METHOD FOR CORRECTING MENTAL DEVELOPMENT AND BRAIN ACTIVITY OF CHILDREN WITH NEUROSYNDROME - DYSFUNCTION OF THE DIENCEPHALON AND MIDBRAIN - THROUGH THE CORRECTION OF THE 'SELF-IMAGE'

摘要

FIELD: correctional pedagogy and medicine.;SUBSTANCE: invention relates to the field of correctional pedagogy and medicine, in particular child neurology and psychiatry and correctional pedagogy, and can be used to correct higher mental functions (HMF) in children. The techniques of rhythmic touching are carried out, the correction of mental development and brain activity is carried out by means of the correction of the "Self-image", starting from the bodily level, ending with the social level. The teacher conducts a series of classes with the child, consisting of six stages, the features of the implementation of which are selected taking into account the mental development and brain activity of the child, determined on the basis of the results of neuropsychological diagnostics with elements of observation. At the first stage, the teacher interacts with the child, stimulates the child as an initiator of influence through the use of rhythm and image-representations. The teacher performs sequential rhythmic touches throughout the child's body with his hand under the metronome and / or music, pronouncing the names of body parts using imagery-representations. When the child has any response to these actions, the teacher encourages the child to touch under the metronome, music, change the quality of touches by adding rounded objects, linking words or pictures with a certain shape of the object, drawing the child's attention to bodily sensations. At the second stage, the teacher interacts with the child, stimulating the distribution of muscle and mental tone in the child. When in contact with a child, the teacher uses techniques and exercises that contribute to an active choice reaction, switching attention, changing activity programs, for the implementation of which objects of various shapes are used, changing movements relative to one system is performed to music that would allow the child to express his emotions when changing levels of space in motor activity. At the third stage, the teacher and the child carry out manipulative actions with an expanded arsenal of toys and/or objects of various shapes and sensory environments. A sensory environment is used, which would allow the child to stimulate a targeted search and highlight one object from others, combining it with the sensory environment. At the fourth stage, the teacher interacts with the child, stimulating the child's muscle and mental tone. The teacher, in contact with the child, uses exercises, creating a transition to active physical activity, studying space, working out synkinesis. At the fifth stage, the teacher activates the child's idea of ​​his body as an integral perceived system. The silhouette of the child is outlined, and through the drawing the child can see the image of his body from the side, stimulates the child's cognitive interest in the environment through the use of different images-representations. The teacher performs pressing, vibrational, superficial touches to various parts of the child's body, prompting the child to pronounce the name of the image-object with which each touch is associated. At the sixth stage, the teacher activates the child's independent actions. The teacher combines all the pictures drawn in the course of the lesson into one plot picture, invites the child to imagine himself as a fairy-tale hero, whom he would like to turn into, encouraging the child to talk about his problems, attitude towards himself and others.;EFFECT: method allows to improve the mental development and brain activity of children with neurosyndrome - dysfunction of the diencephalon and midbrain - through the correction of the "Self-image".;1 cl, 15 dwg, 1 ex