RU195555U1 - Pyramid simulator for group corrective developmental exercises and training visual-spatial memory - Google Patents

Abstract

The utility model “Pyramid simulator for group corrective and developing classes and training of visual-spatial memory” refers to clinical psychology, neuropsychology and pedagogy and can be used in group corrective and developing classes with children with visual-spatial memory formation disorders, and also for training visual and spatial memory in healthy children. A useful model contains a flat plastic base (1) of a triangular configuration, consisting of verti cial series of horizontally oriented elements of the same height, each of which has the form of the stadium - geometrical figure consisting of a rectangle with semicircles on two opposite sides; at the same time, a handle (2) is made from the bottom end of the base (1), and flanges (3) of the same height are formed on the front and back surfaces of the base (1) along its outer edge and between adjacent elements, forming cell recesses (4); at the same time, a semicircular protrusion (5) is made in the upper part of the base (1), one of the sides of which has a mark (6). Thus, the “Pyramid Trainer” due to the structural elements allows you to conduct long-term courses of correctional and developmental activities with children, having impaired formation of visual-spatial memory, including children with impaired fine motor skills, as well as training visual-spatial memory in healthy children. The declared “Pyramid Trainer” introduces an element of novelty into the process of training, turning them into an int Interesting and neuropsychological training for children. Due to its simplicity of design and ease of use, the Pyramid Simulator can be widely used in clinical and pedagogical practice.

Description

This useful model relates to clinical psychology, neuropsychology and pedagogy and can be used in conducting correctional developmental exercises with children with impaired visual-spatial memory formation, as well as for training visual-spatial memory in healthy children.

Visual spatial memory is one of the types of memory necessary for human life.

In case of violations of the formation of visual-spatial memory in children, correctional and developmental classes are conducted, during which various printing simulators and devices are used.

For example, the “Practical simulator for the development of speech, attention, memory, thinking, perception” is known, one of the pages of which has colored images of various toys in the upper part, for example, a pyramid consisting of multi-colored parts, and similar images in the lower part, but not containing colors. The child concerned must try to remember the colors of the images of the toys, then close them with a sheet of paper, and color from the memory with colored pencils or felt-tip pens the images located at the bottom of the simulator page (Teremkova N.E. Practical simulator for the development of speech, attention, memory, thinking, perceptions, Issue 2, Dragonfly LLC, Moscow, 2016, p. 3).

The disadvantages of this printing simulator when using it for group correctional-developing exercises and training visual-spatial memory are:

a) the possibility of only one-time use of the printed materials of the simulator;

b) a small amount of working material, which is insufficient for long-term training courses;

c) the difficulty of coloring small details of images for children with impaired fine motor skills.

Also, the device "Flower simulator for group corrective-developing exercises and training visual-spatial memory" is known from the existing level of technology (Patent RU 193618 U1 of November 7, 2019).

Structurally, this device is a plastic base of a flower-shaped form fixed on a handle, on each side of which there are recess cells.

During classes with this device, one child paints the recessed cells on the front side of the base with colored water markers, after which the other child tries to remember the color of the painted recessed cells and similarly paints the recessed cells on the back of the base.

However, prolonged work with this device leads to addiction in children and a decrease in interest in classes, which helps to reduce the effectiveness of correctional-developing classes and training visual-spatial memory.

In order to overcome the above drawbacks and increase the arsenal of devices designed for group corrective developmental exercises and training visual-spatial memory in children, a Pyramid Simulator for group corrective developmental exercises and visual-spatial memory training was developed (hereinafter referred to as the “Simulator- pyramid ").

The tasks to be solved by the claimed technical solution are:

a) providing the possibility of conducting group corrective and developmental classes with children with impaired visual-spatial memory;

b) providing the possibility of training visual-spatial memory in healthy children;

c) maintaining the interest of children in classes through the use of a new device;

d) ensuring the possibility of conducting long-term training courses due to the fact that the formation of tasks is carried out directly by the children themselves by coloring the cells of the "Pyramid Simulator";

e) providing the opportunity to conduct classes for children with impaired fine motor skills due to the fact that the cells are made in the form of recesses that do not allow the writing instrument to go beyond them;

e) the simplicity of the design of the "Pyramid Simulator", contributing to its widespread adoption in clinical and pedagogical practice.

