Computer games for visually impaired children. Board games. Games with cereals

Games are the main activity of preschool children. They are an important means of education.

The game captivates the child and gives him a lot of joy. Games develop children's speech, imagination, memory, attention and interests: their ideas about the environment expand and consolidate. In games, children easily practice various movements, and this is very important for blind children; Games help develop the child’s character and feelings.

Considering the great importance of games for children, and in particular for blind children, parents from early childhood give their blind child toys, first sounding, in the form of a rattle, rubber birds, etc., and children of 3 years old are allowed to string, insert, take out, rearrange, mix, rearrange toys. All these activities with toys and materials captivate children. For blind and 3-4 year old children with residual vision, you need to have a lot of different toys: dolls of different sizes, a set of furniture, animals, birds, cars, fungi, fish, flags. You definitely need to have a set of play building materials: squares, rectangles, cubes, bars. Children love to build different buildings using building materials.

In the summer, it is necessary to provide toys with which blind children can move (pulling a car with a string attached to it, a cart, pushing dolls in a stroller). Scoops, shovels, and sandboxes are provided for playing with sand. The sand must be clean and damp. On warm days, children can play with water. For this you need small toys: celluloid ducks, naked dolls, boats, bathtubs, dishes. The water should be at room temperature.

When giving a blind child a toy, you should explain to him what kind of toy it is; The child needs to feel this toy well with his hands. When feeling, the child names and shows all parts of the toy. Those toys that can be compared with natural-size objects must be compared; for example, a toy tea cup is compared with a natural tea cup, a toy chair is compared with the size of a natural chair, etc. When feeling toys and objects, the child tells what parts this object has; you need to try to get the child to feel all the toys and objects around him.

Toys are given to the child one at a time: when the child gets to know one well, you should give him another. When introducing a blind child to toys and all the objects around him, one must always remember that a sighted child examines objects with his eyes, and a blind child with his hands.

If there are a sufficient number of toys that are already familiar to a blind child, it is necessary to play different games with him.

The following games can be played with a 4 year old child:

1. Build fences, wells, bridges, ladders, doll houses, etc. from sticks and tabletop building material; choose the largest or smallest from all the toys (size comparison exercise); determine the shape: ball, cube, circle.

The cubes and balls lie interspersed in one box, the parents give the child another box, divided by a partition into two compartments, and offer to put all the cubes in one compartment, and all the balls in the other (the boxes are first felt by the child). First, parents show the child already familiar shapes, name them and, inviting him to separate the balls from the cubes, ask questions: “What did you put here and what there?” In this way, children learn to correctly identify the shapes of objects.

Then the child is asked to roll balls and cubes along an inclined plane. The cubes stop, the balls roll quickly. The child notes that the ball rolls, but the cube does not. This experiment is repeated several times.

Balls and circles are mixed in a box. The child is given the task of separating the balls from the circles. The task is performed in the same way as it was performed with cubes and balls. The process of classifying objects itself is a playful process for kids; they love to lay out and sort objects.

Game "Guess what's in my hand?" A cube, a ball and a circle are placed on the table (you can also put other objects). Parents invite the child to feel with his hands and name these objects. Then, taking one object in his hand, they ask the child to guess which object was taken. The child feels what is on the table and guesses what is in his hand. If the child guesses correctly, he receives the item and puts it in a nearby box. If he didn’t guess correctly, the parents name the object and put it back on the table. The game ends when the child puts all three objects in the box.

Game "Let's build a ladder." For this game, the child is given a doll and cubes. The child is asked to place one cube next to the doll, under one cube to place two cubes, under two cubes to place three cubes, etc. (Fig. 2).

The result was a ladder for the doll. You can start building the ladder in a different way: first put four cubes, then three, then two, then one.

“How many toys did you take out of the bag?” Some light, homogeneous objects (cubes, squares, fish, etc.) are placed in the bag and the child is given the task of removing one, two or three objects from the bag. Children are taught to distinguish between “many” objects and “few” objects. They are introduced to the numbers 1, 2, 3: they are given one cube, two or three cubes and asked to answer the question how many objects are given. Four-year-old children learn to count to three using concrete material.

Play with children using a device for stringing balls (Fig. 3). This device is made of a board on which pegs made of wood or thick wire (3 or 4) of different heights are fixed at a short distance from each other. Wooden balls are strung onto pegs (you can take them from bills and store them in a box).

