Anna Semenovich. A Practical Guide for Psychologists and Parents

Semenovich A.V.
These incredible lefties:
A practical guide for psychologists and parents.
M .: Genesis, 2008.
The book was written by a renowned neuropsychologist, professor at Moscow State Pedagogical University, author of monographs and practical manuals. It is addressed to psychologists, educators, defectologists, parents and everyone who is concerned about the problems of left-handed children.
The author summarizes the most frequently encountered questions and shows the ways out of seemingly deadlock situations. The neuropsychological regularities of the phenomenon of left-handedness, the main features of the development of "left-handed children" are described, specific recommendations and sets of exercises for practicing with them are given.

Content
o "1-3" Introduction h 4
Chapter 1. Basic neuropsychological patterns of developmental processes h 19
Chapter 2. The Law of the Mirror: Peer into Your Child h 40
Chapter 3. The phenomenon of left-handedness from the standpoint of neuropsychology h 55
Atypia of mental development h 71
Chapter 4. Big tricks of little lefties h 77
Formation of arbitrary self-regulation h 90
Attention skills and overcoming behavioral stereotypes h 92
Competing actions h 94
Error detection h 96
Causal relationships h 101
Polysemy and hierarchy of concepts. Generalizing function of the word h 104
Chapter 5. And the nose is pulled out - and the tail does not get stuck h 108
Correction and habilitation of neuropsychosomatic status h 111
Breath h 112
Massage and self-massage h 116
Stretch marks h 122
Formation and correction of basic sensorimotor interactions h 127
Oculomotor repertoire h 127
General motor repertoire h 129
Chapter 6. Do not rush the lefty! h 136
Optimization of speech processes in interaction with other mental processes h 139
Integration of sensorimotor repertoire h 141
Movement melody, agility, precision h 154
Optimization of speech, writing and reading h 158
Chapter 7. Mysterious space lefty h 174
Formation of spatial representations h 182
Somatognostic and tactile-kinesthetic functions h 186
Visual perception h 196
Drawing, constructing and copying h 198
Logical-grammatical "quasi-spatial" speech constructions h 203
Conclusion h 210

