By the age of 3.5, children normally understand simple cause-and-effect relationships. But the mass of children with speech delay or mental retardation in general, or other disorders, experience difficulties in understanding not only the logical-grammatical construction, but also the very cause-and-effect relationships that this construction denotes. Due to the lack of the ability to determine the causes and consequences of what happened, the children construct the phrase incorrectly, incorrectly use the phrase “because”, “due to the fact that”, etc.

We offer a series of paired pictures, where each pair contains a cause and effect. They are accompanied by cards with linking words "because", "due to the fact that", "therefore" (sheet 17). Pairs of pictures are offered in order of complexity: first, obvious consequences and causes, then more complex ones.

1. "Misha carelessly poured juice" 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 presented with a doll” and “Masha is happy.”

5. "Misha and Seryozha had a fight" and "Misha and Seryozha in bruises."

6. "Masha eats snow" and "Masha has a sore throat."

7. "Vasya teases the dog" and "The dog bites Vasya."

8. "Peter rides a bicycle and looks at the crow" and "Peter fell off the bike."

9. "Anton pierced Vasya's ball with a sharp stick" and "Vasya's ball burst."

10. “Petya is cold” and “Petya put on a warm jacket.”

The teacher offers the children (child) a couple of pictures that make up a causal sequence; children must determine what came first and what came after. An adult takes in his right hand a picture indicating the cause (for example, “Misha inaccurately poured juice”), and in his left hand - a picture of the consequence (“A puddle on the table”) and asks, clearly pronouncing: “What happened first - a puddle appeared on the table or Did Misha inaccurately pour juice? After that, he says how the speech construction should sound correctly, putting the word “therefore” or other linking words that are practiced in the lesson in the right place. You should start by building pictures in direct sequence: first the cause, and then the effect, and accordingly, the union “therefore” must be used first. And only after the child has mastered these constructions, you can proceed to the presentation of the reverse sequence: first the consequence, and then the cause: “There is a puddle on the table, because Misha poured the juice inaccurately.” It is better not to use all the ways of conveying cause-and-effect relationships at once in the first lessons, but to introduce unions gradually. If children can read, a card with the corresponding word or phrase is placed between the pictures in the right place. According to the model proposed by the adult, the children make up sentences for the remaining pairs of pictures.

III. "Tell me a story"

A series of plot pictures is one of the most difficult sequences, especially if there is a hidden subtext in them. Children with a normative type of development easily understand sequences of pictures with an obvious meaning as early as 4 years old (some even earlier), understanding of the hidden meaning (but accessible to the understanding of the child from his life experience) appears a little later - by 4.5-5 years. The possibility of compiling 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 others - understanding of a simple plot is preserved, but there is no understanding of the hidden meaning, in the fourth - the child understands the pictures if they are arranged in order by an adult, but cannot be laid out in the correct sequence. myself. Due to the prevalence of this problem, all teachers work with it, but there are always not enough pictures, especially those not known to the child.

We used stories that are probably unfamiliar to children. The set includes pictures both with simple plots that have no subtext, and with 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 it makes sense to choose a sequence taking into account the characteristics of each child.

1. The mouse wants to drink juice and cannot get it - the package is very high. She sees a straw lying nearby, puts it on and climbs on it. Then he drags the straw up, inserts it into the hole. He climbs onto a straw and drinks juice through it. (Sheet 24)

2. Grandmother kneads the dough. Grandmother makes pies and puts them on a baking sheet. Puts the tray in the oven. He takes out ruddy baked pies and treats his grandson. (Sheet 25)

3. A fair-skinned baby goes sunbathing. Sits playing, the sun rises higher. The kid fell asleep, the sun is at its zenith. In the evening, the brown baby goes home. (Sheet 26)

4. A caterpillar is crawling. It starts to rain, she sees a mushroom and crawls towards it in horror. It bites into the mushroom. Looks out of the window in the mushroom. (Sheet 27)

5. A hedgehog is walking and carrying a huge apple on his back, sweat is pouring from him: he is tired. The hedgehog sits down and eats an apple. A happy fat hedgehog carries a stub on its back. (Sheet 28)

