of parents is to work with their children so productively that they form and develop all these characteristics.

Attention is one of the processes of the cognitive, that is, cognitive, sphere of a person - along with memory, thinking, perception and imagination. Without concentration, it is impossible to obtain new information in the required volume and remember it, so this process can be confidently called the first stage of cognition. Then, with the help of memory, a person accumulates acquired information. Only with the necessary level of attention will a child be able to learn cognitive processes such as reading, writing, and learning in the future.

Development of voluntary attention of preschoolers in play activities

Author: Glazova Yana Alekseevna

Article: Glazova Y.A. Development of voluntary attention of preschool children in play activities

The problem of attention is considered one of the most important and complex problems in psychology. The development of the entire system of psychological knowledge, both fundamental and applied, depends on its solution.

The significance of attention in human life, its determining role in the selection of the contents of conscious experience, memorization and learning are obvious. It is also difficult to doubt the need for a comprehensive and detailed study of its phenomena.

In contrast to such cognitive processes as thinking, memory, perception, attention does not have its own special content; it appears, as it were, within these processes and is inseparable from them. Attention characterizes the dynamics of mental processes. Thus, this mental process is a condition for the successful implementation of any activity, both external and internal, and its product is its high-quality implementation. The main condition for the development of voluntary attention in preschool children can be play as the child’s main activity. In preschool age, play is of utmost importance in the life of a small child: play for them is study, play for them is work, play for them is a serious form of education. The game accustoms him to observation, to following certain rules, and disciplines his will. Play for preschoolers is a way of learning about the world around them. In the game, the child acquires new knowledge, skills and abilities.

Voluntary attention is one of the most important characteristics of children’s cognitive activity. Along with thinking, perception, memory, and imagination, voluntary attention is the most important acquisition of personality at this stage of ontogenesis. It is associated with the formation of volitional qualities in the child and is in close interaction with the general mental development of the child.

There are several approaches to understanding voluntariness. The first of them distinguishes between voluntary and volitional actions. Volitional actions, according to researchers of the first approach (G.S. Kostyuk, V.I. Asnin), “occur in a situation of restructuring stereotypes, in the presence of difficulties.”

Voluntary behavior, the authors believe, can be formed through the targeted development of the volitional sphere. These researchers understand by will the aspirations, desires, goals, decisions of a person, his conscious, purposeful actions, actions, his perseverance, determination, endurance and other qualities. Will is one of the ways of conscious regulation of activity and behavior, the ability acquired by a person to consciously set goals, make decisions and subordinate his actions and actions to them.

The third point of view on the mechanism of occurrence of voluntary behavior belongs to A.R. Luria and A.V. Zaporozhets. Researchers believe that preschoolers subordinate their behavior not to words, but to situational circumstances. Those. In order for the child to be guided in his actions by verbal instructions, it is necessary to create special conditions.

The formation of arbitrariness of behavior in preschool age goes from the “pre-situational” freedom of children to the appearance of barriers and effort, and then, in older preschool age, to the acquisition of “above-situational” freedom. These data suggest that the psychological mechanism for the development of voluntariness, and in particular voluntary attention, is the gradual “volition” of behavior, the consistent penetration of will into children’s behavior, leading through the child’s use of effort to gain freedom in action.

Involuntary attention reaches a high level of development in preschool age. The emergence of new interests and participation in new activities force the child to focus on aspects of reality that previously went unnoticed.

The preschooler's attention span and ability to engage in a particular task or subject for a long time increases. Preschoolers can spend hours playing some interesting game, drawing or designing.

The organization of educational work is of decisive importance in the development of involuntary attention. By introducing the preschooler to the surrounding reality, encouraging him to actively display this reality in his games, activities, and visual arts, the teacher arouses interest in new objects and phenomena, forcing the child to involuntarily focus his attention on them.

If involuntary attention reaches a high stage of development in preschool children, then voluntary attention is just beginning to form in them.