The technical result of the claimed utility model is to increase the arsenal of devices designed for group corrective developmental exercises and training visual-spatial memory, provided by the structural elements of the declared "Pyramid Simulator", which allows for long-term courses of correctional developmental classes with children with impaired formation visual-spatial memory, including children with impaired fine motor skills, as well as training in visual-spatial memory ty in healthy children.

This technical result is ensured due to the fact that the Pyramid Simulator contains a flat plastic base of a triangular configuration, consisting of a vertical row of horizontally oriented elements of the same height, each of which has the shape of a stadium - a geometric figure consisting of a rectangle with semicircles on two opposite sides ; at the same time, a handle is made from the bottom end of the base, and flanges of the same height are made on the front and back surfaces of the base along its outer edge and between adjacent elements, forming cell recesses; while in the upper part of the base is made a semicircular protrusion on one side of which is marked.

In the preferred embodiment of the "Pyramid Simulator" the number of base elements is 5-12 pieces.

In a preferred embodiment of the “Pyramid Simulator” the mark is made in the form of a circle.

In a preferred embodiment of the Pyramid Simulator, the surface of the recess cells is highlighted in white.

The essence of the utility model "The simulator-pyramid for group correctional-developing exercises and training visual-spatial memory" is illustrated by drawings, which depict:

In FIG. 1 - general view of the "Pyramid Simulator";

In FIG. 2 - view of the "Pyramid Simulator" from the side of the handle.

The claimed "Pyramid Trainer" (see Fig. 1, 2) is a flat plastic base (1) of a triangular configuration, consisting of horizontally oriented elements of the same height, each of which has the shape of a stadium - a two-dimensional geometric figure consisting of a rectangle with semicircles on two opposite sides (Wikipedia, Stadium (geometry), found December 12, 2019 on the Internet at https://en.wikipedia.org/wiki/Stadium_(geometry)).

At the same time, a hollow handle (2) is made from the bottom end of the base (1), and flanges (3) are formed on the front and back surfaces of the base (1), forming cell-recesses (4) intended for coloring with easily washable water markers of different colors during classes held.

The elements of the base (1) of the Pyramid Trainer have different widths and are arranged in a vertical row in the order of decreasing width, that is, the widest element of the base (1) is located in the lower part, and the narrowest in the upper part of the base (1).

The dimensions of this specific “Pyramid Simulator” indicated below are not signs narrowing the scope of legal protection, since they can change in the process of its creation.

The height of the base (1) of the Pyramid Simulator is 70-100 mm, the width is 80-120 mm, and the thickness of the base (1) is 3-6 mm.

The handle (2) has a conical shape with a length of 80-120 mm, with a diameter at the end of 20-25 mm and a wall thickness of 2-3 mm.

The forming cells-recesses (4) of the shoulder (3) are made on the front and back surfaces of the base (1) along its outer edge and between adjacent elements of the base (1).

The number of base elements (1) is 5-12 pieces.

The collars (3) have the same width of 2-4 mm and the same height of 1-2 mm.

Thus, the design features of the recess cells (4) formed by the shoulders (3) provide the convenience of coloring them with water markers and make the learning process accessible for children with impaired fine motor skills. In this case, the small depth of the cell-recesses (4) does not prevent the removal of traces of water markers by means of a sponge designed to be erased.

For the convenience of training with the “Pyramid Trainer”, a semicircular protrusion (5) is made in the upper part of the base (1), on one side of which a mark (6) is applied, which indicates the front surface of the base (1).

The mark (6) can be made, for example, in the form of a circle.

For the children to better perceive the colors of the water markers that paint the recess cells (4), their surface is highlighted (for example, by means of paint) in white.