Children are allowed to touch the balls with their hands, and then asked: “How many balls are in the box?” The children answer: “There are a lot of balls in the box.” Then the kids string these balls onto pegs or wires in a sequential order: first on the smaller one (one ball), then on the largest one (two balls) and on the largest one (three balls). Children string the balls and remove them with great pleasure.

Using a device for stringing balls, children learn to compare groups of objects of different quantities: 1 and 2; 1 and 3; 2 and 3; answer the question: “where are there more balls?”; “Where are there fewer balls?”; understand the question: “how much?” and answer it.

Four-year-old children can play the game “Dress Up the Dolls” (see “On instilling self-care skills”). Blind children of four years of age must be introduced to sighted children and taught to play “train”, “horses” with them, move in a circle while singing, etc.

In the lives of five-year-old children, play also occupies a large place and is widely used for their all-round development. Children of five years of age play many of the same games that were played with children of four years of age, but are more varied in content. In connection with the expansion of his horizons, a five-year-old child has new themes for games, which reflect the content of what was read and told to him. A large place in games is occupied by designing from game building materials, constructing buildings and playing with them.

Children of this age should have a variety of toys, with the help of which they can more fully reflect the phenomena of the surrounding life in their games: dolls of different sizes, clothes for dolls, various types of transport ─ cars and trucks, trains, ships, planes, domestic and wild animals, sets of furniture, dishes; various building materials.

While playing, children may sometimes need a variety of items, so it’s good to have a supply of wheels, scraps, boxes, twine, reels, boards, jars - all of this has a variety of uses in the game.

In summer, all games should take place outdoors (on the veranda, under a canopy): the game table and bench should be in the shade. In summer, children play with sand, building material and water (the sand should always be clean and wet). To play with sand, the child will be given a sandbox, a shovel, a bucket, rubber and celluloid toys, a small truck, and natural materials: pebbles, cones, branches.

Parents should ensure that the content of creative games reflects the positive phenomena of the surrounding life, the work of adults and children. A blind child sometimes needs to be helped in games, to influence not only the choice of topic, but also the development of the plot of the game, so that the child develops the correct attitude towards the phenomena of life around him, and his ideas about these phenomena are clarified. It is necessary to cultivate the child’s initiative and imagination in games, teach him to choose roles in the game and perform them. Parents sometimes advise their child to think about what he will play and pose questions to him that will help develop the content of the game. Parents promote the development of interest in those games that depict the friendly life of a family, mutual assistance in work, and caring for each other.

Parents not only encourage the child’s plans, but in difficult cases help to carry out the plans. If a child is building something, the parents guide the child’s thoughts, ask what he is building, and sometimes suggest a construction topic that can be completed (for example, a table, a sofa, a bridge, a tower, a house, a truck, a steamship); They teach you how to select the parts needed for construction and show you how to make buildings stable. The completed building is used by the child in the game. In the process of construction, parents reinforce in the child the ability to distinguish between buildings: large, small, high, low; correctly name the cube, block, right and left sides.

By directing the child’s games, parents make sure that the children’s knowledge about the world around them is consolidated in the game and becomes more conscious.

The game develops the child’s thinking, creative imagination, the correct attitude towards the environment, the child’s behavior skills, and a friendly attitude towards sighted comrades.

It is useful to play the following games with children:

1. “Guess by the sound.” The child must determine what the adults are doing (clearing dishes from the table, leafing through a book, hammering nails, etc.).

2. “Let’s build a ladder.” The ladder is built from cubes (see Fig. 2), as many steps can be built as needed to consolidate counting skills.

3. “Stringing balls.” A device is used to string balls while counting up to 5 (comparison of different values ​​within 5, Fig. 3).

4. “Do it right.” For the game, a device with corks is given, which consists of five strips with round holes drilled in each of them at the same distance from 1 to 5. Wooden corks with caps, connected by wire or a chain, are inserted into the holes. The child first gets acquainted with this device in detail, feeling it with his hands, and then removes the plugs and inserts them again. Since the manual is built on the principle of self-control, the child discovers that he has made a mistake, although he cannot immediately understand what exactly his mistake is. The child tries to insert a chain with five plugs into a bar with four holes, but this cannot be done, and he understands that one plug is extra; if, for a bar with four holes, he chooses a chain with three plugs, then one hole will remain unfilled. This forces the child to repeat the exercises many times until he gets it right (Figure 4).