6. The mouse eats cheese. The mouse ate half - it became fatter. I ate all the cheese - I became quite fat! ( Sheets 28, 29)

7. A dog sniffs a bluebell flower with its nose in it. Frightened muzzle of a dog with a blister on his nose. An angry bee peeps out of the bell, threatening the dog with its fist. (Sheets 29, 30)

8. A house is being built, the walls are up to half. A whole house with a roof but no windows. House with roof and windows. (Sheet 30)

9. A mouse runs into a mound-burrow on the ground. The dog approaches the hole - he sees a mouse nose sticking out of it. The dog is trying to dig this hole. The mouse runs away from the entrance to the hole, located on the other side of the mound, and the dog continues to dig. (Sheet 31)

10. A cat sits in front of a cage with a hamster and licks its lips, the hamster, with his ears flattened, is afraid. The hamster goes to the other corner of the cage, to the feeder with grains, and stuffs them by the cheeks. The terrible muzzle of a hamster with stuffed cheeks and 2 protruding incisors, a frightened muzzle of a cat with hair raised on end behind the bars. (Sheet 32)

11. A fisherman catches a fish from a boat. Under water, the fish swims up with a shoe in its fins and hooks it on a hook. The surprised fisherman takes his shoe out of the water. (Sheets 32,33)

12. Boys gather sunflowers in summer. The boys sit at home and take out seeds from sunflowers. The boys put seeds in the bird feeder in winter. (Sheets 33,34)

13. A boy buys ice cream in a stall. He walks, stares at the birds, and in the meantime the ice cream is melting. He looks at ice cream - there is a stick and a milk puddle at his feet. (Sheet 34)

This type of task is widely known, so we will not describe the work in detail. Let's just say that you can lay out the pictures in front of the children in a random sequence and ask them to arrange them in order. If it is difficult for the child to complete this task, the adult himself lays out the pictures in the correct sequence and asks to tell a story about them. You can lay out a row with a skipping picture or include a picture from a different sequence in it, the way of working again depends on the characteristics of the child's problems and the goals of the work.

Let us comment on the work with children with a distorted type of development. Many children with autism spectrum disorders, despite the high level of development of many cognitive functions, nevertheless find it difficult to understand elementary plot and everyday events, since the context is not the main semantic link for them. In addition, such children experience difficulties in interpreting emotions. They are specially trained in this, paying attention to how different parts of the face look when expressing certain emotions. In this case, it can be useful, when compiling a story from pictures, not to lay them all out (especially if you already know that the child is able to understand what is happening and can link the pictures into a single plot), but to lay them out in parts and ask the child to say which event was missed, why the corresponding hero got upset or frightened, or what happens after, for example, a hamster frightens a cat, etc., i.e. you put the first two or three pictures and don't show the last one. Separately, attention is focused on what each character feels. Of course, the proposed plot should not be familiar to the child!

Some children suffering from impulsiveness begin to interpret the picture without understanding it enough. Other children, when considering an object, build a judgment on a latent sign (for example, a pillow at the head of a boy is regarded as a “dumpling”, since it is white and similar in shape). In both cases, the method of correction will be training in careful consideration, analysis, clarification of the meaning and details, essential and less important.

In case of speech deficits, learning to compose a coherent speech statement is added to these tasks. Children with poor speech are asked to describe the picture in more detail. Children who are prone to over-fantasy can be taught, through storytelling, to avoid unnecessary detail and superfluous introductions by 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, and 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 features are observed in most developmental disorders, this manual is applicable to most categories of children, only the emphasis and tasks change depending on the type of child's problems.

Literature

Anufriev A.F., Kostromina S.N. How to overcome difficulties in teaching children. - M: Os-89, 2009.

Appe F. Introduction to the psychological theory of autism. - M: Terevinf, 2006.

Bekhterev V.M. Brain: structure, function, pathology, psyche // Izbr. works: in 2 volumes - M .: Pomatur, 1994. T. 1.

Bizyuk A.P. Compedium of methods of neuropsychological research. - St. Petersburg: Speech, 2005.

Wenger L., Mukhina V. Development of attention, memory and imagination in preschool age // Preschool education. 1974. No. 12. S. 24-30.

