Methods for professionals

“Kvadrashka” game

Use for children with health limitations.

Given the comprehensive developmental nature of the game, its use is recommended for classes having children with special needs.

The following games can be offered for classes with children with speech impairments:

  • The “Learning to pronounce correctly” game (for sounds automation):
    The marker has a letter (or a microphone icon) on it. Each move of the marker is accompanied by a repetition of the syllable with this sound after the teacher. The marker must be combined with the picture, the name of which begins with this sound. A surprise may be an image of this letter or a symbol of the transition to the next task.
  • The “Compose a story” game (for the development of coherent speech):
    Pairs of pictures are selected considering the possibility of compiling a coherent story (a child – a jacket and a hat, a tree – a yellow leaf, a cloud – rain and a puddle, bird – a flying away flock). The task is to make up a sentence after combining the two elements, repeat the whole story again and come up with a name for it (Autumn) at the end. Surprise is the transition to the next task. It is possible to continue working with this topic, a surprise is a confirmation picture with additional elements (for example, mushrooms in the forest). The child must find an additional sign and make up a sentence about it.
  • The “Explore and assemble” game:
    In this game, the child must combine a large and a small ring of the same color. There is a pyramid with similar rings in the surprise. The child is given the task to explore the colors of rings, to combine large and small rings of the same color, and then to collect the whole pyramid.
  • The “Explain the relation” game.
    The teacher prepares the marker movement path in advance. The child moves the marker following the path and connects two pictures (for example, an ax and a tree, a fish and an aquarium). Then the child should explain the relation between those pictures
  • The “Learning to pronounce correctly” game (for sounds automation):
    The marker has a letter (or a microphone icon) on it. Each move of the marker is accompanied by a repetition of the syllable with this sound after the teacher. The marker must be combined with the picture, the name of which begins with this sound. A surprise may be an image of this letter or a symbol of the transition to the next task.
  • The “Compose a story” game (for the development of coherent speech):
    Pairs of pictures are selected considering the possibility of compiling a coherent story (a child – a jacket and a hat, a tree – a yellow leaf, a cloud – rain and a puddle, bird – a flying away flock). The task is to make up a sentence after combining the two elements, repeat the whole story again and come up with a name for it (Autumn) at the end. Surprise is the transition to the next task. It is possible to continue working with this topic, a surprise is a confirmation picture with additional elements (for example, mushrooms in the forest). The child must find an additional sign and make up a sentence about it.
  • The “Explore and assemble” game:
    In this game, the child must combine a large and a small ring of the same color. There is a pyramid with similar rings in the surprise. The child is given the task to explore the colors of rings, to combine large and small rings of the same color, and then to collect the whole pyramid.
  • The “Explain the relation” game.
    The teacher prepares the marker movement path in advance. The child moves the marker following the path and connects two pictures (for example, an ax and a tree, a fish and an aquarium). Then the child should explain the relation between those pictures
  • The “Guess the surprise” game.
    The presence of identical surprises helps the child realize the general theme he works at. You can offer the child to guess a surprise on the proposed task. For this purpose, pictures with a theme image (color, shape, size, clothes, dishes, transport…) are discussed in advance. There may be several cards in the surprise.

For lessons with children with fine motor skills disorder, the movement of markers is a separate rather difficult task. Therefore, it is not recommended to burden it with additional intellectual tasks. Both simple combination of identical pictures and the fulfillment of tasks for children of younger age are possible.

  • The “Which hand (which finger) is the most nimble” game.
    The child is offered to perform the task separately with his right or left hand, with different fingers.
  • The “Studying the environment” game.
    Cards with the same pictures are used and the child must combine them. During the game, a child discusses with a teacher the direction of markers movement (down-up, sideways, right-left). You can draw a diagram of the markers movement to further carry out the task according to it.