Introduction
“You can insist, you can really insist, even if we know that what we are doing is useless,” don Juan said smiling. “But first we must know that our actions are useless, and still act as if we did not know.
K. Castaneda
In recent years, in connection with the appearance of a large amount of literature on the mental development of children, interest in those issues that until recently had little concern for adults has sharply increased. And if they did, then for the most part remained a secret sealed with seven seals. It is natural. The emergence of information that allows parents, educators and psychologists to understand why a child has certain problems, why he is not like everyone else, contributes to the desire to learn more and more. To a large extent, unfortunately, this is not an abstract curiosity, a desire to be more educated, knowledgeable and cultured. The actual need for these searches is determined by the urgent need associated with the obvious ill-being observed in the modern child population.
Many children already from the moment of birth need specialized help from doctors and masseurs. Then parents are forced to seek support from speech therapists, defectologists and psychologists. And educators and teachers powerlessly give up, frankly admitting that without special additional support for the child, they cannot teach him fully.
And we must admit their correctness without unnecessary emotions: a significant number of modern children really demonstrate objectively existing signs of failure, lagging behind and / or distortions of mental development, which naturally leads to the problematic nature of social and educational adaptation, requiring targeted specific correction. Teachers in kindergarten and school cannot and should not do this, since they have completely different tasks and responsibilities. And although many of them today are introducing modern correctional and habilitation (developmental, formative) technologies into the educational process, strictly speaking, they do it "beyond the program", only at the expense of their own forces, nerves and time. For which, of course, they deserve the greatest gratitude, and sometimes admiration. They, in fact, perform a super-task, which they formulate for themselves not only (and not so much) out of generosity, but out of awareness of their professional responsibility. Indeed, otherwise, in many cases, they simply will not be able to achieve full (at least partially) mastering of their subject.
In general, the same substitution of concepts and responsibilities, which is usual for our country, takes place. The child is often helped not by the one who, by the nature of his profession, knows how and should do this - a specialist qualified in his field, but the one who wants to help him. This is also facilitated by the fact that many parents present their demands, anxieties and claims to teachers, and not to themselves and to those specialists (psychologists, defectologists, doctors, etc.) who, by the nature of their work, are called upon to provide the child with adequate support and correction.
This situation has its own historical and psychological background. It is always easier and more comfortable to do with “home” remedies than to admit the need for a cardinal specialist intervention and (most importantly!) To implement it. If we practice this even in cases of toothache, then what can we say about the problems associated with our psyche.
Of course, there is another side of the coin, when the parents of a child, obviously in need of specialized help and correction, are strongly advised to “just hire tutors who will pull him up ...”.
Sometimes it is, but, unfortunately, today the situation is such that any tutoring is powerless, since the problems of children's development do not lie in the plane of their laziness or missing educational topics. Most of them, indeed, already from the moment of birth, demonstrate certain features and deviations of mental development and need appropriate professional support.
Providing such a child, his parents and teachers is the prerogative of specially trained specialists: psychologists, neuropsychologists, speech therapists, doctors, psychotherapists, etc. Unfortunately, this assistance is not always adequate and timely. But it's no secret that a good surgeon (hairdresser, builder, translator, programmer, etc.) is not encountered at every step: this is the law of the frequency of occurrence of skill in any profession.
Sometimes you have to overcome gigantic labyrinths before finding exactly the way out that opens the way for the child and his environment to normalize (even if relative) anxious situation.
The search and choice by parents and teachers of such an effective path is indeed not an easy task: after all, it is a priori difficult to determine both the professional level of a specialist and the adequacy of the very approach that he offers to the problems of a particular child. The variety of points of view and recommendations (sometimes directly contradicting each other) can confuse anyone.
Meanwhile, it is a productive alliance, a truly partner interaction of various specialists with the closest environment of the child that is the key to an optimal result. For all parties, it is important not only because it is possible to obtain unique information about the child's problems by considering them in volume: both from the point of view of professionals and from the point of view of the mother (educator, teacher, etc.). The main thing is that a special correction of mental deficiency, by definition, is unthinkable outside of its involvement in a complex system of family and social relations.
What should parents be guided by when choosing this or that form of psychological or any other support (preventive, corrective or habilitation) for their "problem" child? It seems that a single criterion can serve as the main reference point here. A good professional will always change their point of view on what happens to the child based on their research.
This does not mean that she will be pleasant to them. On the contrary, there are possible and even more probable variants when the entire complexity of the situation will fully appear before adults, which, to put it mildly, does not inspire. But the advantage of this new point of view is undeniable - parents, psychologists and teachers begin to see the situation as more holistic, information-rich and understand the logic of their further joint actions in the direction of harmonizing the development of the child.
A high-class professional will always explain his conclusion in simple words, illustrating it with specific, illustrative examples drawn from both the parents' story and from his own data obtained during the examination of the child. Demonstrates convincingly that his problems in everyday life and at school (kindergarten, nursery, etc.) are two sides of the same coin, which is the basic reason in which the main obstacles to his normal adaptation are rooted.
It turns out that these obstacles did not appear yesterday or a year ago; they gradually grew up with the child, starting from the period of his intrauterine development. And in their formation, both various genetic prerequisites and flaws in upbringing took part.
Why is the child unable to master this or that curriculum, conflicts with the environment, is hyperactive, exhausted, aggressive, etc.? What are the essential, nuclear characteristics and mechanisms of its weak (and certainly strong) sides? Why and why should he conduct additional examinations with other specialists? Finally, why and why is it necessary for a child (with the indispensable participation and help of an adult environment) to engage in the proposed correctional (preventive or habilitation) program? If, at the reception with a specialist, convincing answers to these questions have been received and a new image of a problem situation has arisen, a different perspective (retrospective and perspective), it means that what the child needs today has been found.
Psychological maladjustment (not to be confused with maladjustment!) Of children has become really not the most joyful, but very characteristic feature of our time. Strangeness of behavior, inability to communicate, learning difficulties, and finally, an obvious lag or distortion in the development of various mental functions - the discussion of these problems has long ceased to be the prerogative of specialists. General competence in the field of psychology, in particular mental development (along with politics and art), has become a sign of erudition and good manners.
Terms such as "attention deficit and hyperactivity disorder", "delayed psychomotor and speech development", "dysgraphia and dyslexia", "emotional inadequacy", and other diagnoses have become firmly established in the everyday vocabulary. It sounds about the same: “So he is left-handed ?! Then everything is clear. " But all these concepts are a statement of fact, not an explanatory model. But they are often used precisely as an exhaustive explanation. For example, a child cannot adapt to school rules, jumps up in class, is constantly distracted, etc. This is explained by the fact that he has "attention deficit hyperactivity disorder". With lefties in general, as you know, "everything is clear." And what, in fact, is clear? The above is only the visible part of the iceberg that forms the phenomenon of “deviating development”. It, like any other phenomenon of human existence, has a complex structure of intertwining, intimately interacting with each other negative and positive sides. Therefore, everything is significantly more complicated and at the same time less fatal than the information that is embedded in any special diagnosis or narrow professional statement.
The preparation of this book was largely determined precisely by bewilderment about such a familiar (and at the same time full of anxious expectations) treatment of an extremely complex, dynamic and multifaceted picture, which is "the mental development of a child." There are no and cannot be unambiguous answers and solutions given once and for all. There is a long, painstaking, sometimes winding path to the truth, which requires multiple return to seemingly long gone points and patience in overcoming the most "foggy" areas.
For centuries there have been and will continue to be heated discussions about the laws of mental development in general. Representatives of different scientific disciplines offer their interpretations, approaches and hypotheses regarding the phenomena, mechanisms and stages of ontogenesis (Greek ontos - existing, genete - origin, genus; that is, the history of the development of an individual) of a person. And what goes beyond the "norm of reaction", that is, the general normative, standard (be it the outstanding abilities of a child or, on the contrary, negative deviations in development), all the more becomes a point of intersection, and sometimes a collision of many diverse and multidirectional professional points vision.
As you know, thought is material, and this is not a metaphor. The thoughts we express, regardless of whether they were voiced out loud or to ourselves, have a "habit" of taking on a very unambiguous, imperative leadership of our behavior. Unbeknownst to ourselves, we begin to live and act exactly as we just told ourselves. In psychology, this is defined as "self-fulfilling expectation." The great scientist G.G. Gadamer, one of the founders of hermeneutics, the science of understanding meaning, said: "The question behind the statement is the only thing that gives it meaning ... To say something is to give an answer." In the context of this discussion, this ingenious thought is highly relevant.
As soon as we are satisfied with the unambiguous definition given to the child's state and stop asking ourselves questions about what factors and mechanisms are hidden behind this "facade", we are doomed to perceive his problems as if in fragments. It is even sadder when this fragmentation is aggravated by ignorance or ignorance (or perhaps unwillingness to know) some specific features for a given child.
After all, what (and how) we perceive is the fundamental guide to our thinking, conclusions and actions. To illustrate what has been said, let us consider an elementary example in which one and the same object, seen from different angles, will be interpreted as two, and practically in no way similar to each other.
Imagine a huge, branchy tree. Now forget that you know what a tree is.
If you look at “it” from above from a great height (for example, from an airplane), you will only see a large array of something green (“facade”). You may be able to spot differences in shape or color. And that's all: you see only the crown. From above, neither branches, nor individual leaves, nor even the trunk are visible.
If you look at “it” from below, it turns out that “it” grows out of the earth, branches diverge from the trunk in different directions, each of which generates many smaller ones, on them ... and so on. In other words, we will be presented with a holistic image of heterogeneous, but unambiguously interconnected parts.
Especially often "self-fulfilling expectations" are confirmed when the diagnosis is repeated from day to day and repeated by the child's immediate environment hypnotized by its sound. Without realizing it and unwillingly, adults at the same time predetermine their behavior and attitude towards the child. Naturally, the consequence is the child's response to the "expectations" of adults.
Poorly speaking children are the most prominent examples. Repeating the child's “diagnosis” every day (paradoxically, it also serves as an excuse), parents involuntarily, not wanting and not realizing it, begin to talk less with him and, naturally, do not expect anything from him except for individual gestures or babbling. It is clear that in such a situation, the child's speech (not in demand from the outside) does not even strive for its external expression - after all, they already understood him, he got what he wanted. Why then at least try to say something?
Likewise, with complaints of awkwardness, unwillingness to draw, aggressiveness, etc. The most frequent remarks of parents: “We were told that he has a delay in psychomotor development (neurosis, hypertensive syndrome, etc.). All his life, almost from birth, he was given a massage, given medicine, but problems still remain. Why am I going to torment him ?! What kind of upbringing are you talking about ?! After all, he begins to cry, or even completely falls into aggression. It's easier for me to do everything myself. "
Experience shows that in the attitude of adults to a child's problems, there are almost always at least three purely logical errors.