Carrying out instructions from adults, carrying out some responsibilities in kindergarten and at home, taking part in group games, a preschooler is increasingly faced with conditions where he has to pay attention to what is necessary to carry out the intended task, which corresponds to the verbal instructions of an adult or the requirements of the children's group. . Thus, new living conditions, specially organized by parents and educators, lead to the formation of voluntary attention.

F. Schiller believed that “play arose for pleasure... Only by playing can one become a person.” Thorndike stated: “Play is an hereditary instinct.” Bucher: “Game is a form of excess energy.” Kant: “Play is a disinterested activity... An activity in itself.”

The Swiss scientist K. Gross considered games to be the original school of behavior [39, 106]. For him, no matter what external or internal factors motivate the games, their meaning is precisely to become a school of life for children. This approach is simple and wise. The game is objectively a primary spontaneous school, the apparent chaos of which provides the child with the opportunity to become familiar with the traditions of behavior of the people around him. Nature, as it were, specially provided higher animals and humans with a long period of childhood, so that, while playing, they developed vital organs and functions.

The founder of psychoanalysis 3. Freud developed the idea of ​​the compensatory nature of play, connecting it with the unconscious mechanisms of the psyche. The first function of the game, according to Freud, is the symbolic realization of unconscious drives, which provides cleansing and healing of the psyche. The second function of the game is related to the fact that traumatic situations, which are the source of neurosis, are resolved and removed.

In modern languages, the concept of game is also extremely polysemantic. The prominent game theorist Huizinga defines this concept with the following formula: “Game is a voluntary action or activity performed within established boundaries of place and time according to voluntarily accepted but absolutely obligatory rules with a purpose contained in itself, accompanied by a feeling of tension and joy, as well as consciousness “another existence” than “everyday life” [68,10]. Huizinga's ideas have not lost their relevance. The scientist, with his book “Man Playing,” proves that human creativity is a moment of play as a moment of truth. Considering play action in different historical layers, Huizenga comes to the most important generalizations: play is a necessary way of social life, the objective basis of our existence].

The brilliant researcher of the game D.B. Elkonin believes that the game organizes activity with the help of cult symbols and, therefore, teaches one to navigate cultural phenomena and helps to use them appropriately. Special studies have established that the first needs of a child are social. D.B. Elkonin writes: “The world of a child is, first of all, an adult as the most important part of the reality surrounding the child, part of the world of adults.” This means that the game is social in nature and immediate saturation and is projected to reflect the world of adults.

Through play, a child enters the world of adults, masters spiritual values, and assimilates previous social experience. We can consider that in the game the child receives for the first time a lesson in collective thinking. This circumstance is of fundamental importance if we take into account that the child’s future is connected with socially useful work, the most important quality of which is the joint, collective solution of problems aimed at achieving a common goal.

So, the game performs essential functions in the formation of the child’s personality. It reflects and develops the knowledge and skills acquired in classes at preschool educational institutions, and establishes the rules of behavior that children are taught to follow in life. Play acts as the main leading type of children's activity and as the most important condition for social education. The game develops the mental abilities necessary for every child, the level of development of which, of course, affects the process of schooling. That is why it is necessary to pay special attention to the play activities of older preschoolers.

When we talk about play as the leading activity of a preschooler, we mainly mean joint role-playing play. Other types of games - outdoor, didactic, construction - although widely used in preschool education, serve to implement private educational tasks.

To develop voluntary attention, it is necessary to arouse in the child emotional interest in his activities, which becomes possible when using, first of all, the leading activity of a preschooler - games. It is still difficult for children to concentrate on monotonous and unattractive activities, while in the process of emotionally charged play they can remain attentive for quite a long time.

In the game, the basic elements of volitional action are formed: the child sets a goal, makes a decision, outlines a plan of action, executes it, shows a certain effort in overcoming obstacles, and evaluates the result of his action.

Voluntary regulation of behavior consists in subordinating the child’s behavior to the task, that is, in his ability to concentrate on what the adult suggested, on attempts to actively solve the problem, on overcoming everything that is not related to the main activity. Arbitrariness, in turn, provides a sufficient level of gaming motivation.

Insufficient voluntary attention - the child finds it difficult to concentrate attention on demand.

