RU196557U1 - The simulator letter for group correctional-developing exercises and training visual-spatial memory - Google Patents

Abstract

The utility model relates to clinical psychology, neuropsychology and pedagogy and can be used in group corrective and developmental activities with children with impaired visual-spatial memory, as well as for training visual-spatial memory in healthy children. A useful model contains a flat plastic base (1) having a letter configuration, on the front and back sides of which, along its outer edge there are flanges (2), between which jumpers (3) are formed, forming cell recesses (4), the number and location of which on each side of the base (1) are the same, while the collars (2) and jumpers (3) have the same height. Thus, the letter simulator, due to its structural elements, allows for long-term correctional and developmental classes with children with impaired visual-spatial memory formation, including children with fine motor impairment, as well as visual-spatial memory training in healthy children. The declared simulator letter introduces the process classes an element of novelty, turning them into an interesting and attractive neuropsychological training for children. Due to the simplicity of design and ease of use, the letter 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.

So, 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 objects in the upper part, and similar images in the lower part, but not containing colors. A busy child needs to try to remember the colors of the images of objects, 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 and similar printing simulators, when used for group corrective developmental exercises and training visual-spatial memory are:

a) the possibility of only one-time use of materials of printing simulators;

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-developmental classes and training visual-spatial memory.

In order to overcome the above-mentioned shortcomings of printing simulators and increase the arsenal of devices designed for group corrective and developmental exercises and train the visual-spatial memory of children, the "Simulator letter for group corrective-developmental exercises and trainings of visual-spatial memory" was developed (hereinafter referred to as the "Simulator" -letter").

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) providing 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 elements of letters or inscribing various images into them;

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 "Simulator-letters", contributing to its widespread adoption in clinical and pedagogical practice.

The technical result of the claimed utility model is to expand the arsenal of devices designed for group corrective developmental exercises and training visual-spatial memory, which helps to increase the interest of children in classes and is provided due to the structural elements of the declared "Simulator-letters" that allow for long-term correctional developmental courses classes with children with impaired formation of visual-spatial memory, including children with impaired fine motor skills, and akzhe exercise visual-spatial memory in healthy children.

This technical result is achieved due to the fact that the "Trainer-letter" contains a flat plastic base having a letter configuration, on the front and back sides of which, on its outer edge there are flanges, between which jumpers are formed, forming cell-recesses, the number and location which are identical on each side of the base, while the shoulders and lintels have the same height.

In the preferred embodiment of the "Simulator-letters", the beads and jumpers have the same width.

In a preferred embodiment of the “Simulator-letter”, notches are applied to the end surfaces of the base.

In a preferred embodiment of the “Letter Simulator”, a white coating is applied to the surface of the recess cells.

In a preferred embodiment of the “Simulator-letter”, a mark is applied to the surface of the front side of the base.

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

In FIG. 1 - a general view of the front side of the "simulator-letters";

In FIG. 2 - side view of the “Simulator-letter”;

In FIG. 3 - section AA.

The declared “Trainer-letter” (see Fig. 1, 2) is a flat plastic base (1) having the configuration of one of the letters of the Russian alphabet, on the front and back sides of which are made collars (2) and jumpers (3) forming cells - recesses (4), intended for coloring with easily washable water markers of different colors during classes.

The following dimensions of this particular “Simulator-letter” are not signs that narrow the scope of legal protection, as they may change in the process of its creation.

The height of the base (1) of the “Simulator-letter” is 70-150 mm, the width is 50-150 mm, and the thickness of the base (1) is 4-8 mm.

Flanges (2) are made along the outer edge of the front and back sides of the base (1), between which are made jumpers (3) forming cell-recesses (4) on the surface of both sides of the base (1) (see Figs. 1, 3).

Jumpers (3) can be made in relation to the flanges (2) at an angle of 90 degrees or at other angles.

Thus, depending on the structure of the letter, the cell-recesses (4) can be in the form of squares, rectangles, parallelograms, rhombuses, trapezoids, quadrangles with a rounded corner, etc.

The total number of recess cells (4) on each side of the base (1) of the “Letter Trainer” depends on the structure of the letter, the size and shape of the recess cells (4) and can be from 6 to 18 or more pieces.