The first is that the diagnosis (any, even the most unfavorable) is not a sentence that is not subject to appeal. This is, firstly, a statement that the child has one or another deficiency, the causes and mechanisms of which must be identified and comprehensively analyzed, and secondly, a guide to actively counteracting the influence of this deficit on the actual development and the entire subsequent fate of the child.
Therefore, there is no need to think over it (the diagnosis), cry and repeat its wording every hour, like "Our Father". It will be more competent and efficient to spend this time looking for specialists who will prompt and help you find a way out of this situation. That is, they will be able to answer questions about the root causes and consequences of the existing deficiency and, accordingly, choose such a correctional, preventive or developmental program that is suitable for this particular type of development.
The basic commandments (they are the truths repeatedly confirmed) are obvious. We will never fully help a child if we do not see the whole picture of his type of development as a whole. Of course, this is an ideal, but it is necessary to strive for it, especially since modern research methods provide more and more perspectives on this path. On the other hand, there is no such pathological or prepathological condition in which a certain potential for development would not have been released to the child by nature. Yes, it is very different for different children, but it is necessary to use it fully, not stopping at what has been achieved that immediately satisfies you.
It is you who are satisfied, not the child's development program. Today you are all good. Unless, of course, you do not take into account everything that you close your eyes or see, but drive away bad feelings from yourself. But he will have to grow up further, he will face more and more new tasks of adaptation to this world.
The second mistake lies in the "pseudo-democratic" attitude towards the wishes of the child. First of all, in the confidence that the word "should" is relevant for him. Far from it! Any child, especially one who demonstrates specificity and deviations in development, only has and dominates the verb “I want”. He does not have to speak, learn to use the toilet, read, etc. In any case, as long as he can feel comfortable enough without all this hassle. He must want to speak and do much more.
And this desire can appear in him only in response to demands, a request from adults and an elementary copying of their behavior (movements, speech, actions, scandals, etc.). The Mowgli children are known to have continued to walk on all fours until the age when humans found them; they imitated and learned from those around them.
Remember also how often, as adults, we remember with gratitude those who “through I don’t want to” persistently continued to take us to the pool, museums, to music, dance, English lessons; look for answers to your questions in classical literature and heavy dictionaries, and not be satisfied with the point of view of classmates and action heroes.
The third mistake is that in the process of communicating with a child, the amplitude of the pendulum of parental love acquires an absolutely unjustified character: from requirements to him as an adult to being treated like a baby. This is especially evident in cases of "two-three powers" (mother, father, grandmother, educator, etc.). Meanwhile, this pendulum should fluctuate in some median values, which must be strictly correlated with the age and character of the child. The boundaries "yes", "no" and "choose yourself" should be unshakable, and all discussions of adults should not be reflected in any way on the general strategy of relationships with the child.
Otherwise, chaos will form in his poor head, in his “picture of the world” and himself in this world, which he cannot cope with. Indeed, for him, our reasons and motives, the reasons why the demands from the outside are changing so rapidly are absolutely incomprehensible, moreover, incomprehensible, inexplicable. For the time being, he sees himself only in the mirror of our attitude towards him: hugs and kisses, claims and punishments, rewards and delights.
This book is addressed not only to specialists - psychologists and educators, but also to the immediate environment of the child. The focus of attention on the discussion of children with the presence of the left-handed factor is predetermined by the fact that this phenomenon is usually perceived as unusual and raises the greatest number of questions. On the other hand, such children can indeed demonstrate a rather exotic picture of their development. That is why the title is a bit lofty: "These incredible left-handers."
They are truly amazing and extraordinary. They ask scientists riddles and are not very willing to reveal their secrets. Therefore, they deserve to become heroes of psychological literature again and again. It seems that it is useful for both professionals and parents to once again carefully consider and discuss their problems in order to think again: what is behind such a familiar and so incomprehensible word "left-handed"?
It probably won't be an exaggeration to say that the mystery of left-handedness is one of the intensely debated and still mysterious problems in the human sciences. Precisely a riddle, let us emphasize this. Because, despite many years of research in this area of ​​human existence, the number of unresolved questions here is an order of magnitude higher than the answers already received. Moreover, new findings and discoveries give rise to more and more new questions. And so on endlessly.
Sometimes it seems that the right solution has finally been found, but new facts appear, new phenomena open up, and once again you have to rethink the entire set of information received. Build new hypotheses, test them experimentally, confirming, and sometimes refuting their own guesses. And in the end - to come to the same optimistic conclusion that the world famous sleep researcher M. Jouvet came to: "We still do not know anything about the nature of sleep, only we do not know at a higher scientific level."
We are learning more and more about the nature of left-handedness, but this problem continues to attract researchers from different directions. This is quite understandable, but another thing is not clear - why, in fact, there are so few such studies. First, the "left-handedness" of a certain part of people has always, in all ages, attracted the attention of those who do not possess this quality. Secondly, the features of this part of humanity are so demonstrative, and sometimes incredible, that they simply “ask for” under the microscope of interdisciplinary scientific research.
Before the child enters the neuropsychologist's office, parents or teachers accompanying him are asked to fill out a card, where, among other things, they are asked to formulate their complaints, the reasons that prompted them to seek special advice. It would not be an exaggeration to say that in almost half of the cases this column is written: "left-handed". Everything! It turns out that left-handedness (or "left-handedness", "hidden left-handedness", etc.) is the main reason why a child needs counseling and help from a psychologist. Further, the drama of the conversation develops like this:
Psychologist (P): "What worries you?"
Parents (P): "Is he left-handed?"
P: “I don’t know yet. Do you care about something in his behavior, development? What exactly?"
R: "We were told that he is left-handed, we would like to clarify that."
P: "This is understandable, but still, let's start with what specifically worries or surprises you in your child?"
R: “Yes, of course! But what about his left-handedness? Actually, he does everything with his right hand, but we were told that he is a hidden left-hander! "
It is clear that further examination of the child puts everything in its place. But the mesmerizing effect of the word "left-handed" is simply amazing. This hypnosis can only be compared with the use of mysterious shamanic tunes: what is their meaning is not clear to anyone, but it captures to the very depths.
This book is written as a dialogue with parents, psychologists and educators, who are often the neuropsychologist's interlocutors when discussing the problems of left-handed children. It is their concern about the peculiarities of the child's development that initiates seeking help from various specialists. Therefore, it seems important in the form of such "correspondence" communication to try to summarize the most frequently encountered questions and show the ways out of seemingly dead-end situations.
Despite the fact that in recent years the problem of left-handedness in children has often become the topic of various publications, the discussion of many features of this phenomenon remains behind the scenes. This is understandable: within the framework of various disciplines, the phenomenon of left-handedness is discussed from certain positions that are essential for a given specialty. There are two main trends in this area of ​​knowledge.
The first is that the emphasis in the analysis is on two questions: "What are the difficulties of a left-handed child?" and "How to overcome these difficulties?"
“The second (distinguishing neuropsychological approach) is that the key questions are:“ What is the phenomenon of left-handedness in general? Is there a specificity of its cerebral organization? "," What are the basic neuropsychological mechanisms of the appearance of peculiarities of the mental development of left-handed children? " Is the influence of the family left-handedness factor found in the child's development, if he is right-handed, etc.? ”,“ Is left-handedness an unambiguous marker indicating left-handedness? ”.
Already from the difference in the posing of the questions, it is obvious that the direction of the reasoning in each case, and, accordingly, the search for answers will be qualitatively different. Neuropsychology answers the questions posed to it in the following way.
Natural, genetically determined left-handedness is a reflection of the specific, unique in its kind functional organization of the nervous system (primarily the brain) of a person. Let us emphasize the definition of "natural", since the phenomenon of left-handedness as a single, homogeneous phenomenon does not exist in nature. In reality, there are several of its types, fundamentally different in origin, and therefore, in all basic neuropsychological characteristics.
Therefore, it is possible to discuss the structure, manifestations and all the variety of specific problems associated with this phenomenon only after a clear definition of what kind of "left-handedness" we are talking about and whether we are talking about left-handedness or a temporary preference for the left hand. This is the only way to correctly and correctly program differential diagnostic, corrective, preventive and habilitation (developmental) work with a child.
The concepts of "left-handedness" and "left-handedness", therefore, are not synonyms (at least in neuropsychology).
Left-handedness is a term that reflects the preference, active use of the left hand, that is, an external manifestation of the fact that for some reason the right hemisphere of the brain has assumed (temporarily or permanently) the main, leading role in ensuring voluntary movements of a person.
Left-handedness is a manifestation of a stable, unchanging psychophysiological characteristic, a specific type of functional organization of the nervous system (primarily the brain) of a person, which has cardinal differences from that of right-handers, if this left-handedness is true, genetically given.
These two fundamental types and methods of the brain organization of human mental activity, formed in evolution, will be discussed in detail in special sections of the book. Here it is important to emphasize the fact that the type of brain organization (respectively, right-handedness and left-handedness) and the preference for one or another hand (respectively, right- or left-handedness) do not always coincide.
Very often, especially in the modern child population, which will also be discussed in detail below, left-handedness turns out to be a temporary, latent sign. It reflects only the fact of a delay in the formation of interhemispheric relationships in a child and the consolidation of specialization, the dominance of the left hemisphere of the brain (right hand) relative to all dynamic, progressively unfolding motor functions in time (eating, using household appliances, drawing, writing, etc.). As the functional potential of the left hemisphere increases, in such cases, a "magic transformation" of a left-hander into a right-hander occurs.
And the last thing I would like to say here is the question of "hidden left-handedness." This does not exist in nature! If in the process of your child's research they tell you about his latent left-handedness, you can safely ask the question: "From whom is his left-handedness hidden?" Since you probably will not wait for an answer or it will be obscure and incredibly scientific, you can safely thank for the time you have taken and go in search of another, more qualified specialist.
Neuropsychological correction and habilitation of children with left-handedness is not something absolutely specific. After reading the presented material and having mastered the ideology of neuropsychological correction and habilitation, set out in the following chapters, you will see that this ideology is universal; it is only important to correctly qualify the child's difficulties and to choose a program of psychological and pedagogical support that is adequate for him.
After all, both right-handers and left-handers can have formed spatial representations, speech and motor processes, etc. Another question is that in left-handers all these signs of deviating development may have a more generalized, complex nature, due to the qualitative originality of the cerebral organization of their mental development. That is why it is necessary to know its main characteristics, to be able to identify (see) and take into account. At least so that the extraordinary, incredible, extraordinary properties of these children (positive and negative) were not a brake on adequate interaction with them, but its vector and support.
Chapter 1 Basic Neuropsychological Patterns of Development Processes
We are confusing a map (model) with a territory. As A. Kozhibsky justly noted: "The map of the territory is not the territory itself."
Are you creating your own model of reality? Or are you creating your own reality tunnel? Or do you create your own phraseology for those realities that you face?
R.A. Wilson

