One of the most important human values that has existed throughout the centuries-old history has always been and remains children.
They are the continuation of the life of any society, its future. And on what adults invest in a child today, it largely depends on what tomorrow will be for humanity.
A new direction in psychology
Most parents, taking care of their children, make every effort to develop their abilities. And invaluable help in this is provided by psychology. This science has its own achievements and discoveries. Its methods have long been confirmed as effective tools for beneficial effects on the mental sphere of people.
One of the areas of this discipline is studying children's age and patterns of human development. And in this direction she has a lot of developments. Nevertheless, to date, specialists have to deal with such deviations in the development of children, which, using well-known and well-established methods, can only be partially overcome. This is explained by the fact that the methods available to psychologists are focused on those conditions in which previous generations were brought up and grew. However, modern children live in a completely different world. They get a different experience and are subject to different influences from previous ones.
Changes have occurred not only in the social situation, but also in the environment. And this could not ignore the processes of the birth of the child and his further development. But the biological laws that are inherent in man by nature itself have remained unchanged. And this fact often does not take into account the social situation in which the child develops. This becomes the cause of the imperfection manifested in the activities of children. Those tasks that are considered the norm cause them great difficulties. This causes an accumulation of pre-pathological and pathological symptoms, which cannot be eliminated using traditional correction methods. The actions used by psychologists in this case work only partially. They weaken the manifestation of symptoms, but do not lead to their complete elimination. This becomes the reason that some signs indicating difficulties in the mental development of the child are not amenable to direct effects on them.
That is why the method of replacement ontogenesis arose in pediatric neuropsychology. Scientists were engaged in its development from 1990 to 1997. The replacement ontogenesis method focuses not on the elimination of the symptom to be corrected, but on the cause of its occurrence. The basic principle of this direction is the correlation of the existing psychological status of a small person to the main stages that take place in the formation of the brain organization of all psychological processes. The method also considers the retrospective reproduction of certain areas of development that are not fully developed.
This modern direction of neuropsychic correction can be found by studying the book “The Method of Substitutional Ontogenesis”. This direction is based on the correction of functions based on the concept of A. R. Luria on three brain blocks. The author of the replacement ontogenesis method is Anna Vladimirovna Semenovich. This is a professor at Moscow State Pedagogical University and a famous neuropsychologist. Together with her, this direction was developed by Gypsy and Umrikhin, Arkhipov and Gatina, Serova, Safronov and Soloviev.
The benefits of a new direction
The method of ontogenesis substitution Semenovich allows you to coordinate and stabilize the work of individual parts of the brain. With its help, it becomes possible to build multidirectional neural connections. This allows you to ensure the functioning of the brain as a single system.
The fulfillment of the tasks facing the method of replacement ontogenesis is possible by using a set of specially selected exercises that are aimed at optimizing the work of the basic sensorimotor level, which is the basis of human cognitive functions. The entire correction process is carried out in this case in full accordance with the natural stages of ontogenesis. This helps the child to fill in the gaps that exist in its development.
Judging by the reviews of the parents, the method of replacement ontogenesis allows you to get quite impressive results. In most cases, those symptoms that indicated a poor development of the child either completely disappeared, or were successfully corrected after using the methods directed at them.
An alternative to the replacement ontogenesis method is the sand therapy method used over a long period of time. Fairytale therapy, music therapy, and many other similar means are used to correct the development of a child.
Concepts of A.V. Luria
In order to most fully understand the method of replacement ontogenesis of Anna Semenovich, you will need to familiarize yourself with the topic of brain development. The founder of domestic neuropsychology A.V. Luria conditionally divided the human brain into three blocks.
The first one is “I want to.” This is an energy block. Its formation occurs, starting from intrauterine development and ending with the age of 2-3 years. This block contains all the hereditary action programs. He is also responsible for the tone of the brain, the level of wakefulness, vital in the process of performing mental activity of any kind. The first block takes part in the organization of memory and attention, as well as in the regulation of motivational and emotional states (pain and fear, anger and pleasure).
Violations in the development of the first block are expressed in:
- lethargy, fatigue;
- emotional imbalance;
- various manifestations of allergies;
- increased incidence of disease;
- hyper- and hypotension;
- awkwardness of motor;
- fanciful poses;
- narrowing of the fields of vision.
The second block of the brain is conventionally called "I can." Its formation occurs in the period from 3 to 7-8 years. In this block, information is processed and stored. "I can" in response to:
- tactile, auditory and visual apparatus;
- human organization in space and time;
- speech control;
- development of intelligence.