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. “Bring the toys.” There are toys on the table: fish, mushrooms, flags, cubes, etc. The child is allowed to feel with his hands what order the toys are in and on which side of the table. The mother sits at a distance and gives the child the task of bringing a certain number of toys: “Bring two mushrooms.” The child goes to the toys, takes two mushrooms, brings them and puts them on the table at which the mother is sitting. The mother again orders: “Bring four flags,” etc. If the task is completed correctly, the mother claps her hands; if incorrect, the child is shown his mistake and the mother counts again with him. Then the game can be complicated: if the child has a child’s abacus, then before going for toys, he shows on the abacus how many toys he will bring. These counting techniques are very useful for blind children: while playing, they move and learn to count on specific objects.

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7. “Tell me which toy is hidden.” Small toys are placed on the table: tin soldiers, dolls, ducks, etc.

The child puts the toys in a row and counts them. Then he leaves the table. At this time, one toy is removed from the row. The child must determine which object is hidden ─ the second, fifth, etc. Starting the game with four or five toys, increase their number to ten.

Objects such as dolls, birds, etc. are placed in the “back of the head” one after another, and in this case it is clear which object in the row should be considered first; when mushrooms, flags, etc. are taken for the game, then it is necessary to firmly agree on which edge to start counting from (Fig. 5).

8. “Count correctly” (perception of numbers by ear). Small counting material (cubes or buttons) is laid out on the table. The child feels what is on the table and in what order, then sits down at the table. The mother hits the tambourine or simply clap her hands a certain number of times; The child must select as many objects as there are blows made and place them near him. The mother must always check the correctness of the child’s task.

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. "Knock, knock". This game is a very good exercise for developing children’s auditory and tactile-motor perceptions, as well as establishing strong and correct associations between a number and the corresponding number of objects (Fig. 6). The equipment for this game is simple: a disk made of thick cardboard with a diameter of 25 cm with “numeric” circles glued to it from 1 to 6. “Number” circles are cut out of cardboard of such thickness that they stand out in relief on the disk. A movable arrow, like a clock hand, is attached to the center of the disk. The child can move this arrow, placing it against one or another number of relief circles.

During the game, you need to hit the table with a stick, the child sits quietly, listens carefully and silently counts the hits. They hit the stick once ─ the child places the arrow opposite one circle, they hit it twice with the stick ─ the arrow moves in a circle and is placed opposite two circles, they hit the stick six times ─ the arrow moves and is placed opposite six circles. The game is played in complete silence, which greatly disciplines the children. You can knock with a stick loudly, quietly, very quietly, all the time watching how the child moves the arrow and whether he places it correctly. If the child has placed the arrow incorrectly, silently correct him. After finishing the game (5-6 minutes), you can tell the child how many times he made a mistake. Several children can play at once. This game is not only an exercise for the ear, but also for the motor system. In addition, children practically learn to count to six, and counting to six is ​​necessary at the first stage of learning when becoming familiar with six dots.

When children become familiar with the Knock-Knock game, you can introduce them to six dots on a rectangle (Figure 7). To do this, on a rectangle (6 cm─ length and 4 cm width) make six round small holes ─ “dots”.

The child, having remembered the order of these points during sequential pricking, points with his hand and says: first point, second point, third, fourth, fifth, sixth point.

Hexagons and angles are studied in sequential order, starting from the right side, and only with the help of touch.

The order of points and names of angles are shown in Fig. 7.

The child must learn to number the points separately and be able to show the corners of the rectangle: the lower and upper corners on the right side, the lower and upper corners on the left side. You can insert round sticks into the holes of the rectangle. This also helps memorize points and angles. All these games help visually impaired children master reading and writing more successfully.

On the second device (Fig. 8 ) Children also become familiar with hexagons in order of decreasing size of rectangles. This device can be made from cardboard.

A good play aid is a turret made of rings of decreasing size strung on a rod. To play you need two turrets.

First, the child is given one turret. He feels her with his hands, removes the rings and strings them on again. These play exercises introduce a blind child to a toy. At first, the child is captivated by the very process of attention and stringing of rings, and he sometimes does not notice the difference in their size. Gradually, parents draw the child’s attention to the sizes, to the correct alternation of rings, and the child’s interest switches to assembling the toy in the correct sequence. Some blind children need help stringing rings for a long time. Parents' help can be expressed in different ways: draw the child's attention to the size of the rings and together with him lay out the rings on the table in descending order of size ─ from largest to smallest, and then invite the child to put on the rings; Parents place next to the incorrectly assembled turret a turret with correctly strung rings and invite the child to run his hands from top to bottom, “stroke the turret,” first one correctly assembled, and then the other. The child perceives the property of the toy: in one case, the fingers slide smoothly along the smooth surface of the rings, in another case they sink in those places where the rings are strung incorrectly (Fig. 9). Then the child plays with the rings independently.