Very often you can hear from your parents: “After all, he is very small! Sorry for him! He still has everything in his life. Let him live at his own pleasure even now. " Moreover, this phrase (in various variations) is pronounced in a conversation with a psychologist, regardless of the state of this particular child. This can be a really very difficult case, or maybe some lag, or even just features of development, easily removable and surmountable. Sometimes a chilling soul is added: “I didn't have that in my childhood! And I want my child to have everything! "
It's hard to argue with the first statement - it's really still small. But the second is perplexing. Why is it a pity? .. More precisely, why is it about pity for him?
Looking into the very depths of your feelings and reasoning, you will eventually agree that you feel sorry for yourself. Their infinite strengths and emotions, infinite patience. Time, finally. You undoubtedly want to be embodied in your child in a corrected, improved version. But it doesn't work that way. Your life is your life, and his is his, with all its pluses and minuses. You can educate him well or badly, help or not at difficult stages, but (whether you like it or not) he will live on his own. This law has not yet been neglected by anyone in the entire history of the existence of Life in general.
There is no doubt that the process of upbringing (as, indeed, any creative, constructive process, be it a child, ourselves, a plant, a painting or a symphony) takes the first place in our life in terms of energy intensity and the last one in terms of momentary results. And if we add that the predictability and predictability of these results is more than a debatable issue, it is quite obvious that there is a desire to let things go at least for a while.
Disguised as the notorious pity, one can find a million reasons that actually justify our confusion, and sometimes fear of the incomprehensible in the behavior and development of the child. And although we know absolutely one hundred percent that the “harvest” is always directly proportional to the labor invested, our strength at some, often at the most inopportune moment, runs out. I would like to isolate myself from everything, to let the waves go (doctors, teachers, psychologists) ...
There is nothing to be done - the mentioned result, both today and in the long term, is one of the most important goals of your and only your life. By how close it is to the ideal you created, you will evaluate yourself. That's the way a person is. Pygmalion is simply obliged to fall in love with his Galatea; otherwise, he is not the Creator.
Therefore, one should not “feel sorry” for the child, protecting and protecting him from his own far from supernatural demands. There is no need to rush "like an eagle over an eaglet" to protect him when, in an unfamiliar situation for himself, he demonstrates crystal clear ignorance about the rules of decency, knowledge and skills that are completely (according to generally accepted age standards) available to him. "He was scared of you, but at home he does everything right!" - mother's voice is heard. Quite a valid option. This is true, but not true.
He, perhaps, was frightened, but not because Baba Yaga appeared in front of him. Most likely, the answers and reactions that arise in him are the reactions of a person who either does not possess certain mental operations at all, or is not confident in his capabilities. Uncertainty, fear, sometimes - complete disorganization of behavior and arise simply because the knowledge, skills and algorithms of behavior required at the moment are not fully developed. And if they are developed, then they are not sufficiently consolidated, they are not automated. After all, fear is always a reaction (and protection) to uncertainty, misunderstanding, ignorance.
And adults have certain difficulties in performing an action if it is not perfected, not rehearsed. Our great director G.A. Tovstonogov brilliantly sarcastically about most of the acting failures: "There is only one old Chinese way not to disrupt the performance: to repeat the role every day."
And it does not require any proof that the process brought to automatism (whether it is cooking soup, mastering writing and the multiplication table, driving a car or giving lectures - all the same) is reproduced in any situation and regardless of the emotional state. It can be interrupted and continued from any point; we just don’t think how we can do it. The language chooses the right sounds and words, somehow successfully puts them into sentences, memory throws up the right metaphor in time, hands at this time can wash the dishes, and feet can perform the "Egyptian dance". We say in such cases, shrugging our shoulders: "Habit", without thinking about how long we have been developing this habit (often out of hand, thanks to the exceptional perseverance of our parents and teachers) since childhood.
As for the insufficiently solidified knowledge and actions, the situation is changing beyond recognition. First, we remember and calculate every step. Just in case, we check with one or another "cheat sheet". Secondly, we do everything in stages, slowly and preferably without distractions. And if such a behavioral act has to be used in a stressful situation or simply during an illness, the result is usually deplorable. Sometimes, however, on a wave of inspiration, everything turns out great! But these are isolated examples, which are called (in contrast to the aforementioned habits) impulses. And at the same time, there is something about which we say: "Even if you wake me up at night, I will do it."
Why does a child do "all this well" at home? First of all, I'm not sure that he "does it" himself. You just do not notice that most of your communication is yours, and not his phrases and actions. You finish talking, thinking, finishing for him. And imperceptibly for yourself you fall into captivity of your own illusion about his quite worthy "competence".
After all, all the questions, demands and problems that arise in a child during an examination or playing in a sandbox, in essence, are analogous to what, by definition, the world around him presents or will soon present to him. At each age, these requirements have their own shades, but the essence of your child's dialogue with life does not change from this. He must, to the best of his nature and the abilities you have developed, comply with the rules that were not invented by him, not by you and not by an evil (good) wizard, teacher or evil aunt who did not understand him. The rules of the game have been honed for centuries and selected by humanity according to one single principle: adaptability, human adequacy to his natural and socio-cultural environment.
In the neuropsychology of childhood, certain laws are formulated that describe the drama, according to which there is a build-up, accumulation and enrichment of these adaptive mechanisms. Let us dwell only on those that are directly related to the topics discussed in this book. The knowledge of the existence of these objective laws, perhaps, will allow much of the "incomprehensible" to be transferred to the rank of simply "incomprehensible", and therefore, quite accessible to understanding, explanation and overcoming.
By briefly identifying them, it is possible to more meaningfully continue the discussion of the problems discussed below, since many conclusions about the qualifications of the developmental characteristics of left-handers, the strategy and tactics of correcting their disadvantage will become clear.
In addition, as you know, "ignorance of the laws does not absolve from responsibility"; laws are objective and operate regardless of our wishes and preferences. That is why they need to be mastered at least at the level of general ideas, just as we use, not always realizing this, the fundamental laws of natural science.
Let us first turn to one of the most authoritative authors in modern human sciences, F. Dobzhansky, in order to remove eternal questions (they are also myths) about the influence of his genetic material and upbringing on human development.
“Discussions about nature and human upbringing are often deformed by emotion and confusion. It is a mistake to think of the problem of nature and nurture as an "either-or" situation. All traits - from biochemical and morphological to cultural traits - are always hereditary and always determined by the environment. Genes and environment are not autonomous aspects of development. Not a single trait can develop if such a possibility is not inherent in the genotype; if development takes place in different environmental conditions, then the manifestation of the genotype will vary according to the changing environmental conditions ...
In the early days of the development of genetics, it was assumed that each gene determines one and only one elementary trait. This misleading phraseology still misleads some biologists, not to mention laymen ... Genes and traits do not correlate one to one. A gene is responsible for several traits, for a "syndrome", for a group of traits ... The genotype determines not a fixed set of traits, but the reaction rate, that is, the repertoire of the individual's possible responses to the action of the environment.
Heredity, correctly understood, is not the dice of fate. Rather, it is a multitude of potencies. What part of them will be realized is determined by environmental factors, the biography of the individual. Only fanatical adherents of the myth of genetic predetermination can doubt that the life of every person offers many options, of which only a part, probably an insignificant part, is actually realized.
Genetic identity and diversity are natural phenomena. They cannot be abolished, unlike equality and inequality, by political decision. ... If all people were genetically similar, they would be interchangeable. But they are not interchangeable. Undoubtedly, all individuals are genetically inherent in some species-specific human abilities. Among them - the ability to learn, to foresee the consequences of their actions, various special abilities. These species-wide abilities vary from individual to individual. ... This variation has a significant genetic component ... which, undoubtedly, does not give reason to underestimate the importance of environmental components. Each person is an unprecedented and unique personality.
It is generally recognized, at least theoretically, that all people need to create the most favorable conditions for their self-expression ... The complexity of the problem increases if we take into account the genetic diversity of a person. The best environment will be wonderful for some, acceptable for others and unsuitable for others ... Fitting everyone to the same Procrustean bed will lead to the fact that many people will be limited in their ability to develop their non-standard talents. ... On the contrary, any program that tries to provide special conditions suitable for the development of individuals with different inclinations, will give rise to many difficult problems: biological, social, political ... "
So, this or that mental function (movement, perception, speech, memory, emotions, thinking, imagination, etc.), mental activity in general, the child's behavior style are not given to him from the very beginning.
According to modern scientific concepts, in the thesis listing itself, inborn are:
a) Organization of the external and internal "body scheme" of a person with all the corresponding anatomical and functional systems and levels of maintaining homeostasis of the body as a whole. Here it is necessary to mention the burden of "generic" talents and diseases (mental and somatic), zones of greatest achievement or, on the contrary, risk inherited by each person on both parental lines.
b) A number of instinctive forms of behavior, needs and reflexes that we inherited from phylogenesis, that is, from our evolutionary ancestors. This phylogenetic wealth should be treated with great reverence, since this is the basis without which further development, and the very existence of a person is simply impossible (after all, this is, for example, food, imitation, play and territorial behavior, instincts of self-preservation, emotional empathy and the desire to obtain new information, archetypal memory, etc.).
c) Certain special abilities (for example, temperament, mobility and speed of mental processes, ear for music, distinguishing the sounds of human speech, perception of the surrounding space, manipulative activity of the speech apparatus, legs, arms, etc.) and corresponding to these abilities “innate patterns of behavior ", Updated by the nervous system.
d) The ability to anticipate, or anticipate, that is, to anticipate the results of one's own behavior ahead of the actually available information; the ability to learn, which begins with imprinting - the instant imprinting of images or behavior patterns that are rigidly defined for each age period. But learning, in principle, is possible only as a result of constant, from day to day, repeated contact with the outside world, primarily with other people.
It is in these multifaceted contacts with the outside world that the initial abilities and mechanisms of behavior, given in the "embryonic" state and volume, become active. They begin to develop structurally and functionally, change, differentiate, and finally integrate with each other. These processes are behind the change in the child's behavior visible to each of us. In the absence of enrichment, constancy and stereotype of such "communication" (that is, with one or another degree of deprivation, impoverishment, robbery of contacts, or, on the contrary, excessive variability of the environment), the mental potential that nature has endowed the child and all of us with will remain potential, and then it will completely come to naught, "atrophy".
An extremely vivid example of this, which suppresses all discussions, are the Mowgli children, information about which from time to time appears on the pages of the press. Summarizing these data, we can state that they practically never (even after prolonged correction) develop normal speech, and the repertoire of movements and skills characteristic of people remains extremely scarce. The style of reaction to what is happening is similar to that of an animal or infant. And long-term developmental efforts for these children usually only allow them to "mature" for a few years. If they are found at an older age, even such shifts are impossible; usually, after a short stay with people, such children die.
And this is understandable. After all, our mental functions, in addition to the already mentioned genetically inherent baggage, potential, are not given to us from the very beginning, they overcome a long way, starting from the prenatal period. And this path is by no means a straight line, it is heterochronous and asynchronous. At some point (by the way, quite strictly defined by the genetic program of development), a rapid and "autonomous" development of a certain psychological factor begins. It can be color perception, tactile sensitivity, speech sound discrimination - phonemic hearing, volume and selectivity of memory, coordinate representations, etc. Such periods are always the most sensitive to the pathological influence of any harmfulness (exo- or endogenous) on this factor.
At the same time, another factor at the same time is in a state of relative stability, and the third is at the stage of "consolidation" with a functional system that seems to be completely remote from it. And the most surprising thing is that these multidirectional processes are synchronized at certain periods in order to create in the aggregate an integral ensemble of mental activity, capable of adequately responding to the requirements that the world around him, and above all the social environment, presents to the child.
But, unfortunately, all these processes will become simply impossible or distorted if there is no neurobiological preparedness of the brain, or cerebral, systems and subsystems that support them.
In other words, the development of certain aspects of the child's psyche unambiguously depends on whether the corresponding brain substrate is sufficiently mature and full-fledged.
As L.S. Vygotsky: “... The psyche is not something lying on the other side of nature or a state in a state, it is a part of nature itself, directly related to the functions of the highest organized matter of our brain. Like the rest of nature, it was not created, but arose in the process of development<...>The psyche should be considered not as special processes that additionally exist on top of and in addition to brain processes, somewhere above or between them, but as a subjective expression of the same processes, as a special side, a special qualitative characteristic of the higher functions of the brain<...>.
Recognition of the unity of this psychophysiological process leads us inevitably to a completely new methodological requirement: we must study not separate mental and physiological processes, torn out of unity, which at the same time become completely incomprehensible to us; we must take a whole process that is characterized by the subjective and objective at the same time ... Mental processes constitute an inseparable part of more complex wholes, outside of which they do not exist, and therefore cannot be studied.
Dialectical psychology does not confuse mental and physiological processes, it recognizes the irreducible qualitative uniqueness of the psyche, it only asserts that psychological processes are one. Thus, we come to the recognition of peculiar ... uniform processes that represent the highest forms of human behavior, which we propose to call psychological processes "[italics mine. - AS].
Turning to the problem of cerebral support of a single ontogenetic process, we note that the brain is not only the well-known right and left hemispheres, the corpus callosum, which connects them, subcortical (subcortical) formations, etc. This is the peripheral nervous system, which provides a continuous dialogue between the brain and the whole body, and various neurophysiological, neurochemical, neuroendocrine systems, each of which makes its own specific contribution to the actualization of any mental function.
And they also ripen simultaneously (heterochronously) and asynchronously. Some are practically ready to be involved in active activity by the time of the birth of the child. Moreover, they determine its intrauterine development, the very process of birth and