Issues of mental health of children and adolescents // Scientific and Practical Journal of Psychiatry, Psychology, Psychotherapy and Related Disciplines. 2009. No. 1.

Vygotsky L.S. Problems of defectology. - M.: Enlightenment, 1995.

Vygotsky L.S. Psychology. - M.: Eksmo-press, 2002.

Galperin P.Ya., Kabylnitskaya S.L. Experimental formation of attention. - M.: Enlightenment, 1974.

Galperin P.Ya. Linguistic consciousness and some questions of the relationship between language and thinking // Vopr. psychol. 1977. No. 4. S. 95-101.

Glozman Zh.M. Neuropsychology of childhood. - M.: Academy, 2009.

Doman G. What to do if your child has brain damage. - M.: Terevinf, 2007.

Drobinskaya A.O. School difficulties of non-standard children. - M.: School-press, 1999.

James W. Attention // Reader on Attention. - M.: Education, 1976. S. 50-103.

Diagnosis of the cognitive sphere of the child / Ed. T. G. Bogdanova, T.V. Kornilova. - M.: Enlightenment, 1994.

Kulagina I.Yu. Developmental psychology (Child development from birth to 17 years): Textbook. 4th ed. - M.: University of the Russian Academy of Education, 1998.

Lyublinskaya A.A. Child psychology. - M.: Enlightenment, 1971.

Nikolskaya O.S., Baenskaya E.R., Liebling M.M. Autistic child. - M.: Terevinf, 2000.

Peresleni L. I. Possibilities of studying the structure of cognitive activity according to the characteristics of forecasting: http://www.voppsy.ru/authors/PERESLLI.htm

Piaget J. Speech and thinking of the child. - M.: Pedagogy-Press, 1999

Polonskaya N.N. Neuropsychological diagnostics of children of primary school age. - M.: Academy, 2007.

Psychology of preschool children / Ed. A.V. Zaporozhets, D.B. Elkonin. - M.: Enlightenment, 1964.

Semago N.Ya. The concept of "ZPR" and its modern interpretation // II International Congress "Young Generation of the 21st Century: Actual Problems of Social and Psychological Health". - Minsk: Rhythm, 2003. S. 173.

Semago N.Ya., Semago M.M. Problem children. Fundamentals of diagnostic and corrective work of a psychologist. - M.: ARKTI, 2000

Semenovich A.V. Introduction to neuropsychology of childhood. - M.: Genesis, 2005.

Tikhomirova L.F., Basov A.V. Development of logical thinking of children. - Yaroslavl: Gringo, 1995.

Reader for Attention / Ed. A.N. Leontiev, A.A. Bubbles, V.Ya. Romanova. - M.: Publishing House of Moscow. un-ta, 1976.

Chirkova T.N. Psychological service in kindergarten: A manual for psychologists and specialists in preschool education. - M.: Pedagogical Society of Russia, 1998.

Elkonin D.B. Development of oral and written speech of students / Ed. V.V. Davydova, T.A. Nezhnova. - M.: INTOR, 1998.

Yaremenko B.R., Yaremenko A.B., Goryainova T.B. Minimal brain dysfunction. - St. Petersburg: Salit-Medkniga, 2002.

Introduction

General patterns of development of cognitive processes in childhood

Features of the development of the cognitive sphere in different types of dieontogenesis

I. "Put it in order"

II. "What first, what then?"

III. "Tell a story"

Literature

lyudmila soft

Ecological a game"What at first, What Then»

Colleagues, I bring to your attention didactic material useful for the ecological game of senior preschool age "What at first, What Then» .

Description: « Vegetables» made of fabric filled with centipon and cardboard. They are soft and funny, children are happy to use them in the game. Cards on which are fixed vegetable growth stages.

Goals: consolidate children's knowledge about the main stages of vegetable growth. Develop attention, coherent speech.

Methodology:

The child is asked to choose vegetable, arrange the cards in order growth and tell, what happened at first, And what Then.

You can lay out the cards by making a mistake. Invite the child to find the mistake.

Related publications:

Didactic game on ecology "ECOLOGICAL PATH" (for children of senior preschool age) EXPLANATORY NOTE Raising a love for nature.