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After the child learns to assemble the turret correctly, the parents give him a new task: “Show me the largest ring, the smallest one”; “What kind of ring is this?” ─ the largest is given; “And this?” etc.

These questions direct the child’s attention to the size of the object and its correct designation.

Children need to be trained to determine the shape.

Shapes are given: rectangles and triangles. Challenge: Separate rectangles from triangles (see Game 3 above with 4-year-olds).

10. “Let’s dress the doll” (see above in the section on self-care).

It is necessary to conduct outdoor games with children of five years of age; It is useful to involve sighted children in the game. Here are examples of outdoor games:

1. “Counting book.” Text for the game: “One, two ─ head up; three, four ─ arms wider; five, six ─ sit down quietly. Let’s sit and rest, and then we’ll start again.” Children stand in a circle at arm's length and make movements according to the text. At “one, two” they raise their heads; on “three, four” ─ spread their arms to the sides; at “five, six” ─ they squat and “rest”; then they rise and repeat the movements again. This counting rhyme can also be done with four-year-old children.

You can also play the following games, which are popular among sighted children:

2. "Geese-swans".

3. "Loaf".

4. Game of "locomotive".

5. Movement in a circle with singing and other games. A large place in the games of children of senior preschool age (Oleg) is occupied by construction from building materials, paper, wire, wood, cardboard. Older children of preschool age themselves act out individual plots of fairy tales, stories, or use dolls and cardboard figures for this.

For children of six years of age, it is advisable to have the following toys and materials for games: telephone, radio, crane, excavator, tractor, car and truck, bus, steamship, plane, train, domestic and wild animals of different sizes, a set of small dolls for games with tabletop building material.

Toys should be stored in a closet on shelves so that a blind child can take them himself, knowing which shelf this or that toy is on, and put them away in the same place after playing.

In addition to ready-made toys, you need to have a variety of materials for making homemade toys (various boards, scraps, paper, twine, cardboard, soft wire, boxes, reels, wheels, natural materials, hammer, nails, scissors, knife, needle, etc. ).

For six-year-old children, you can purchase different construction sets: wooden, metal, plastic. It is recommended to purchase collapsible toys, for example a folding house. The plastic construction set contains two types of small bricks; these small bricks can be combined into large ones. From large bricks you can build a gate, footbridge, tower, house and other buildings.

Parents help the child in the game: they advise him to think about what he will play, what he needs to play; sometimes they suggest a theme for construction related to the content of the story read. In some cases, adults themselves play with the child and thus influence the direction and content of the game. But in managing the game, it is necessary to beware of obsession, which suppresses the child’s initiative and imagination.

Children as young as six play many of the games they played when they were younger. For example:

"Let's build a ladder." The ladder is built from cubes of 10 steps (Fig. 1).

“Stringing balls” (Fig. 2).

“Who knows, let him count back.” The main purpose of this game is to provide an understanding of the gradual reduction of a quantity by one and the ability to name the corresponding numerals, which helps the child in the future move from visual to abstract oral counting. For this game, 10 cubes, barrels, etc. are placed on the table. The child feels the objects with his hands. Suppose there are 10 cubes in a row on the table; removing one cube, the mother says: “Nine”, the child removes another cube and says: “Eight”, etc. “Nothing” - says the one who took the last cube. You can start the game with 3-4 items and gradually increase their number to 10.

4. “Guess what’s in my hand?” (see game 4).

5. “Bring toys” (see game 5).

6. “Count correctly” (see game 8).

7. “What has changed?” This game is played as follows. A certain number of objects are placed on the table, the child feels them with his hands, remembers the number of objects and in what order they are arranged, and then moves away from the table. At this time, items are replaced. At a signal, the child comes to the table, feels the objects and says what has changed. Sometimes no changes are made. In this case, the child must say that nothing has changed. If the answer is correct, the adult claps his hands.