Children of the right hemisphere

Despite the fact that the book is addressed to parents and psychologists, it can be useful for teachers as well. After all, we know very little about left-handers: they cannot be retrained, and everything is not the same with them as with right-handers. And what exactly is "wrong"? The author first briefly outlines the reasons for left-handedness, noting along the way that scientists are far from a detailed understanding of this phenomenon. At the same time, he mentions the most common mistakes in teaching these children, in particular, the overestimated expectations of adults, which hinder the little left-hander and inhibit his development. The conclusions are of a general pedagogical nature and may be of interest to everyone who is involved in the teaching and upbringing of children with a variety of problems.

In the following chapters, the author examines the characteristics of left-handed people against the background of the picture of the neuropsychology of childhood in general. And he gives the typical problems and complaints with which the parents of such children turn to psychological counseling.

The main part of the book is devoted to the stages and methods of overcoming difficulties. The paths of correction are described here - from games to breathing exercises and massage. The pictures and tables required for correctional work are provided. And the exercises are given notes: what you need to pay attention to and how you can diversify the work.

Many exercises can be successfully used in working with non-left-handers - to train phonemic hearing, dexterity, and orientation in space.

It probably won't be an exaggeration to say that the mystery of left-handedness is one of the intensely debated and still mysterious problems in the human sciences. Precisely a riddle, let us emphasize this. Because, despite many years of research, the number of unresolved questions here is an order of magnitude higher than the answers already received. Moreover, new findings and discoveries give rise to more and more new questions. And so on endlessly.

The concepts of "left-handedness" and "left-handedness" are not synonyms (at least in neuropsychology).

Left-handedness is a term that reflects the preference, active use of the left hand, that is, an external manifestation of the fact that for some reason the right hemisphere of the brain has assumed (temporarily or permanently) the main, leading role in ensuring voluntary movements of a person.

Left-handedness is a manifestation of a stable, unchanging psychophysiological characteristic, a specific type of functional organization of the nervous system (primarily the brain) of a person, which has cardinal differences from that of right-handers, if this left-handedness is true, genetically determined.

Very often, especially in the modern child population, left-handedness turns out to be a temporary, latent sign. It reflects only the fact of a delay in the formation of interhemispheric relationships in a child and the consolidation of specialization, the dominance of the left hemisphere of the brain (right hand) relative to all dynamic, progressively unfolding motor functions in time (eating, using household appliances, drawing, writing, etc.). As the functional potential of the left hemisphere increases, in such cases, a "magic transformation" of a left-hander into a right-hander occurs.

Big tricks of little lefties

The reality is that almost all left-handed children have colossal, almost mystical, voluntary control over the course of their mental activity. This is not a metaphor or hyperbole. Their seemingly incredible ability to spontaneously build up rather complex programs of behavior is a property given to them by nature. Apparently, it has been honed for millennia by evolution as an adaptation mechanism that has formed in left-handers as opposed to the "vulnerable" points of their brain organization.

In many cases, they achieve the desired results, as it were, in a roundabout way, sometimes finding the most unthinkable external and internal means that allow, alternatively, without relying on the primary psychological factor (if it is insufficient), to solve problems that rely directly on this factor. Moreover, each time the process of such mediation is simply unpredictable.

These children may be silent for a long enough time or demonstrate unintelligible babbling and suddenly (as a rule, at the age of 3) begin to speak at once in large, grammatically designed, like the speech of an adult, phrases.

Levshata are the greatest imitators and illusionists. Outwardly, their speech looks great, but try to check their phonemic hearing, articulatory abilities, ask what exactly this or that word means, etc. The result is usually disastrous. It turns out that they perceive, capture and, accordingly, use someone else's speech globally, in whole blocks, so to speak, without unnecessary details.

The same can be true in reading. A little left-hander at the age of four easily retells entire pages of the text he "read", and then it turns out that each of the individual letters is unknown to him.

D.N. (7 years old), to whom the Russian language teacher did not give two marks, since “there are no such mistakes”. And among the errors was a complete indistinguishability of boundaries between words, replacement of the necessary letters with mirrored ones or substitution of letters that are different in spatial position, for example, d - b. The boy decided to memorize all the words, and then he simply played them back from memory.

Thus, the child, bypassing the inconsistency of the spatial and phonetic-phonemic factors, which are formed with a delay in left-handers (the insufficiency of these particular links was recorded during neuropsychological examination), formed his own letter. Writing as a system of images based on visual-mnestic syntheses, that is, as if repeating in its ontogenesis the development of primitive man's writing.

L.P. (8 years old), who wrote all the words together, without any gaps at all, after six months of torment took up the study of the morphology of the word, then worked etymological and linguistic dictionaries and, to the “sacred” horror of my mother, became a child with absolute literacy ...

R.E. at the age of five, he decided to thoroughly work out an important scientific problem for him, and his parents, who were completely tortured by his questions, explained to him (joking!) that, strictly speaking, all the information he was interested in was fully contained in the encyclopedia. Since little left-handers solve their problems seriously and thoroughly, R.E. asked how you can find the right word there; he was told the algorithm for using the dictionary.

The next day, the child was sitting in front of the encyclopedia, a telephone book lay next to it. After all, he knew how to read, and the alphabet itself, of course, was not automated ... Of all the possible options, the boy chose the most optimal one in terms of the image of the alphabet. It should be added that the idea of ​​using the telephone book as a support, as it turned out later, belonged to R.E. in his 5 years!

A.L. at the age of eighteen, she wrote calligraphy with her left hand, but with five mistakes in each word, and with her right hand - absolutely illegible, many letters - mirrored, but absolutely competently. She dreamed of entering the philological faculty of Moscow State University ...

Having considered all the possible options, she chose the only possible one for herself. Together with the teacher, letter by letter with his left hand, ten essays were written, the most thematically probable as examinations. Then each was purely visually memorized. One of the texts came in handy for the exam. The girl recalled word by word and wrote them down with her left hand ... Five years later she became a certified philologist.

Thus, we can say with a high degree of probability that the very formation of many mental functions in the ontogeny of left-handers does not proceed directly, but indirectly, multichannel. As demonstrated in the above examples, left-handed children in the development process attract a maximum of external, voluntary means to master those operations that right-handers are known to form naturally, regardless of their voluntary desire, simply according to certain psychological laws.

The left-hander, as it were, always invents, or even in a fantastic (outwardly) way finds his own way of building and mastering the world of right-handers. The study of left-handed adults frankly emphasizes the fact that the use of arbitrary, conscious means in the course of many types of mental activity is a specific property of left-handed people as a population and does not depend on their age.

That is why, when raising a left-handed person, one should automate as much as possible from the outside as many operations used by him in his daily life as possible.

So, you don't have to get angry and wait for the child to learn (just by looking at you) how to use a spoon, a needle, scissors, a brush, knitting needles, tie shoelaces, manipulate a blanket and duvet cover, etc. It is better to immediately take his hands in yours and repeat the necessary movement with him several times. Do you want to teach a left-handed child to swim breaststroke and crawl (play ball, tennis, dance)? Perfectly! Mom "guides" his hands, dad - his legs.

Just practice yourself first in order to synchronize your own actions.

The same applies to writing letters, numbers, drawing. Don't ask the little left-hander to sketch something while looking at the sample. It is better to put tracing paper on top and circle with him (then he will do it himself) the desired sample several times. Or, conversely, use a carbon copy and then show your child what a beautiful "image" appeared on the bottom sheet.

Your task is to literally make the child's body remember this or that operation, the mutual arrangement in each case of his fingers, toes, torso, and head. For a left-handed person, in addition to the multiplication table, it is a good idea to master the addition table.

Walking through the forest with a little left-handed person, it would be good to let him smell, touch, if possible - chew on various herbs, flowers, mushrooms, tree bark. And only then explain, relying on the sensory impressions that have arisen in him, what is in common and what is the difference between these plants.

Indeed, very often, guided by their vision of the world, left-handers build such mental structures that are striking in their non-triviality (which is great), but clearly show that their generalized picture of the world, to put it mildly, is far from the generally accepted one. But they will have to live in a right-handed world.

So, Zh.S. (6 years old), classifying various cards during the examination, put the compasses and the lily of the valley together on the grounds that: "... They are both huts." To the neuropsychologist's skeptical grimace, she (with an equally skeptical grimace) remarked: “Well, of course, the lily of the valley approaches the chamomile, and the compasses to the ruler, but it's so boring ...” "Get bored" and answer all the questions properly.