Such deficiencies cannot be eliminated by fragmentary “attention exercises” included in the process of working with a child and require specially organized work to overcome them.

The main change in attention in preschool age is that children aged 6-7 years first begin to manage their attention, consciously direct it to certain objects, phenomena, and stay on them, using certain means for this, i.e. so-called voluntary attention arises.

Age-related features of the development of voluntary attention in older preschoolers are the comparative weakness of voluntary attention and its low stability. Children do not yet know how to concentrate on a task for a long time, especially if it is uninteresting and monotonous; their attention is easily distracted. The possibilities of volitional regulation of attention and its management in older preschool age are very limited. Educators and parents are faced with the most difficult task - to think through the special work of organizing children’s attention, otherwise it will be at the mercy of surrounding things and random coincidences.

The development of voluntary attention is the most important task of preschool education. In the future, it will ensure the child’s success in school, help him follow the teacher’s instructions and control himself.

Voluntary attention is formed due to the fact that adults include the child in new activities such as games according to the rules, construction, etc., and with the help of certain means they direct and organize his attention. When introducing the child to these types of activities, adults organize his attention using verbal instructions. The child is directed to the need to perform given actions, taking into account certain circumstances.

One of the main means of developing voluntary attention is play, which acts as the main leading type of children's activity and as the most important condition for public education. A special role in the formation of voluntary attention is played by games with rules, which, in addition to increasing the level of development of the basic qualities of voluntary attention, contribute to the education in children of strong-willed character traits, activity, independence and determination.

Sources:

Barmashova E. Game mosaic: a program of classes for developing attention in preschool children [Text] / Elena Barmashova // School psychologist. - 2005. - No. 5. - P. 8-14.

Baskakova I.L. Attention of a preschooler, methods of its study and development. Studying the attention of schoolchildren [Text] / I.L. Baskakova. - M.: Publishing house "Institute of Practical Psychology", Voronezh-NPO "MODEK", 1995. - 64 p.

Preschooler's game [Text] / L.A.
Abrahamyan, T.V. Antonova, L.V. Artemova and others; Ed. S.L. Novoselova.— M.: Prosveshchenie, 1989.— 286 p.: ill.— (Book of a kindergarten teacher). Attached files: comments powered by HyperComments

Kinds

There are several types of attention that have their own specificity in preschool children.

First of all, passive (involuntary, or unintentional) attention, that is, concentration on something interesting, unusual without the child’s volitional efforts. In preschool age, this type is the main one: first, children pay attention to something noticeable, then they begin to be interested in what they did not know before, new to themselves.

The next stage of development is the formation of voluntary attention, and it is important to understand that it will not arise on its own from involuntary attention; for this it is necessary to train the child. The active variety is directly related to volitional efforts, so if a child is sick or irritated, his ability to concentrate decreases. Voluntary attention begins to form at the age of 4-5, although the first type still remains dominant throughout preschool childhood.

Features of voluntary attention

Voluntary attention manifests itself when we set a task for ourselves and develop a program for its implementation. The ability to control voluntary attention develops in a person gradually; it is not innate. But, having mastered the habit of voluntarily controlling our attention, its direction and concentration, we solve our problems more easily and no longer feel tension or discomfort due to the need to concentrate and maintain attention on what is necessary.

Voluntary attention demonstrates the volitional qualities of a person and his activity, reveals the range of interests, goals, and effectiveness. The main function of this type of attention is active participation in regulating the flow of mental processes. Voluntary attention allows you to find the necessary information in memory, identify the main thing, decide on a solution and act, solving problems and tasks.

Voluntary attention, when involved in work, involves the cerebral cortex (frontal regions), which are responsible for programming and adjusting human activity (including his behavior). The peculiarity of voluntary attention is manifested in the fact that the main stimulus in this case is a signal from the second signaling system (and not from the first, as happens with involuntary attention). Excitation that arises in the cerebral cortex as a thought or order to oneself becomes dominant. “Recharge” of voluntary attention occurs when the upper parts of the brain stem, reticular formation, and hypothalamus are activated, that is, under the influence of verbal stimuli. Voluntary attention is the highest mental function that distinguishes a person.