Didactic game "Where, whose house?" for children 4-5 years old Purpose: to acquaint with the places where some animals, birds, insects and their dwellings live.

Ecological game “What? Where? When?" Types of children's activities: playful, productive, communicative, cognitive, perception of fiction. Software content.

Ecological game for the first junior group "Owl-owl" Ecological game "Owl-owl". Prepared by: teacher Cherednichenko L. O. of the first junior group No. 9MBDOU No. 47 of Kamyshin Volgograd.

Ecological game "Reminding signs" (preparatory group) Today we have not ordinary classes, but an intellectual game. We will remember the rules of behavior in nature. Before you are signs that carry a certain.

The purpose of the didactic game: to consolidate preschoolers' ideas about vegetables and fruits; develop mindfulness, memory, ingenuity;

Didactic games for preschoolers on the topic: "Trees and shrubs"

Author: Knis Anna Nikolaevna, senior teacher.
Place of employment: MBDOU "Kindergarten No. 3 "Smile", Kalach-on-Don.
Description of work: I bring to your attention didactic games for preschoolers on the topic: "Trees and shrubs." This material will help educators, children and their parents to consolidate children's knowledge of trees and shrubs in a playful way.
Didactic game: loto "Trees and shrubs".

Target: Consolidation of children's knowledge about the diversity of trees and shrubs, the ability to distinguish them and find the right plant.
Didactic material: The playing field (4 pcs.), Divided into 6 squares with images of various trees and shrubs, corresponding to the images on small cards (24 pcs.).
Game progress: Game for children from 4 years old. The game can be played by 3-5 people. Players are given game cards. The facilitator pulls out a small card from a special opaque bag, the player or the facilitator names the tree or shrub depicted on the card. Whoever found the corresponding image on his field takes the picture for himself. This continues until one of the participants covers the entire playing field with pictures. For children from 5 years old, the game can be complicated. Name the trees or shrubs depicted on the same playing field in one word.

1. Oak, birch, willow, linden, chestnut, maple are deciduous trees.

2. Bird cherry, lilac, mimosa, magnolia, wild rose, jasmine are shrubs.

3. Lemon, plum, pear, cherry, peach, apple tree are fruit trees.

4. Spruce, pine, cypress, juniper, thuja, cedar are coniferous plants.

Didactic game "Guess the plant"
Target: Development of the ability to describe trees and shrubs and recognize them by description.
Didactic material: Cards depicting various trees and shrubs.
Game progress: The teacher gives the children cards with the image of trees and shrubs. Children do not show their cards to anyone. The teacher offers one child to describe what is shown in his picture, or to make a riddle. The other children must guess what is in the picture.
For example: This is a tree. It has white bark with black stripes. Branches hang down. In the spring, sticky buds swell on them and earrings appear. This tree is considered a symbol of Russia. (Birch).
I have longer needles
Than the tree.
I'm growing very straight
In height.
If I'm not on the edge,
Branches only at the top. (Pine).
Didactic game "Collect a picture"
Target: Development of logical thinking, outlook, cognitive interest and speech activity.
Didactic material: Cards showing trees and bushes, cut into several parts.
Game progress: Game for children from 4 years old. Children are given game cards cut into 3, 4, 5 parts (according to the age and abilities of the child). Having collected the picture, the child tells what he has collected.
For example: Oak is a tree. Acorns grow on it.
Lilac is a bush with lilac flowers.
Cards for cutting.

Didactic game "The Fourth Extra"

Target: Development of skills to classify trees and shrubs according to essential features.
Didactic material: Cards depicting 4 types of trees and shrubs, 3 of them belong to one thematic group, and the fourth to another group.
Game progress: The children are given the task: “Look at the pictures, name what is shown on them and determine which image is superfluous. Remaining, name the images in one word. Each participant eliminates the extra image in turn. If he makes a mistake or does not complete the task, his version is offered to the next player. For each correctly completed task, they give a chip. The one with the most chips wins.
For example:
1. Oak, alder, spruce and birch. An extra spruce because it is a coniferous tree, and the rest are deciduous.