The lack of formation of the second block of the brain is detected by the following:
- pallor of the child and uniformity of movements of his body;
- awkwardness;
- lack of coordination;
- lack of sensory-motor coordination and spatial representations.
The third block of A. V. Luria conditionally called "I must." Its formation occurs in the period from 7-8 to 12-15 years. This block includes the frontal lobes of the brain, which are responsible for the appropriateness of human behavior as a whole, namely:
- setting goals and achieving them;
- control over the execution of tasks;
- responsibility;
- consciousness.
If the third block of the brain is not formed enough, then these children:
- love to count the raven;
- are indifferent to any activity;
- distracted by everything that occurs in their field of vision;
- unable to find a solution to semantic problems;
- have poor speech.
Norm of ontogenesis
From the moment of his birth, nature does not endow all the mental functions of a child with a person.
They are formed gradually, starting their path from the period of intrauterine development. Normally, the ontogenesis (development) of the child should be as follows:
- passage through the birth canal;
- ability to lie on your back;
- coups on the stomach and side to side;
- crawling in the way;
- lifting with emphasis on the hands;
- ability to sit down;
- crawling on all fours;
- lifting to the legs with the help of hands, and then without them;
- walking with the support of an adult, and then independent.
Possible pathologies
Often, the laws of ontogenesis inherent in man by nature are not respected in children. The reason for this may be:
- birth injuries;
- dysfunctional pregnancy of the mother, etc.
Often, babies do not roll over from back to side for a long time, and then begin to do this and sit down immediately. Or crawl a little, but quickly get on their feet. That is, the child does not go through some stages of his development at all. This leads to the appearance of hypo- or hypertonicity.
Such children require neuropsychological correction. The ontogenesis replacement method involves assisting in the development of the brain and tuning the functioning of all its structures. The entire learning process proceeds according to the laws of nature. This helps the child to fill the gaps that exist in his development as efficiently as possible.
Neuro correction program
The essence of the replacement ontogenesis method lies in the effect on the sensorimotor level, which is carried out taking into account all the basic laws of development. This contributes to the activation of all HMF (higher mental functions).
Learning the method of replacement ontogenesis is the implementation of various exercises that contribute to the formation and development of work as individual areas, and the whole brain. According to this program, specialists work not only with children. Their patients are also adults who have various physical and mental pathologies, the cause of which are disturbances in the brain. Judging by the reviews, the method of replacement ontogenesis is very relevant for children. This is especially true in cases where there is an incorrect formation and development of certain mental elements.
When implementing the program developed by A. Semenovich, three basic approaches are used. Among them:
- Neuropsychological. This approach involves the use of clinical, psychological, speech therapy and defectological methods.
- Body oriented.
- Bringing to the norm of psychosomatic ontogenesis, as well as immunoprophylaxis without the use of medications.
To implement a systematic approach to the correction of children's neuropsychic development, the method program includes elements of pedagogy, speech therapy, defectology, developmental psychology, neurophysiology and psychotechnology.
Consider the exercises that are used in teaching the method of replacement ontogenesis.
Eye movements
Such exercises of the replacement ontogenesis method are designed to expand perception by increasing the field of view. With multidirectional and unidirectional movements of the eyes, as well as the tongue, the development of interhemispheric interaction occurs. In addition, such exercises during classes by the method of replacement ontogenesis contribute to increasing the energy of the whole organism.
Performed in different directions of eye movement lead to the activation of the learning process. Why is this happening? This is explained by the fact that most of the cranial nerves coming from the brain connect to the eye. Thanks to these connections, the movement of the pupil in all directions is activated, its muscles contract or relax, and the shape of the lens changes. Eyes, being in constant motion, collect information of a sensory nature and build in three-dimensional space very complex schemes of those images that are necessary for learning. All this enters the brain. And here is the construction of a visual picture of perception. It is necessary for the further successful education of the child.
Today, teachers, as a rule, use two-dimensional space in the form of tables, books, notebooks, etc. In this case, the eyes remain sedentary. The oculomotor exercises will allow to significantly improve the quality of training during the training program according to the method of replacement ontogenesis. They activate blood circulation and weaken mental stress, increase eye coordination and their ability to focus.