The conscious application of volitional efforts is a feature of voluntary attention, which helps in the process of working with new, unfamiliar material, when difficulties arise in work, when cognitive interest in a topic decreases, in the presence of various kinds of distractions.

We can highlight some distinctive features of voluntary attention as a higher mental function:

• its indirectness and awareness;
• arbitrariness;
• emergence during the evolution of the development of society;
• formation throughout life;
• the passage of certain developmental phases in ontogenesis;
• dependence and conditionality of the development of a child’s voluntary attention on his involvement in the learning process and on the assimilation of certain patterns of attention organization.

Concentration standards

Concentration of attention refers to the period of time during which a person is able to maintain concentration on one action. In children, it can have a different duration depending on age, but even the number of years lived is not a fundamental factor. The norm depends on the individual characteristics of the baby. The table shows specific indicators.

Indicators can be either increased or decreased, because attention, like the body and brain, can be trained with special exercises. Regular classes with a preschooler will give parents and the child a good mood, and will also be very useful for improving the ability to concentrate on something and maintain this concentration. It is necessary to develop it so that the child becomes more observant and can easily detect any small details or subtle signs. All this will further help in the learning process, since attention is closely related to memorization.

What is the manifestation of attention deficit?

Various attention disorders are directly related to the properties of attention. There are only seven of them.

Stability is the child’s ability to direct his attention to some objects or actions without switching it.

Concentration is the ability not to be distracted by extraneous sounds, rustles and similar stimuli during one’s own concentrated activity. For example, a preschooler is drawing and suddenly hears a sound signal that he has received an SMS. A child with a developed concentration will not be distracted by this - he will continue to draw.

Focus is the ability to maintain attention on one object or activity while distracting from everything else related to that topic. Focus is very similar to concentration, but is considered a skill of deeper analysis and focusing attention on important details.

The following disturbances of attention are associated with these properties of attention:

• lack of concentration, in which it is difficult for the child not to be distracted by extraneous stimuli;
• insufficient selectivity, in which the baby cannot concentrate on the desired object or activity;
• insufficient voluntariness, in which it is difficult for a preschooler to concentrate on demand;
• absent-mindedness - in other words, the inability to concentrate on the object of activity.

Distribution is the ability to place in your attention not one object, but several. For example, having learned that trees are coniferous and deciduous, preschoolers are able to remember several names of both.

• The inability to simultaneously perform several tasks, or otherwise poor distribution, is another violation of attention.

Switchability - this property of attention is especially pronounced at school. For example, the teacher says something, and then asks you to look at the textbook or at the board and rewrite the sentence.

• Children with poor attention span will continue to listen to what the teacher says; it is difficult for them to “suddenly” switch from one type of activity to another, that is, from the teacher’s words to a book or blackboard.

Objectivity is the ability to transfer attention to a specific focus of an object. For example, having learned that two plus two equals four and seeing a picture of apples under the example, a child with developed objectivity will immediately understand that 2 + 2 = 4 applies not only to numbers and apples, but also to carrots and any other objects.

Attention span is the number of objects or processes on which a child can simultaneously focus. As recent studies show, a child’s attention span is 4-6 objects.

• A small amount of attention - the inability to concentrate on several objects and hold them - is another violation of attention, which will certainly cause difficulties for the child when studying at school.

Formation of attention

Psychologists distinguish 6 stages of attention development in children.

1. Disseminated (from 0 to 1 year). Children can be distracted by any noise or new toy.
2. Fixed (1-2 years). The kid, busy with his business, is so absorbed in it that he does not notice anything around him.
3. Flexible single-channel (2-3 years). He may stop what he is doing when he hears an address to himself, but will return to it very quickly.
4. Established single-channel (3-4 years). Children can switch from one process to another, interrupt their activities, and then return to them again.
5. Two-channel short-term (4-5 years). The child gains the ability to do two things at the same time - for example, play and listen to what his mother tells him. If it is necessary to perform a complex action, he is able to concentrate on it.
6. Emerging two-channel (5-6 years). Can do two things at the same time, which is why attention training should begin at this age.