2. Alder, thuja, spruce, pine. An extra alder because it is a deciduous tree, and the rest are conifers.

3. Pear, peach, lilac, apple tree. Extra lilac because it is a shrub, and the rest are fruit trees.

4. Mimosa, magnolia, lilac, birch. An extra birch because it is a tree, and the rest are shrubs.

Didactic game "What first, what then?"

Target: the ability to arrange pictures in the order of the development of the plot.
Didactic material: A set of pictures for the game "What's first, what's next?", four pictures in each series.
Game progress: The teacher offers the children a series of pictures (four pictures for each child), which need to be carefully considered and determined what happened first, what then. "What's the first picture? What was first? Children look at the pictures and put them in the correct order. To check the correctness, you can stick numbers on the back of the pictures. When the child lays out the sequence, he can check it himself by opening the pictures on the back.

Didactic game "From which tree is the leaf?"
Target: the ability to distinguish and name the leaves of familiar trees.
Didactic material: Cards with the image of 4 types of trees and 4 leaves corresponding to these trees.
Game progress: Invite the child to connect the leaves with the trees of the corresponding type and name them.
1. Trees: cherry, peach, apple, pear.
Leaves: cherry, apple, pear, peach.

Svetlana Fomina

Purpose: to teach children to coherently express their thoughts, make complex sentences, determine cause and effect in the proposed situation.

Tasks: to teach how to compose a story, expand the child's vocabulary, develop logical thinking, coherent speech; learn to systematize the acquired knowledge.

How to play

All cards represent the process of product emergence. The game introduces the products familiar to every child: chocolate, butter, scrambled eggs, bread, sausages, etc. e. This helps the child quickly understand the rules of the game and make logical chains.

There are only 7 stories in the game, so no more than 7 people can play it.

Main game options:

1 option. Define sequence.

The facilitator selects cards of one story and offers to arrange them in the right order. What was in the beginning, what was later, what was produced.

As a result, the child develops logical thinking and improves visual perception, memory. The child learns to build cause-and-effect relationships, as he analyzes not individual images, but a whole chain.

Option 2. Define an extra card.

The host mixes all the cards, the players must return them to their chain. This stimulates the child's attention, develops reaction and observation.

3 option. Tell a story.

The facilitator offers to come up with a history of the preparation of the product. If the child is at a loss, he can be helped by additional questions. This version of the game makes the child speak his thoughts, which develops speech, improves its coherence and also stimulates logical thinking.

Related publications:

Purpose: To form an idea of ​​\u200b\u200bthe number and quantity, exercise children in a quantitative account for a given number, fix the account within.

Purpose: to consolidate children's knowledge about the fauna of North Ossetia, about the dependence of the existence of wild animals on the environment. Expand views.

In one of the magazines, a few years ago, I saw a game, the principle of our childhood game "tic-tac-toe". I liked the idea so much, I remember.

Didactic game for artistic and aesthetic development: "Find a field for a horse" (senior preschool age). Purpose: consolidation of knowledge.

Didactic game "Samara for all times". Age of children: 6 - 7 years. Number of players: 1 - 6. Methodological value: the game excites children.

Synopsis of entertainment "Own game" (senior preschool age) Target. Encourage the pursuit of intellectual originality. Tasks. To develop children's cognitive abilities, skills and dialogical skills.

An important point in the development of the child, his preparation for school, is to learn to determine the sequence of events. For training, the didactic game "Logic chains" is suitable. Cards need to be printed, cut into squares and invited the baby to determine what comes first and what comes next. Do not rush the child, let him think well, turn on the logic, explain his point of view, and then it will turn out faster and easier. For children 6-7 years old, you can suggest compiling a short story according to the pictures arranged in a logical order as a development of speech.

One hundred first? What then?

Target. To teach children to coherently express their thoughts, make complex sentences, determine cause and effect in the proposed situation. Learn to build sentences using words because, because, because, 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. To teach how to compose a story, expand the child's vocabulary, develop logical thinking, coherent speech; learn to systematize the acquired knowledge.

tell me a story

Target. To develop the ability to understand the subtext of the plot depicted in the picture, to highlight non-obvious, but situation-defining signs of images. Develop connected 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

everyday situations

For older preschoolers:

Household stories part 2

Cards must be printed on A4 sheets on both sides.