Mysterious space left-handed

The strongest impression from contact with a left-handed child is that he lacks any generally accepted spatial skills: they are absent neither in the outer nor in the inner planes. Let's focus on the word "generally accepted".

Left-handers do not have persistent ideas about not just where, for example, the right and left hand are. In their world, you can read and write (copy) a letter, number or word equally likely in any direction. Compare instructions and results of children's work.

When it is necessary to examine (scan) a large field, randomness and fragmentation are superimposed on the spatial insufficiency, that is, snatching out individual elements of the integral image. The child is not able to adequately distribute the space of the sheet of paper lying in front of him, as a result of which his drawings creep on top of each other, although there is enough free space nearby.

It should be noted that the little left-hander is very determined to bring the spatial world closer to his level: nowhere else will you see such desperate attempts at self-correction as his. True, sometimes it ends in tears. Constantly expanding this way and that a sample for copying and his own experimental sheet, which is very specific for left-handers, the child, not yet being able to capture a complex multicomponent figure entirely, as a result of numerous manipulations deforms it so that he himself does not finally understand what he has it turned out and how he did it.

That is, in the brain of left-handers there is not a single image, but, as it were, two "information files", two pictures of the world, contained respectively in the left and right hemispheres. How do they manage to "agree" among themselves ?!

As practice shows, with difficulty, which we observe in left-handers, analyzing their difficulties in school and everyday life. And this is not surprising.

I must say that in right-handers, the formation of certain links, parameters of mental activity has a certain orderliness. For left-handers, this process can be transformed beyond recognition. Moreover, it is precisely those links that usually develop faster in right-handers that in left-handers may not be formed for a long time.

And vice versa, there are certain parameters of mental activity that are formed late in right-handers, and often, due to various reasons (primarily the school system), remain unclaimed, underdeveloped, which has little effect on the success of their training and adaptation.

In left-handers, the latter not only develop ahead of time, but can also become the basis for the formation of more complex functions. And if we focus on the rules of ontogeny of right-handers, one gets the impression that a left-hander has a certain function “out of nowhere”, since the traditional basis for it is practically absent.

So, A.K. (6 years) revealed a complete lack of formation of spatial (coordinate, metric, structural-topological) and quasi-spatial (that is, reflected in speech: "above-below", "before-after", etc.) syntheses. In the ontogeny of right-handers, it is on them that the formation of counting operations is based. The boy, even without them, easily mastered the mathematical techniques of grades 2-3, solved the most difficult puzzles. As he explained, the combinations of numbers, equations and puzzles seem extraordinarily beautiful to him, so it is pleasant for him to study them. So the math for this little left-hander is not derived from traditional basic links; numbers, counting, numerical and spatial fields, which he manipulates, obey for him the laws of the "golden section", the canons of beauty, structure, intuition, emotional and sensory processes.

Formation of spatial representations

Summarizing, it should be said that the formation of spatial representations in a left-handed child is one of the most important conditions for increasing his achievements. And here you can use both the means that the left-handers themselves invented, and the whole rich arsenal of external supports, markers that would make the child literally make sure that there are right and left sides and this is inevitable and invariable, regardless of his desire. It is necessary to make maximum use of colors, various forms, and in general, you cannot imagine better than the old principle of “hay and straw”.

The first step is to mark the child's left arm. You can wear a watch, a bracelet, a bell, a red cloth on it. Thus, you give the left-hander an excellent support for further manipulations with external space - after all, it is built first from his own body, and only then turns into abstract spatial representations. Now he knows that "to the left" is "where the red rag is." On this knowledge, you can string an extensive repertoire of information about the outside world.

For example: to read, write, consider comics always (!) Follows from the "red rag"; the letter "I" or the number "9" is turned with its head towards the "red rag", and "K" or "6" are turned away from it. In arithmetic operations in a column, subtraction, addition, multiplication are directed to the "red rag", and division - from it.

But there is also up and down. Therefore, the top is the head, ceiling, sky, sun, North Pole and Arctic Ocean on the globe. Bottom - legs, floor, ground, South Pole, Antarctica. Continuing and supplementing the above examples: the letter "C" stands on the tail, as on a leg, and the letter "B" has a tail on the head; the same, respectively, with the numbers "9" and "6". When writing, counting, reading, we are moving from the North Pole to Antarctica.

The next extremely important point: in any case, do not try to abstract the external space, explaining something to a left-handed person. He must feel everything, feel with his body, hands.

As a rule, the mental development of left-handers is accompanied by a characteristic and rather stable tendency for them to pseudo-ignore that part of the external space that is located to their left. From a corrective point of view, this requires constant training of the following kind: he is the goalkeeper, and you score the ball to him in different corners of the goal, especially often in the corner that is to his left. The same applies when playing badminton, tennis, etc. It is clear that in school a left-hander should sit so that the board is as far to the right of him as possible.

Somatognostic and tactile-kinesthetic functions

"Repeat the pose"... You ask the child's body (his eyes are closed) a certain pose and ask him to remember it. Then "shoot" this pose and ask him to reproduce the position that was set. It is clear that at the beginning of classes this construction should be simpler (raised hand). Then you gradually complicate it (bend and raise your leg; your arms are bent at the elbows, the little finger and thumb are folded in a "ring", the head is thrown back, one leg is raised, etc.).

After mastering such tasks "blindly", you can offer their performance according to the visual model. This can be you, animals or dancers seen on TV. Complication here occurs due to the unfolding of individual bodily postures into a single motor melody.

"Where did I touch?" Touch the child's body (then several points on the body) and ask him (eyes closed) to show you where you touched.

"Body alphabet"... Together, come up with how you can use your body (only hands) to depict various shapes, numbers, letters.

"Body art"... Draw on the back (palms, hands, leg) of the child simple shapes, lines, ornaments, letters and numbers that he should recognize and depict on paper or a board. Gradually, you can move on to more complex images: leaf, butterfly, syllable, word, numbers, etc.

Ask the child to close his eyes and touch an object with one hand (cube, ball, key, star, etc.). Then, without opening your eyes, find this object among 5-7 others, similar, first with the same hand, and then with the other (all blindly).

The same can be done with squares of cardboard, on which cotton wool, emery, velvet, etc. are glued, and you must certainly perform all these actions from right to left and from left to right. Then it is also useful to play with objects of different sizes, weights, smells, etc.

Starting to teach your child letters and numbers, give him plasticine or wire. Let "pile", directly, tactilely feel 1, 10, 100; E and 3, U and C. This architectural process will naturally include ideas about "more or less", "wider or narrower", etc.

Published by: M.: Genesis, 2005

Preface to the book by Anna Vladimirovna Semenovich "These incredible left-handers: A practical guide for psychologists and parents."

In recent years, in connection with the appearance of a large amount of literature on the mental development of children, interest in those issues that until recently had little concern for adults has sharply increased. And if they did, then for the most part remained a secret sealed with seven seals. It is natural. The emergence of information that allows parents, educators and psychologists to understand why a child has certain problems, why he is not like everyone else, contributes to the desire to learn more and more. To a large extent, unfortunately, this is not an abstract curiosity, a desire to be more educated, knowledgeable and cultured. The actual need for these searches is determined by the urgent need associated with the obvious ill-being observed in the modern child population.

Many children already from the moment of birth need specialized help from doctors and masseurs. Then parents are forced to seek support from speech therapists, defectologists and psychologists. And educators and teachers powerlessly give up, frankly admitting that without special additional support for the child, they cannot teach him fully.

And we must admit their correctness without unnecessary emotions: a significant number of modern children really demonstrate objectively existing signs of failure, lagging behind and or distortions of mental development, which naturally leads to the problematic nature of social and educational adaptation, requiring targeted specific correction. Teachers in kindergarten and school cannot and should not do this, since they have completely different tasks and responsibilities. And, although many of them today are introducing modern correctional and habilitation (developmental, formative) technologies into the educational process, strictly speaking, they do it "beyond the program", only at the expense of their own forces, nerves and time. For which, of course, they deserve the greatest gratitude, and sometimes admiration. They, in fact, perform a super-task, which they formulate for themselves not only (and not so much) out of generosity, but out of awareness of their professional responsibility. Indeed, otherwise, in many cases, they simply will not be able to achieve full (at least partially) mastering of their subject.

In general, the same substitution of concepts and responsibilities, which is usual for our country, takes place. A child is often helped not by someone who, by the nature of his profession, is able and should be able to do this - specialists qualified in their field, but by someone who wants to help him. This is also facilitated by the fact that many parents present their demands, anxieties and claims to teachers, and not to themselves and to those specialists (psychologists, defectologists, doctors, etc.) who, by the nature of their work, are called upon to provide the child with adequate support and correction.

This situation has its own historical and psychological background. It is always easier and more comfortable to do with “home” remedies than to admit the need for a cardinal specialist intervention and (most importantly!) To implement it. If we practice this even in cases of toothache, then what can we say about the problems associated with our psyche.
Of course, there is another side of the coin, when the parents of a child, obviously in need of specialized help and correction, are strongly advised to “just hire tutors who will pull him up ... ..”.

Sometimes it is, but, unfortunately, today the situation is such that any tutoring is powerless, since the problems of children's development do not lie in the plane of their laziness or missing educational topics. Most of them, indeed, already from the moment of birth, demonstrate certain features and deviations of mental development and need appropriate professional support.