The following exercises may be present in the classroom summary of the replacement ontogenesis method:
- The child should sit on the floor. The position of his head is fixed. The gaze is directed straight. Eye training begins in four main and as many auxiliary directions. That is, up and down, left and right, and then diagonally. After this, the eyes should be brought to the center. Fixation points must change their location. First, they must be determined at arm's length, after the elbow, and then at the bridge of the nose. All these movements should be performed at a slow pace (3-7 seconds). In extreme situations, the gaze will need to be fixed. When practicing oculomotor exercises, it is necessary to use toys or other small objects. This will attract the attention of the child.
- The second exercise is performed, like the first. However, it is recommended to apply complication, which consists in the fact that the child needs to tighten his jaws.
- In the third exercise, eye movements are performed similarly to the first. But they are combined with breathing. Eye movements should be made on inhalation, and fixation at extreme points should be done on exhalation. As a complication, you need to bite your tongue a bit. You can perform the exercise with your mouth wide open.
Articulation Development
Such exercises of the replacement ontogenesis method can stimulate the functioning of individual brain systems. At the same time, there is an activation of those sites that control the higher mental functions of a person, namely his behavior, thinking and speech.
Judging by the reviews of the parents, the method of substitution ontogenesis allows the child to develop clearly coordinated movements of the articulation apparatus. This leads to the fact that the movements of the tongue and lips become more accurate.
The development of interaction between the hemispheres
Taking into account childhood neuropsychology, the method of replacement ontogenesis offers other exercises that contribute to the development of higher mental functions in a child. They represent the execution of cross motions. For example, a child is invited to clench one hand into a fist. Another at this time should be relaxed, and her palm should lie on the surface of the table. At the same time, you need to change the position of the hands.
Various movements can be performed in another way. With one hand, for example, it is proposed to draw a circle, and with the other - an eight.
Breathing exercises
When they are performed, the energy supply for the functioning of the brain increases. In addition, breathing exercises relieve or reduce stress, as well as reduce the manifestation of somatic disorders. The brain is provided with oxygen, which allows you to restore the general tone of the body and relieve emotional and physical stress. The acquired ability to control breathing contributes to the development of self-control over their behavior. These exercises are especially effective in correcting children with carelessness and hyperactivity.
For example, a child is encouraged to sit back. When inhaling, he will inflate his stomach like a balloon. After a pause, exhale follows. The duration of each phase is the same. In the first lessons, it will be 1 s, and then brought to 2-3 seconds. As a complication, hand movements can be added. On inhalation, they need to be raised up, and on exhalation, lower them down.
Motor exercises
Compression and stretching of the muscles of the body will normalize their hypo- and hypertonicity. Indeed, with any negative changes, a slowdown in the motor and mental activity of a person occurs.
Consider an example of such an exercise. The child should be invited to bend over and imagine that he is lifting a heavy barbell. The body should be maximally strained. After this, you need to slowly lift the “barbell”, hold it for a while over your head, and then abruptly “drop” it and relax.
Performing such exercises allows the child to develop many important factors on which human skills depend. Among them:
- Kinesthetic. This factor connects logical thinking and counting, drawing, writing, as well as motor skills. In case of violation of the child’s movement, they are intermittent and isolated. A conscious effect on this factor is produced when doing stretch marks during yoga classes.
- Spatial. This factor is responsible for the perception and processing of spatial relationships.
- Arbitrary self-regulation. It is carried out in the 3rd functional block of the brain. The pose taken during the exercise involves setting a goal. After this follows its correct retention, control over the execution of the movement and fixing the position of the body.
- Energy factor (1st block). Its development is affected by exercises to relieve muscle cramps. With proper breathing and the alternation of relaxation and stress, the energy supply of the whole organism increases. At the same time, the digestive system is activated, metabolic processes at the cellular level improve and the body is gradually cleared of toxins.
Relaxation
They carry out such exercises at the beginning of classes. Their goal is to integrate the experience gained.
As a rule, relaxation exercises are when the child is in a relaxed state. One example is the lotus position. You can also put the child on his back. Hands and feet should be without cross, in an open position. It is advisable that relaxation music be heard.
Introspection
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A similar process is similar to children's directness of perception and allows you to return to the natural awareness of your body, lost in the process of teaching a small person culturally conditioned and socially acceptable expressions of emotions and stereotypes of behavior.
Contraindications
The replacement ontogenesis method is not used:
- in the acute period of any type of infectious disease;
- in the presence of cerebral palsy;
- in case of acute injury;
- after surgery, when the patient is at the stage of early rehabilitation.