Knowing these stages will help parents understand their child better.

What is this?

Attention is the most important feature of the psyche. This term characterizes the process of a kind of filtering of information into important and unnecessary. Every second, a person’s brain receives many impulses from the environment. If a person did not have attention, his psyche would not withstand the load.

Attention is an important component of understanding the world

The development program is based on the properties that are characteristic of attention:

• Volume. With a small volume it is impossible to concentrate on several things and remember them;
• Resilience and concentration. If these properties are underdeveloped, it is difficult to concentrate on one thing for a long time. Such children are often distracted by other objects;
• Selectivity. Necessary for solving specific problems. With weak selectivity, children cannot focus on the desired part of the material;
• Switchability. Responsible for the process of switching from one type of activity to another;
• Arbitrariness. Allows you to focus on demand.

Selectivity concentrates on a specific subject

Violation of any of the means complicates the process of attention, which becomes the cause of deviations in the child’s activity. Therefore, the development of attention in preschool children requires special pedagogical work.

Methods and program for developing attention in preschoolers

The process of developing the attention of preschool children directly depends on adults. Pupils need to be taught how to be attentive. Psychologists believe that before this, preschoolers need to be taught three skills:

• Accept instructions (with gradual complication). Most children are not able to complete the task they are given the first time. Considering this feature, it would be more correct to divide the task into points and give a detailed explanation for each. You can gradually increase the difficulty;

It is easier for children to complete tasks following precise instructions

• Hold the instructions for the required time. Preschool children require repeated repetition of the received instructions during work. This allows them to remember the sequence of actions and control how they are performed. Additional instructions may be given for this purpose. Evidence of a clear understanding of the task is the child’s help to his friends who have difficulty completing the task;
• Control yourself. A preschooler who is completing a task must periodically check himself. For example, when a baby draws, he compares his drawing with others, finds similarities and differences. Child psychology is such that the competitive element in completing a task will become an additional incentive. Children who worked independently and completed the task without errors are encouraged.

We play and develop

To develop switching and stability, exercises are carried out to train the volume, distribution and concentration of attention, and exercises are carried out that form attentiveness. Below you can find a brief description of the ones used for children in the primary and middle groups of kindergarten.

• "Buttons"

Painting class in the “Golden Khokhloma” style in senior groups of preschool educational institutions

The game develops the attention of older preschoolers and also trains memory, imaginative thinking and spatial perception. The game involves two people. Each player is offered identical sets of items—buttons—that are not repeated.

Important! Buttons need to be chosen in different colors and different sizes. Curly buttons in the shape of vegetables, berries, animals, and fruits are ideal for play.

In front of each player lies a playing field divided into cells. The first player places three buttons on his field, the other player remembers their location. The playing field of the first child is covered with a handkerchief, and the second must reproduce the same arrangement of buttons. The game can be complicated by increasing the number of buttons and cells.

• “Where is the house?”

The game develops the stability of children's attention. You need to select drawings with images of animals connected by intricate lines to houses. Let the children, following the line with their eyes, connect the animal and its home. If the task is difficult, you can draw along the line with a pencil.

“Where is the house?”

Attention in children with visual impairments

In children with impaired or absent vision, a visual picture of the world is impossible or difficult. As a result, such children do not feel or do not perceive very many signals that provide information about the properties of objects and phenomena.

Obviously, to compensate for this gap, the activity of other senses must prevail. Attention plays an important role in this. Its manifestation and development in children with visual impairments has some features. For example, such children have a small amount of switchability and stability of attention, due to their slow and insufficient perception of the world around them. Nevertheless, the attention of such children develops according to the same principles as in healthy ones. Its formation is determined by activity and depends on a person’s active lifestyle.

Therefore, children with visual impairments should actively participate in all types of activities: play, study, work. It is important to teach children to listen, to feel the qualities and properties of different objects tactilely. Since voluntary attention is poorly developed in visually impaired children, it is necessary to build the educational process on involuntary attention. Children need to be taught to do not only what they like, but also what they need.