Providing such a child, his parents and teachers is the prerogative of specially trained specialists: psychologists, neuropsychologists, speech therapists, doctors, psychotherapists, etc. Unfortunately, this assistance is not always adequate and timely. But it's no secret that a good surgeon (hairdresser, builder, translator, programmer, etc.) is not encountered at every step: this is the law of the frequency of occurrence of skill in any profession.

Sometimes you have to overcome gigantic labyrinths before finding exactly the way out that opens the way for the child and his environment to normalize (even if relative) anxious situation.

The search and choice by parents and teachers of such an effective path is indeed not an easy task: after all, it is a priori difficult to determine both the professional level of a specialist and the adequacy of the very approach that he offers to the problems of a particular child. The variety of points of view and recommendations (sometimes directly contradicting each other) can confuse anyone.

Meanwhile, it is a productive alliance, a truly partner interaction of various specialists with the closest environment of the child that is the key to an optimal result. For all parties, it is important not only because unique information about the child's problems can be obtained only by considering them in volume: both from the point of view of professionals and from the point of view of the mother (educator, teacher, etc.). The main thing is that a special correction of mental deficiency, by definition, is unthinkable outside of its involvement in a complex system of family and social relations.

What should parents be guided by when choosing this or that form of psychological or any other support (preventive, corrective or habilitation) for their "problem" child? It seems that a single criterion can serve as the main reference point here. A good professional will always change their point of view on what happens to the child based on their research.

This does not mean that she will be pleasant to them. On the contrary, there are possible and even more probable variants when the entire complexity of the situation will fully appear before adults, which, to put it mildly, does not inspire. But the advantage (gain) of this new point of view is undeniable - parents, psychologists and teachers begin to see the situation as more holistic, information-rich and understand the logic of their further joint actions in the direction of harmonizing the child's development.

A high-class professional will always explain his conclusion in simple words, illustrating it with specific, illustrative examples drawn from both the parents' story and from his own data obtained during the examination of the child. Demonstrates convincingly that his problems in everyday life and at school (kindergarten, nursery, etc.) are two sides of the same coin, which is the basic reason in which the main obstacles to his normal adaptation are rooted.

And it turns out that these obstacles did not appear yesterday, and not a year ago; they gradually grew up with the child, starting from the period of his intrauterine development. And in their formation, both various genetic prerequisites and flaws in upbringing took part.

Why can't a child master a particular curriculum, conflicts with the environment, is hyperactive, exhausted, aggressive, etc.? What are the essential, nuclear characteristics and mechanisms of its weak (and certainly strong) sides? Why and why should he conduct additional examinations with other specialists? Finally, why and why is it necessary for a child (with the indispensable participation and help of an adult environment) to engage in the proposed correctional (preventive or habilitation) program? If, at the reception with a specialist, convincing answers to these questions have been received, and a new image of a problem situation has arisen, a different perspective (retrospective and perspective), it means that what the child needs today has been found.

Psychological disadaptation [?] (not to be confused with maladjustment!) Children have really become not the most joyful, but very characteristic feature of our time. Strangeness of behavior, inability to communicate, learning difficulties, and finally, an obvious lag or distortion in the development of various mental functions - the discussion of these problems has long ceased to be the prerogative of specialists. General competence in the field of psychology, in particular, mental development (along with politics and art) has become a sign of erudition and good manners.

Terms such as "attention deficit and hyperactivity disorder", "delayed psycho-motor and speech development", "dysgraphia and dyslexia", "emotional inadequacy" and other diagnoses have become firmly established in the everyday vocabulary. It sounds about the same: “So he is left-handed !? Then everything is clear. " But all these concepts are a statement of fact, not an explanatory model. But they are often used precisely as an exhaustive explanation. For example, a child cannot adapt to school rules, jumps up in class, is very distracting, etc. This is explained by the fact that he has "attention deficit hyperactivity disorder". With lefties in general, as you know, "everything is clear." And what, in fact, is clear?

The above is only the visible part of the iceberg that forms the phenomenon of “deviating development”. It, like any other phenomenon of human existence, has a complex structure of intertwining, intimately interacting with each other negative and positive sides. Therefore, everything is significantly more complicated, and at the same time, less fatal than the information that is embedded in any special diagnosis or narrow professional statement.

The preparation of this book was largely determined precisely by bewilderment about such a familiar (and at the same time full of anxious expectations) treatment of an extremely complex, dynamic and multifaceted picture, which is "the mental development of a child." There are no and cannot be unambiguous answers and solutions given once and for all. There is a long, painstaking, sometimes winding path to the truth, which requires multiple return to seemingly long gone points and patience in overcoming the most "foggy" areas.

For centuries there have been and will continue to be heated discussions about the laws of mental development in general. Representatives of different scientific disciplines offer their interpretations, approaches and hypotheses regarding the phenomena, mechanisms and stages of ontogenesis (Greek ontos - existing, genete - origin, genus; i.e., the history of the development of an individual) of a person. And what goes beyond the "norm of reaction", that is, the general normative, standard (be it the outstanding abilities of a child or, on the contrary, negative deviations in development), all the more becomes a point of intersection, and sometimes a collision of many diverse and multidirectional professional points vision.

As you know, thought is material and this is not a metaphor. The thoughts we express, regardless of whether they were voiced out loud or to ourselves, have a "habit" of taking on a very unambiguous, imperative leadership of our behavior. Unbeknownst to ourselves, we begin to live and act exactly as we just told ourselves. In psychology, this is defined as "self-fulfilling expectation." The great scientist G.G. Gadamer, one of the founders of hermeneutics - the science of understanding meaning, said: "The question behind the statement is the only thing that gives it meaning .... To make something out is to give an answer." In the context of this discussion, this ingenious thought is highly relevant.

As soon as we are satisfied with the unambiguous definition given to the child's state and stop asking ourselves questions about what factors and mechanisms are hidden behind this "facade", we are doomed to perceive his problems as if in fragments. It is even sadder when this fragmentation is aggravated by ignorance or ignorance (or perhaps unwillingness to know) some specific features for a given child.

After all, what (and how) we perceive is the fundamental guide to our thinking, conclusions and actions. To illustrate what has been said, let us consider an elementary example in which one and the same object, seen from different angles, will be interpreted as two, and practically in no way similar to each other.

Imagine a huge, branchy tree. Now forget that you know what a tree is.

If you look at “it” from above from a great height (for example, from an airplane), you will see only a large array of something green (“facade”). You may be able to spot differences in shape or color. And that's all: you see only the crown. From above, neither branches, nor individual leaves, nor even the trunk are visible.

If you look at “it” from below, it turns out that “it” grows out of the ground, branches diverge from the trunk in different directions, each of which generates many smaller ones, on them ... and so on. In other words, we will be presented with a holistic image of heterogeneous, but unambiguously interconnected parts.

Especially often "self-fulfilling expectations" are confirmed when the diagnosis is repeated from day to day and repeated by the child's immediate environment hypnotized by its sound. Without realizing it and unwillingly, adults at the same time predetermine their behavior and attitude towards the child. Naturally, the consequence is the child's response to the "expectations" of adults.

Poorly speaking children are the most prominent examples. Repeating his "diagnosis" every day (he is - paradoxically - an excuse), parents involuntarily, not wanting and not realizing it, begin to talk to him less and, naturally, do not expect anything from him except for individual gestures or babbling. It is clear that in such a situation, the child's speech (not in demand from the outside) does not even strive for its external expression - after all, they already understood him, he got what he wanted. Why then at least try to say something?

Likewise, with complaints of awkwardness, unwillingness to draw, aggressiveness, etc. The most frequent remarks of parents: “We were told that he has a delay in psycho-motor development (neurosis, hypertensive syndrome, etc.). All his life, almost from birth, he was given a massage, given medicine, but problems still remain. Why am I going to torment him ?! What kind of upbringing are you talking about ?! After all, he begins to cry, or even completely falls into aggression. It's easier for me to do everything myself. "

Experience shows that in the attitude of adults to a child's problems, there are almost always at least three purely logical errors.

The first is a diagnosis (any, even the most unfavorable) - not a sentence that is not subject to appeal. This is, firstly, a statement that the child has one or another deficiency, the causes and mechanisms of which must be identified and comprehensively analyzed, and secondly, a guide to actively counteracting the influence of this deficit on the actual development and the entire subsequent fate of the child.

Therefore, there is no need to think over it (the diagnosis), cry and repeat its wording every hour, like "Our Father". It will be more competent and efficient to spend this time looking for specialists who will prompt and help you find a way out of this situation. That is, they are able to answer questions about the root causes and consequences of the existing deficiency and, accordingly, choose such a correctional, preventive or developmental program that is suitable for this particular type of development.

The basic commandments (they are the truths repeatedly confirmed) are obvious. We will never fully help a child if we do not see the whole picture of his type of development as a whole. Of course, this is an ideal, but it is necessary to strive for it; the more so as modern research methods provide more and more perspectives on this path. On the other hand, there is no such pathological or prepathological condition in which a certain potential for development would not have been released to the child by nature. Yes, it is very different for different children, but it is necessary to use it fully, not stopping at what has been achieved that immediately satisfies you.