This game can be made more difficult. For example, put a certain number of objects in a row on the table, but increase the spaces between the objects, and leave their number the same; remove one item, etc.

8. “Tower of Rings” (see above).

9. “Tower of cubes.” With solid cubes and insert cubes of decreasing size, the same games and exercises are carried out as with a tower of rings:

1) the child, having placed the cubes one on top of the other in a certain order, builds a tower or arranges the cubes in one row in decreasing or increasing sizes;

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The child selects a paired cube first according to the sample in his hands, and then from memory (large cube ─ 12 cm, small ─ 3 cm);

3) the child carries out instructions: find the same cube, smaller, larger.

In games and exercises with cubes, the child discovers his mistakes much faster than in games with a turret; By placing a large cube on a smaller one, the child gets an unstable tower, it falls apart. This forces the child to be more attentive. The same can be done with insert cubes: the larger cube does not fit into the smaller one, and if the child places the smaller and larger ones out of order, there will be extra cubes. The child discovers the mistake himself and repeats the exercise from the beginning. For the first games, you can offer your child 5 cubes, and then add the rest.

During the game, the child learns the concept of cube, cube (Fig. 10).

10. "Matryoshka". The wooden collapsible toy “matryoshka” is difficult for blind children. The complexity of this toy is as follows: you need to disassemble the toy, that is, gradually open all the nesting dolls, connect the halves and reassemble all the nesting dolls into one. The second process is more difficult than the first. To teach a blind child to use this toy, an adult must first disassemble the toy himself, show it to the child, take out all the nesting dolls, connect the halves and give the child a complete set of nesting dolls, without drawing his attention to the fact that each nesting doll consists of two parts. The child arranges them by “height”. At this time, it is appropriate to ask the child a question that forces him to use the appropriate designations: “What kind of nesting doll is this?” ─ “Big”, “high”, “this one is lower”, “the shortest”.

Then you need to teach the child to open one nesting doll after another: first, open two nesting dolls and let the child connect the halves of the two nesting dolls. This is how the toy is studied until the child learns to disassemble and assemble it independently (Fig. 11).

By assembling and disassembling a nesting doll, a blind child learns the skills of coordinating finger movements and his sense of touch develops.

11. Game “Knock-knock” (see above).

12. Six dots (see Fig. 7 above).

13. “Find the object.” This game is played with blind children in a room. A toy is hidden, which can be easily found if you follow in the indicated direction. The child leaves the room and waits to be called; at this time, the mother hides a toy somewhere (under a chair, on the sofa, on a table). The child enters the room at a signal, and he is given the task: “You must find the toy (doll or some other toy) that I hid, and so that you can easily find it, listen carefully: “You will go from here (indicates the place) straight , you will reach the wall, turn right, you will reach the corner, there is a chair there, find it and start looking, I hid the toy there.” The child goes looking and is reminded of the direction, especially where a turn is required. He finds the right toy or thing.

This game is very useful for blind children because it develops their orientation. It is good to spend it in the yard, on a walk in a field, in a meadow, in a forest, in a clearing.

If the game is played on walks, the distance is counted in steps, for example: “Go straight, walk 10 steps, turn left, walk 6 steps, turn right, walk 5 steps, there is a bush growing here, and start looking for the hidden thing on it.” "Found? Run back,” etc.

14. “Knock-knock on the drum.” A drum is placed on a table pushed against the wall. At a signal, the child approaches the drum from the designated place and taps a certain rhythm. The first time the child is explained where the table is and the drum is, and then he independently approaches the drum and taps out the rhythm.

15. “Feed the horse.” There is a toy horse against the wall. The child comes up to her with a bucket to feed her, finds the horse's muzzle and “feeds” it from the bucket.

You can replace the horse with a large doll or a bear, or come up with a treat that the child carries for them.

Blind children of senior preschool age need to be introduced to sighted children and play active games with them.

For example:

1. “Yakov, where are you?” All children must hold hands, stand in a circle, choose two children. A blind child will be a blind man's buff. He catches another child, asking him: “Yakov, where are you?” (You can also give the child’s real name). “I’m here,” he replies and runs away. “Zhmurka” tries to determine his location by his voice and catch him. You can choose two “blind man’s buff” (a sighted child is blindfolded). "Blind Man's Bluff" often catch each other instead of catching "Yakov". It brings the game to life.

2. "Geese-swans".