Additional Information! Children with visual impairments should have a person who can teach all important actions and movements to the point of automatism.

Techniques for increasing attention

We have seen that developing the ability to concentrate is of particular importance for preschoolers. And parents should train their children using an unobtrusive game form. Let's highlight a few tricks and techniques that you can use.

• Maintaining interest. Using game forms, you can ensure that the child will study with great pleasure and, accordingly, attentively.
• Stick to the duration of your classes. So, when studying numbers with a 4-year-old child, you need to understand that the child is able to hold attention for no more than 20 minutes, so it is better to keep the educational material within this framework.
• Favorite characters and toys will also help you not lose interest, and therefore listen and perceive what the parent is saying.
• Show by example. You can explain to the child that if he is attentive and tries to fulfill his parents’ instructions, then the result (for example, a tower of blocks) will turn out much better than if he worked without concentration, somehow.
• Reading and attention are interconnected, so to improve the second, you can teach your child the first. While the baby is just getting acquainted with letters, the mother can read interesting fairy tales and stories to him. Afterwards, you definitely need to discuss what you read, asking to retell it, asking questions. This will help you find out how carefully the baby listened.

If the baby has trouble concentrating and is very far from his age norm, then he may have shallow breathing. Inflating balloons, soap bubbles, playing the pipe or whistle will help correct the situation. In addition, studies have proven that walks in the fresh air and active sports games are very beneficial for children.

Senior preschoolers

During this period of time, when developing attention in children of senior preschool age, it is necessary to take into account that the child already has full command of the language, pronounces words correctly, and constructs sentences.

He is subject to small and large movements, generalizing words, intonation, and perception of works of art and music. Children at this age enjoy the following pastimes:

• paint;
• sculpt from clay, plasticine;
• cut out;
• glue;
• make crafts, applications;
• help at home.

Types of exercises for development

The following types of attention tasks can be distinguished for 5–6 year olds.

• Repetition. The parent draws a series of 2-3 repeating figures on paper, the child’s task is to determine which one should go next and complete the series. Instead of figures, you can build rows of letters.
• Search for the superfluous. At first, the task is simple: for example, the baby is offered 10 triangles and 1 square or 5 animals and one plant. We are gradually making it more complicated: 5 garden flowers and 1 wildflower are presented.
• Find the difference. The game is well known to everyone. Two almost identical pictures are laid out in front of the child, his task is to find those details that are slightly different. The level of difficulty also varies depending on preparedness.

• A variation of the previous task - find two identical ones. The child is offered an illustration that depicts several objects, such as vases, that differ from each other in minor details. The preschooler must carefully examine the models and find two identical ones among them. In the first stages of work, it is better to use pictures with obvious differences; this will help the child gain self-confidence and reinforce his interest. Further tasks become more difficult.
• Working with pictures. There are special illustrations in which animals, such as tigers or wolves, are presented in a veiled form. You can invite your child to find them all.
• Correlation of an object and its shadow.

• Coloring by numbers. The parent gives the child a black and white picture that needs to be made in color, while the picture itself is divided into fragments, each of which is marked with its own number. A decoding of the numbers is provided separately (for example, 6 is pink, 5 is red). The child’s task is to carefully color the image without confusing the tones.
• Drawing by numbers. A very good exercise for preschoolers who are familiar with counting to one hundred, and children of primary school age. The child is offered a picture, which for now consists only of dots, next to which a number is indicated. The kid must connect them, moving in order: first find 1, then connect it with 2, and so on.

It is important to remember that training should be built according to the principle “from simple to complex.” If the child does not succeed in something, you should postpone this task and offer him a simpler option.

Methods for assessing attention

To assess functions, there are special individual and group tests and techniques. The most common ones include:

1. A technique for finding the beginning and end of lines in a drawing.
2. To assess distribution, switching, stability, and fatigue, a technique is used in which children are given the task of marking different figures in a certain way, for example, a triangle with a dot, a square with a tick, etc. The time to complete the diagnosis is 2 minutes.
3. In parallel, short-term memory is assessed. To do this, the child is given multi-colored pictures, asked to look for objects and arrange these images in a given sequence. And then they ask where this or that thing originally lay.