So, for example, on each side of the base (1) of the “Simulator-letter”, having the configuration of the letter “H” (see Fig. 1), the number of recess cells (4) can be 11 pieces, and include two vertical a row of five cells-recesses (4) of square shape, between which there is a horizontal jumper containing one cell-recess (4) of square shape.

The number and location of the cells-recesses (4) on each side of the base (1) of the “Letter Trainer” is the same.

The collars (2) and lintels (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 (2) and jumpers (3) provide the convenience of coloring them with water markers and make the learning process accessible for children with impaired fine motor skills. At the same time, 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 holding the "Simulator-letters" in hand, notches (5) with a depth of 0.5-1 mm are applied to the end surfaces of the base (1).

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

For the convenience of practicing with the "Trainer-letter", a mark (6) is applied to the surface of the front side of the base (1), which can be made, for example, in the form of a circle.

The base (1) of the "Simulator-letter" may have a configuration of a capital or lower case letter, as well as a printed or capital letter.

Along with the letter of the Russian alphabet, the base (1) of the "Simulator-letters" can have the configuration of the letters of any other alphabet, for example, English.

Classes with the utility model "Simulator letter for group corrective and developing classes and training visual-spatial memory" are carried out 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 who forms the task, using easily erasable multi-colored water markers, paints with different colors part of the recess cells (4) on the front side of the base (1).

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

After that, the child performing the task, within a specified time interval of the specialist (from 20 seconds or more) remembers the colors and the location of the painted cells-recesses (4) on the front side of the base (1).

Then, the child performing the task turns the “Simulator Letter” face down, after which it tries to reproduce from memory the colors of the painted cell-recesses (4), coloring the corresponding cell-recesses (4) on the back of the base (1) with markers of similar colors .

In the event of difficulties, the child performing the task can briefly turn the "Simulator letter", thus receiving a hint.

Verification of the correctness of the assignment is carried out by directly comparing the colors of the painted cells-recesses (4) on the front and back sides of the base (1) due to one or more turns of the “Letter-Trainer”,

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 whole sequence of actions is repeated the 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 "Simulators-letters".

In this case, each child paints in different colors the number of recess cells (4) specified by the specialist (4) on the front side of the base (1), after which both children show each other “Simulators-Letters” and during the time interval specified by the specialist (from 20 and more seconds) remember the colors and the location of the painted cells-recesses (4).

Further, each child tries to reproduce from memory the memorized colors and the location of the painted recess cells (4) by coloring the corresponding recess cells (4) on the reverse side of the base (1) of the used “Letter Trainer” in similar colors.

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

In addition to coloring the cell-indentations (4) with multi-colored markers, various symbols such as letters and numbers can be entered in them with a marker of the same color.

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

An important feature of the "Simulator-letter" is that its use during classes with preschool children additionally contributes to the assimilation of the structure of the letter, understanding the spatial arrangement of its elements.

Along with corrective and developing activities with children, the “Simulator letter” can also be used for classes with patients in a neurological clinic who have impaired visual-spatial memory or reading process in the presence of optical, optical-spatial or optical-mnestic alexia.

In this case, classes with the "Simulator-letter" are carried out mainly by inscribing different symbols into the cell-indentations (4) with a marker of the same color.

Thus, the “Trainer-letter”, due to its structural elements, allows for 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 visual-spatial memory training in healthy children .

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

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

Claims (5)

1. A letter simulator for group corrective developmental exercises and visual-spatial memory training, characterized in that it contains a flat plastic base having a letter configuration, on the front and back sides of which, on its outer edge there are flanges, between which jumpers are made, forming recess cells, the number and location of which are the same on each side of the base, while the shoulders and lintels have the same height. 2. The simulator letter according to claim 1, characterized in that the beads and jumpers have the same width. 3. The simulator letter according to claim 1, characterized in that notches are applied to the end surfaces of the base. 4. The simulator letter according to claim 1, characterized in that the surface of the cell recesses is coated with white. 5. The simulator letter according to claim 1, characterized in that a mark is applied to the surface of the front side of the base.

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