An example of methodological support (to everyday subjects 2)

By the age of 3.5, 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 construction, but also the very cause-and-effect relationships that this construction denotes. Due to the lack of the ability to determine the causes and consequences of what happened, the children construct the phrase incorrectly, incorrectly use the phrase “because”, “due to the fact that”, etc. This series of pictures contains cause and effect. They still 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 carelessly poured juice" 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 presented with a doll” and “Masha is happy.”
5. "Misha and Seryozha had a fight" and "Misha and Seryozha in bruises."
6. "Masha eats snow" and "Masha has a sore throat."
7. "Vasya teases the dog" and "The dog bites Vasya."
8. "Peter rides a bicycle and looks at the crow" and "Peter fell off the bike."
9. "Anton pierced Vasya's ball with a sharp stick" and "Vasya's ball burst."
10. “Petya is cold” and “Petya put on a warm jacket.”

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

You should start by building pictures in direct sequence: first the cause, and then the effect, and accordingly, the union “therefore” must be used first. And only after the child has mastered these constructions, you can proceed to the presentation of the reverse sequence: first the consequence, and then the cause: “There is a puddle on the table, because Misha poured the juice inaccurately.” Unions 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 pictures is one of the most difficult sequences, especially if there is a hidden subtext in them. Children with normal development easily understand sequences of pictures with an obvious meaning as early as 4 years old (some even earlier), understanding of the hidden meaning (but accessible to the understanding of the child from his life experience) appears a little later - by 4.5-5 years. The possibility of compiling a story based on a series of plot pictures suffers to one degree or another in most developmental disorders. In some cases, predominantly verbal mediation suffers, in others - understanding of a simple plot, in the third - understanding of a simple plot is preserved, but there is no understanding of the hidden meaning, in the fourth - the child understands the pictures if they are arranged in order by an adult, but cannot put them in the correct sequence. myself.

The set includes pictures both with simple plots without subtext, and with 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 it makes sense to choose a sequence taking into account the characteristics of each child.

mouse and juice
The mouse wants to drink juice and cannot get it - the package is very high. She sees lying
next to a straw, puts it on and climbs on it. Then he pulls the straw
up, inserts it into the hole. He climbs onto a straw and drinks juice through it.

Grandma and pies
Grandma is kneading the dough. Grandmother makes pies and puts them on a baking sheet. Puts
baking sheet in the oven. He takes out ruddy baked pies and treats his grandson.

The kid is sunbathing
A light-skinned baby goes to sunbathe. Sits playing, the sun rises higher. Baby
fell asleep, the sun at its zenith. In the evening, the brown baby goes home.

caterpillar and mushroom
A caterpillar is flying. It starts to rain, she sees a mushroom and crawls towards it in horror. Burrows into
mushroom. Looks out of the window in the mushroom.

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

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

dog and bee
The dog sniffs the bluebell flower with its nose in it. Frightened muzzle of a dog
blister on the nose. An angry bee peeps out of the bell, threatening the dog
fist.

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

dog and mouse
The mouse runs into a hole-mound on the ground. The dog approaches the hole - sees sticking out of it
mouse nose. The dog is trying to dig this hole. The mouse runs away from the entrance to the hole,
laid 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 his ears flattened, is afraid. Hamster
goes to the other corner of the cage, to the feeder with grains, and stuffs them by the cheeks. scary muzzle
hamster with stuffed cheeks and two protruding incisors, a frightened muzzle of a cat with
hair raised on end behind the bars.

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

Children feed the birds
Boys gather sunflowers in summer. The boys sit at home and take out
sunflower seeds. The boys put seeds in the 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 with time. He looks at ice cream - there is a stick and a milk puddle at his feet.

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

In case of speech deficits, learning to compose a coherent speech statement is added to these tasks. A child with poor speech is asked to describe the picture in more detail. Children who are prone to over-fantasy can be taught, through storytelling, to avoid unnecessary detail and superfluous introductions by 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, 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 features are observed in most developmental disorders, this manual is applicable to most categories of children, only the emphasis and tasks change depending on the type of child's problems.