When carrying out diagnostic procedures, the child’s desire to participate in them is very important.

Examples of simple games

There are a huge number of all kinds of games and tasks that will help your child learn to concentrate and also give him a good mood. The main thing is to conduct them in a positive way; the child should not have the thought that he is being taught something. It’s better if he is sure that mom and dad are playing with him.

Auditory attention

“Edible – Inedible” is a simple but effective game that you can play with one child or several. Mom throws the ball, saying the name of a dish, product or inedible item, such as clothing. The child listens carefully. If he hears the name of food, then he catches the ball, but if something unrelated to cooking sounds, then he needs to hit the ball.

There are many variations, so when a child is tired of food and is bored, you can offer slightly different games.

• "It flies - it doesn't fly." The mother names animals and birds, the child, when he hears the name of a bird, raises his hands, and when he hears the name of an animal, he crouches. Over time, the task becomes more complicated - the adult names the animal and raises his hands, while the child must pay attention and sit down.
• "Harvest". Mom is reading a story, into which she will periodically insert the words “plums” and “cherries,” and not always appropriately. The child must, firstly, hear the signal words themselves, and then perform the action: for “plums”, jump, for “cherries” - stand on one leg. An important feature is that the exercise is done from simple to complex: first, when pronouncing the text, the parent uses his voice to highlight signal words, then pronounces them in a normal rhythm so that the child is more attentive.
• "Catch - don't catch." You will need two small balls - light and dark. A light child should always catch, and a dark child should only catch when his mother silently throws him. If at the same time the command “Catch” is heard, then you cannot catch.
• "Repeat the rhythm." The mother sets a simple rhythm, beating it with her palms, and the baby must repeat it.
• "Clap." This is also an interesting task, the level of difficulty of which can vary depending on the child’s preparation. The mother gives the instruction: when she claps once, the child stands on his toes, when she claps twice, on his heels, when he claps three times, he squats. The speed of the clapping gradually increases.

All these games are good because they are not tied to a specific place, they can be played almost anywhere, and the child will not have the feeling that he is being taught something, he will have fun and interesting.

Series of tasks

The child is given instructions to complete several tasks (you need to start with three, gradually increasing their number), while all tasks are listed at once, so the child will have to remember both the actions themselves and their order. For example:

1. Jump 7 times.
2. Bring the red item.
3. Name a garden flower.

If the child did everything correctly, you should definitely praise him, but if something didn’t work out, correct him, but in a soft, delicate manner. Gradually the number of tasks and their complexity increases; such an exercise will also help improve memory.

Other effective games

It is very important to constantly offer the preschooler something new, so that he gets the impression of a game, and not a useful activity. For example, "Dwarfs and Giants". The idea is simple: mom names an object, it must be either large (mountain, skyscraper, multi-story building, whale, elephant) or small (needle, button, coin, bead). The child listens, when a word from the “big” series is pronounced, that is, “giant,” he stands on his toes and raises his straight arms up, when the “small” one, he crouches.

If there are several children, you can play “Broken Phone”. To do this, all participants sit in a row, the first whispers a word in the ear of the second child, who passes it on to the third, and so on. The latter listens to the word and pronounces it out loud; if it matches the original version, then the phone works, but if not, it is broken.

“Guess where the woodpecker is.” An adult knocks, imitating the knock of a woodpecker, sometimes loudly (the bird is close), sometimes quietly (far away). The baby’s task is to tell where exactly the woodpecker is located.

Visual attention

There are a large number of exercises that will help improve visual concentration, and you can play in any convenient place - at home, on a walk, on the way to your grandmother. They are simple, do not require any preparation, and are effective.