3. "Train". In the room (outside in the summer) chairs are placed one after another. Children passengers sit on them at the back of each other's heads. The person sitting first pretends to be a steam locomotive and whistles. Children ride, tapping their feet on the floor. The bell rings, the train stops at the station, passengers go for a walk in the forest, pick flowers, pick berries and mushrooms. The bell rings, announcing the departure of the train, the children run to take their seats; The train starts moving, and the players begin to lightly tap their feet again. When repeating the game, the children change places. The game host makes the call. This game can be played without chairs, then the children stand behind each other’s heads, put their hands on the shoulders of the person in front and run, tapping their feet.

4. Movement in a circle with singing.

These pages contain materials devoted to computer games, which to one degree or another take into account the special requirements that blind and visually impaired users place on such software products.

It naturally turned out that the published materials formed two large groups - for those who play and for those who create games. Choose what interests you most, get acquainted with games, study the art of creating games, invent new games, and most importantly - play!

Sections of the site

Game catalog

The game catalog contains game reviews, help guides, tips, links to distributions and much more.

Game developers

This section presents materials on how to create games, what tools and programs to use for this, how to make the game accessible to blind and visually impaired fans computer games. Since folk wisdom (or stupidity -?) placed the salvation of drowning people in the hands of the drowning people themselves, when creating this section, we pursued one single goal: to encourage the blind and visually impaired themselves to start programming games. If sighted developers also join this process, then we will only be glad if the materials posted on the site (including in other sections) help them in this matter.

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Outdoor games for children with visual impairments

Outdoor games for the blind and visually impaired

Outdoor games are the strongest tool comprehensive development and education of blind and visually impaired children. A blind child loves to play and, just like a sighted child, can play almost any game, only the blind child needs to be taught to play and helped him master the game.

Games must be adapted to the individual characteristics of a blind child. An important condition for organizing games with blind and visually impaired children is clear interaction between parents, teachers, and doctors. With the help of medical diagnostics of blind and visually impaired children, it is necessary to determine which games are contraindicated for each specific child and which are not.

Loss of vision due to organic disorders slows down the child’s physical development and makes it difficult to imitate and master spatial concepts. A child with visual pathology has limited motor and cognitive activity, coordination of movements is impaired.

Therefore, for the organization play activity it is necessary to take into account the state of the child’s visual acuity, his previous experience, the characteristics of tactile-auditory perception, the presence of residual vision, the level of physical fitness, the age and individual capabilities of the child, the place and time of the game, the interests of all children playing, and sometimes their mood.

General requirements to host games

When choosing equipment for a game, an adult should: for the blind, use voiced paraphernalia (voiced ball, whistle, tambourine, bell, metronome, rattles, etc.); for children with residual vision and visual impairments, select bright and colorful equipment, taking into account the contrast of objects ( As a rule, red, yellow, green, orange colors are used).

All equipment used must be safe!

Much attention is paid to the selection and preparation of the place where the game will be held. It is necessary to make sure that the playground is safe, determine its dimensions, establish limiting landmarks (grooves filled with sand just above the level of the entire playground, a line of gravel or grass, an asphalt path, rubber mats, a cord stretched around the perimeter of the playground, and other relief, tactile designations). There should be no stumps, holes, or bushes on the site.

The presenter must use one signal or another to orient the players.The sound is best heard by the child if its source is installed at face level.

During the game (relay race), an adult constantly monitors the children’s well-being. To avoid overwork, the presenter needs to know basic data about the physical and mental development each child, namely:

General health of the child (previous infectious and other diseases);

Condition of the musculoskeletal system and its disorders;

Presence of concomitant diseases;

State of visual defect (stable or unstable remission);

The child’s ability to navigate in space;

Previous sensory experience;

Condition and capabilities of intact analyzers;

State of the nervous system.

Running games

"Catch up with the bell"

Target: development of speed, dexterity, ability to navigate in space.

The number of players is 10-12 people.

Inventory: bell.

Instructions: The playing area should be marked with tactile landmarks. From among the players, two pairs of drivers are chosen. One of the players is given a bell. The player with the bell runs away from the drivers, and they try to surround him with clasped hands. This can be done by one or both pairs of drivers.

The player with the bell, in a moment of danger, has the right to give (not throw) the bell to any of the participants in the game.

The caught player and the one from whom he previously accepted the bell replace one of the pairs of drivers. The bell is awarded to the most dexterous player, and the game continues.