The “Pyramid simulator for group corrective-developing exercises and training visual-spatial memory” works as follows.

Before the start of the lesson, the specialist forms a group of two children with approximately the same problems with visual-spatial memory.

In this case, the specialist appoints one child to formulate the task, and the other child to complete the task.

Further, the child forming the task, holding the Pyramid Simulator by the handle (2), using easily erasable multi-colored water markers, paints with different colors part of the recess cells (4) on the front surface of the base (1), which differs in that it contains label (6).

In this case, the number of colored cells-recesses (4) and the number of multi-colored markers used are determined by a specialist and increase as the child reaches positive results.

After that, the “Pyramid Trainer” is transferred to the child performing the task, who, holding him by the handle (2), during the time interval specified by the specialist (from 20 seconds or more) remembers the colors and the location of the painted cells-recesses (4) on the front surface bases (1).

Then, the child performing the task turns the “Pyramid Simulator” face down with the base surface, and then tries to reproduce from memory the colors and the location of the painted cells-recesses (4), coloring the corresponding cell-recesses (4) on the reverse surface of the base with markers of similar colors ( 1).

In the event of difficulty, the child performing the task can briefly turn the Pyramid Simulator, thus receiving a hint.

Verification of the correctness of the task is carried out by directly comparing the colors of the painted cells-recesses (4) on the front and back surfaces of the base (1) due to one or more turns of the “Pyramid Trainer” held by the handle (2).

Further, all traces of water markers are removed with a sponge designed to be erased, the child forming the task and the child completing the task change roles and the entire sequence of actions is repeated a number of times specified by the specialist.

Along with the method described above, group exercises can be carried out by another method, based on the simultaneous use of two “Pyramid Trainers”.

In this case, each child, holding the used Pyramid Trainer by the handle (2), paints in different colors the number of recess cells (4) specified by the specialist on the front surface of the base (1), after which both children show each other the front surfaces of the used “Pyramid simulators” and during the time interval set by a specialist (from 20 seconds or more) remember the colors and the location of the painted cells-recesses (4).

Further, each child tries to reproduce from memory the remembered colors and the location of the painted recess cells (4) by coloring the corresponding recess cells (4) in similar colors on the back surface of the base (1) of the used Pyramid Simulator.

Verification of the correctness of the assignment is carried out by alternately comparing the colors of the colored cells-recesses (4) on the front surface of the base (1) of the “Pyramid simulator” of one child and the reverse surface of the base (1) of the “Pyramid simulator” of another child.

Along with correctional and developmental exercises, the Pyramid Simulator can be used as a developmental game aimed at developing and training visual-spatial memory in healthy children.

Thus, the “Pyramid Trainer” due to the structural elements allows you to conduct long-term courses of group corrective and developmental activities with children with impaired visual-spatial memory, including children with impaired fine motor skills, as well as training visual-spatial memory in healthy children.

The declared “Pyramid Trainer” introduces an element of novelty into the training process, turning them into an interesting and attractive neuropsychological training for children.

Due to the simplicity of design and ease of use, the Pyramid Simulator can be widely used in clinical and pedagogical practice.

Claims (4)

1. Pyramid simulator for group corrective-developing exercises and training visual-spatial memory, characterized in that it contains a flat plastic base of a triangular configuration, consisting of a vertical row of horizontally oriented elements of the same height, each of which has the shape of a stadium - a geometric figure, consisting from a rectangle with semicircles on two opposite sides; at the same time, a handle is made from the bottom end of the base, and flanges of the same height are made on the front and back surfaces of the base along its outer edge and between adjacent elements, forming cell recesses; while in the upper part of the base there is a semicircular protrusion on one side of which a mark is applied. 2. The pyramid trainer according to claim 1, characterized in that the number of base elements is 5-12 pieces. 3. The pyramid trainer according to claim 1, characterized in that the mark is made in the form of a circle. 4. The pyramid trainer according to claim 1, characterized in that the surface of the cell-recesses is highlighted in white.

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