• Search for an item. The mother describes some object that is in the room (outside), the child must find it with his eyes and name it.
• "Look at me". The child examines his mother, her outfit, hairstyle, and accessories for a few seconds. Then he turns his back to her and answers questions like “what color is my bag”, “am I wearing a lilac jacket”, “do I have a brooch”? The main thing is to formulate questions so that the child has a chance to answer them. You can make the work more complicated: the child looks at his mother, tries to remember the details of her costume, after which she changes something in her appearance, for example, takes off her scarf. The baby must remember the previous image and report what changes have happened to him. The game is played on the principle of increasing complexity: at first the change is obvious, then, when it becomes easier to achieve the required concentration of attention, the details are chosen to be less significant. For example, a mother can remove the ring from one finger and put it on the other, or make two changes to her image (of course, the child must be warned about this).
• Working with a picture. Very similar to the previous task. The child is given a picture that he has not seen before. He should try to remember as many details as possible. After this, the illustration is removed and the baby is asked a series of questions.
• Graphic task "Beetle". The parent draws a sheet of paper in advance to make cells. Places a beetle figurine in one of them. Then he gives the task - listening to his prompts, move the insect. For example: two cells to the right - then one down - now three to the left and one up. Then the task becomes more complicated: mom immediately names several moves: cell down - two to the left - three up. The child must follow the direction with his eyes and place the beetle in the last cell. You can't move your finger.
• Another good exercise is “Cross out the letter.” The mother gives the baby a text, as well as a task - to find all the letters in it, for example, L and cross them out. When this works out well, you can make it more complicated: find A and L, cross out L with one line, and cross out A with two.
• “Do it as it was.” The figures are laid out in front of the child in a certain sequence. These can be buttons of different colors and colors, toy dishes, cards with images. The child tries to remember the sequence, then turns away, and the mother swaps some two objects. Turning around, the baby must say where the changes occurred.

Games to develop attention should be carried out regularly, only in this case can a positive effect be expected from them. Among the many exercises, you can choose those that your baby likes most and turn to them.

Why does a child have reduced attention?

Often children find it difficult to concentrate due to external factors that have a negative impact on their overall development. To avoid such a situation, you need to comply with certain conditions and control almost all aspects of the child’s life. So what should you pay attention to first?

Health

Good health is the main condition for a child to develop fully and comprehensively.

Diseases or illnesses can weaken concentration at any age, but this affects children much more: the baby becomes distracted and apathetic. It is extremely important to find and eliminate the causes of ailments, as well as closely monitor existing pathologies.

Teach your child to lead a healthy lifestyle. Try to limit your time watching TV, playing on the computer and on your smartphone. It is undesirable to overload him with information and affairs. Rest is one of the main components of good health.

Sleeping mode

If a child does not sleep well and does not follow a routine, he becomes chronically absent-minded, which leads to a decrease in school performance, stress and the development of various neuroses. The amount of energy for concentration and memorizing the necessary information also depends on the mode.

Physical activity

If a person’s body is not in good shape, then the brain does not function fully. The level of attention directly depends on the amount of mobility in the child’s lifestyle.

When children are outdoors, running, jumping and playing games, they get out their energy and stimulate active brain function. With enough active recreation or sports in a child’s life, he will be able to perceive and process information faster and better, which will have a positive impact on academic results.

Home furnishings

We are talking about the relationship of parents both with each other and with the child. When there are any problems in the family, discomfort is created and tension increases. Children react to such situations painfully and are the first to be hit emotionally.

As a result, school performance may decline, attention may wander, and the child will not be able to concentrate on the subject and will withdraw into himself. Always maintain a healthy climate in the family, and nothing will distract your child on the way to academic achievements.

Methods for developing attention

Not only attentiveness, but also the memory of children needs to be trained, because both of these areas of intelligence are aimed at productive assimilation of knowledge. Educational games on the street and at home do not always cope with this task, being more like additional training than a full-fledged set of exercises. In order for classes to bring visible results, they must follow a specific program that consistently improves abilities. It is not always possible to achieve this at home, so most parents prefer to develop the skills of their children in additional development centers, where training is conducted under the guidance of an experienced trainer.

Memorica is a comprehensive method for developing children's memory and attention, which has proven its effectiveness in the example of many students. Using game elements in learning allows children to study with interest and better assimilate the material. The acquired skills will become an excellent basis both for studying at school and for adult life, because they will be preserved forever and will again and again help you achieve success in any endeavor.