Option (game for the visually impaired and sighted):

Instead of a bell, a head cap is used. You can only catch the one who has a cap on his head. This game will be called “Beware, Pinocchio!”

Methodical instructions.

Pairs should be made up as follows: a blind person and a child with residual vision; sighted - blind.

Players are not allowed to leave the court.

Everyone playing on the court can wear voiced bracelets (with bells, etc.).

If the leading pairs open their hands, the escaping player is considered uncaught.

"The Kite and the Mother Hen"

Target: development of speed, coordination of movements and the ability to navigate in space.

The number of players is no more than 10-12 people.

Inventory: two voiced bracelets or bells, a rope or rope.

Instructions: Of the children playing, a kite and a hen are assigned, all the rest are chickens. The chickens stand in a column half a step from each other and take hold of a common rope or the belt of the player in front with one hand. The hen becomes the first, the kite puts a bracelet (bell) on his hand and stands facing the hen at a distance of 1-2 meters.

At a signal from an adult, the kite tries to run around the column of players and catch the last chick. The hen interferes with the kite, blocking its path. The last chicken is considered caught if the kite touches it with his hand. Regardless of whether the kite managed to catch the chicken or not, after 40-50 seconds the game stops and a new kite and hen are assigned.

Guidelines:

- “Chickens” cannot take their hand off the rope.

At a pre-agreed signal, players stop playing.

-The “mother hen” has no right to grab the “kite” by the hands.

Players should be reminded to hold tightly to the rope or belt of the player in front and to remain quiet.

The game is very intense, so it should not be long.

Games for the development of sensory systems

"To the touch"

Target: development of fine motor skills of the hands, touch, tactile sensitivity.

Number of players: 5-10 people.

Inventory: a bag made of thick fabric, 8-10 small items of different shapes.

Instructions: 8-10 small items are placed in a dark fabric bag: scissors, a fountain pen, a bottle cap, a thimble, a spool of thread, a spoon, a tennis ball, etc. The child must guess by touch through the fabric of the bag what is in it. The winner is the one who identifies the most objects in 20-30 seconds.

Guidelines:

The bag fabric should not be too rough or too thin.

Players should be familiarized with the items placed in the bag in advance.

“Where to erase?”

Target: development of visual memory, training of the ability to navigate on a plane.

Number of players: 4-10 people.

Inventory: paper, pencils, erasers.

Instructions: On a piece of paper, the participants in the game draw a “face”. Then, covering his eyes with a bandage, the player must erase in the order and only those fragments of the picture that the presenter names (for example: first the left eye, then the right ear, chin, nose, hair, etc.). The one who is more accurate wins. will complete the task.

Guidelines: This is a game for visually impaired and normally sighted children.

Relay Games

"Catch up with the hoop"

Target: development of speed and dexterity, eye.

Number of players: 6-15 people.

Inventory: hoops according to the number of children playing.

Instructions: For the game, a starting line is designated, a control line is 5-6 meters from it, and a finishing line is 8-9 meters from the starting line. Two or three teams line up at the starting line, each player holding a hoop. At the first signal, the starting participants swing the hoop, at the second they throw the hoop so that it rolls. As soon as the hoop reaches the control line, the thrower runs out and tries to catch up with the hoop before it reaches the finish line. The winner is the one who was first several times.

Guidelines: Dropping the hoop is considered a fault.

"Kick the ball"

Target: development of balance and accuracy of movements, sense of space in the absence of visual control.

The number of players can be any.

Inventory: volleyball.

Instructions: A volleyball is placed six steps from the player. The driver is blindfolded with a scarf. Then, after a 360◦ turn, he must walk up to the ball and kick it. They take turns playing several times. The one who hits the ball the most times wins.

It has long been proven that Board games increase the intellectual and interpersonal abilities of children, adolescents and adults. But without being able to see the pieces, pieces or cards, people with varying degrees of visual impairment or completely blind, cannot fully enjoy participating in the world's most popular board games.

Adapted board games for the visually impaired you can purchase in our online store. All products are certified and of high quality. These are the most famous games, modified for use by people with vision problems, including the blind.

The most popular adapted board games for the blind and visually impaired:

Monopoly

Chess

Card games

Games are manufactured taking into account the peculiarities of their use by people with visual impairments. For example, some games use Braille, others are produced based on the characteristics of tactile perception by the visually impaired and blind.

Adapted games for the visually impaired diversify the life of a disabled person, while providing a rehabilitative effect.