It is you who are satisfied, not the child's development program. Today you are all good. Unless, of course, you do not take into account everything that you close your eyes or see, but drive away bad feelings from yourself. But he will have to grow up further, he will face more and more new tasks of adaptation to this world.

The second mistake lies in the "pseudo-democratic" attitude towards the wishes of the child. First of all, in the confidence that the word "should" is relevant for him. Far from it! Any child, especially one who demonstrates features and deviations in development, only has and dominates the verb “I want”. He does not have to speak, learn to use the toilet, read, etc. In any case, as long as he can feel comfortable enough without all this hassle. He must want to speak and do much more.

And this desire can appear in him only in response to demands, a request from adults and an elementary copying of their behavior (movements, speech, actions, scandals, etc.). Remember, the Mowgli children continued to walk on all fours until the age when people found them; they imitated and learned from those around them.

Remember also how often, as adults, we remember with gratitude those who “don't want to go through”, persistently continued to take us to the pool, museums, to music, dance, English lessons; look for answers to your questions in classical literature and heavy dictionaries, and not be satisfied with the point of view of classmates and action heroes.

The third mistake is that in the process of communicating with a child, the amplitude of the pendulum of parental love acquires an absolutely unjustified character: from requirements to him as an adult to being treated like a baby. This is especially vivid in cases of "two-three powers" (mom, dad, grandmother, educator, etc.). Meanwhile, this pendulum should fluctuate in some median values, which must be strictly correlated with the age and character of the child. The boundaries of "yes", "no" and "choose yourself" must be unshakable. And all the discussions of adults do not reflect in any way on the general strategy of the relationship with the child.

Otherwise, chaos will form in his poor head, in his “picture of the world” and himself in this world, which he cannot cope with. Indeed, for him, our reasons and motives, the reasons why the demands from the outside are changing so rapidly are absolutely not obvious, moreover, incomprehensible, inexplicable. For the time being, he sees himself only in the mirror of our attitude towards him: hugs and kisses, claims and punishments, rewards and delights.

This book is addressed not only to specialists - psychologists and educators, but also to the immediate environment of the child. The focus of attention on the discussion of children with the presence of the left-handed factor is predetermined by the fact that this phenomenon is usually perceived as unusual and raises the greatest number of questions. On the other hand, such children can indeed demonstrate a rather exotic picture of their development. That is why the title is somewhat high-flown (bombastic): "These incredible left-handers."

They are truly amazing and extraordinary. They ask scientists riddles and are not very willing to reveal their secrets. Therefore, they deserve to be again and again the heroes of psychological literature. It seems that it is useful for both professionals and parents to once again carefully consider and discuss their problems in order to think again - what is behind such a familiar and so incomprehensible word "left-handed"?
It probably won't be an exaggeration to say that the mystery of left-handedness is one of the intensely debated and still mysterious problems in the human sciences. Precisely a riddle, let us emphasize this. Because, despite many years of research in this area of ​​human existence, the number of unresolved questions here is an order of magnitude higher than the answers already received. Moreover, new findings and discoveries give rise to more and more new questions. And so on endlessly.
Sometimes it seems that the right solution has finally been found, but new facts appear, new phenomena open up and once again you have to rethink the entire set of information received. Build new hypotheses, test them experimentally, confirming, and sometimes - refuting, their own guesses. And in the end - to come to the same optimistic conclusion that the world famous sleep researcher M. Jouvet came to: "We still do not know anything about the nature of sleep, only we do not know at a higher scientific level."

We are learning more and more about the nature of left-handedness, but this problem continues to attract researchers from different directions. This is quite understandable, but another thing is not clear - why, in fact, there are so few such studies. First, the "left-handedness" of a certain part of people has always, in all ages, attracted the attention of those who do not possess this quality. Secondly, the features of this part of humanity are so demonstrative, and sometimes incredible, that they simply “ask for” under the microscope of interdisciplinary scientific research.

Before the child enters the neuropsychologist's office, parents or teachers accompanying him are asked to fill out a card, where, among other things, they are asked to formulate their complaints, the reasons that prompted them to seek special advice. It would not be an exaggeration to say that in almost half of the cases this column is written: "left-handed". Everything! It turns out that left-handedness (or "left-handedness", "hidden left-handedness", etc.) is the main reason why a child needs counseling and help from a psychologist. Further, the drama of the conversation develops like this:

Psychologist (P): "What worries you?"
Parents (P): "Is he left-handed?"
P: “I don’t know yet. And you are worried about something in his behavior, development? What exactly?"
R: "I was told that he is left-handed, would I like to clarify this?"
P: “This is understandable, but still, let's start with what specifically worries or surprises you in your child?”
R: “Yes, of course! But what about his left-handedness? Actually, he does everything with his right hand, but I was told that he is a hidden left-hander? "

It is clear that further examination of the child puts everything in its place. But the mesmerizing effect of the word "left-handed" is simply amazing. This hypnosis can only be compared with the use of mysterious shamanic tunes: what is their meaning is not clear to anyone, but it captures to the very depths.

This book is written as a dialogue with parents, psychologists and educators, who are often the neuropsychologist's interlocutors when discussing the problems of left-handed children. It is their concern about the peculiarities of the child's development that initiates seeking help from various specialists. Therefore, it seems important in the form of such "correspondence" communication to try to summarize the most frequently encountered questions and show the ways out of seemingly dead-end situations.

Despite the fact that in recent years the problem of left-handedness in children has often become the topic of various publications, the discussion of many features of this phenomenon remains behind the scenes. This is understandable: within the framework of various disciplines, the phenomenon of left-handedness is discussed from certain positions that are essential for a given specialty. There are two main trends in this area of ​​knowledge.

The first is that the emphasis in the analysis is on two questions: "What are the difficulties of a left-handed child?" and "How to overcome these difficulties?"

The second (distinguishing neuropsychological approach) is that the key, nuclear questions become: “What is the phenomenon of left-handedness in general? Is there a specificity of its cerebral organization? "," What are the basic neuropsychological mechanisms of the emergence of peculiarities of mental development in left-handed children? " “How to establish the presence of this phenomenon in a child and qualify it: after all, there is natural (genetic) left-handedness and pathological, compensatory, ambidexterity? Is the influence of the factor of family left-handedness revealed in the development of a child, if he is right-handed, etc.? "," Is left-handedness an unambiguous marker indicating left-handedness? "

Already from the difference in the posing of the questions, it is obvious that the direction of the reasoning in each case, and, accordingly, the search for answers will be qualitatively different. Neuropsychology answers the questions posed to it in the following way.

Natural, genetically determined left-handedness is a reflection of the specific, unique in its kind functional organization of the nervous system (primarily the brain) of a person. Let us emphasize the definition of "natural", since the phenomenon of left-handedness as a single, homogeneous phenomenon does not exist in nature. In reality, there are several of its types, fundamentally different in origin, and, therefore, in all basic neuropsychological characteristics.

Therefore, it is possible to discuss the structure, manifestations and all the variety of specific problems associated with this phenomenon only after a clear definition of what kind of "left-handedness" we are talking about; and whether we are talking at all about left-handedness or a temporary preference for the left hand. This is the only way to correctly and correctly program differential diagnostic, corrective, preventive and habilitation (developmental) work with a child.

The concepts of "left-handedness" and "left-handedness", therefore, are not synonyms (at least in neuropsychology).

Left-handedness is a term that reflects the preference, active use of the left hand, i.e. an external manifestation of the fact that for some reason the right hemisphere of the brain has assumed (temporarily or permanently) the main, leading role in ensuring voluntary movements of a person.

Left-handedness is a manifestation of a stable, unchanging psychophysiological characteristic, a specific type of functional organization of the nervous system (primarily the brain) of a person, which has cardinal differences from that of right-handers, if this left-handedness is true, genetically given.

These two fundamental types and methods of the brain organization of human mental activity, formed in evolution, will be discussed in detail in special sections of the book. Here it is important to emphasize the fact that the type of brain organization (respectively, right-handedness and left-handedness) and the preference for one or another hand (respectively, right- or left-handedness) do not always coincide.

Very often, especially in the modern child population, which will also be discussed in detail below, left-handedness turns out to be a temporary, latent sign. It reflects only the fact of a delay in the formation of interhemispheric relationships in a child and the consolidation of specialization, the dominance of the left hemisphere of the brain (right hand) relative to all dynamic, progressively unfolding motor functions in time (eating, using household appliances, drawing, writing, etc.). As the functional potential of the left hemisphere increases, in such cases, a "magic transformation" of a left-hander into a right-hander occurs.

And the last thing I would like to say here is the question of "hidden left-handedness." This does not exist in nature! If in the process of your child's research they tell you about his latent left-handedness, you can safely ask the question: "From whom is his left-handedness hidden?" Since you probably will not wait for an answer, or it will be obscure and incredibly scientific, you can safely thank for the time you have given and go in search of another, more qualified specialist.

Neuropsychological correction and habilitation of children with left-handedness is not something absolutely specific. After reading the presented material and having mastered the ideology of neuropsychological correction and habilitation, set out in the following chapters, you will see that this ideology is universal; it is only important to correctly qualify the child's difficulties and to choose a program of psychological and pedagogical support that is adequate for him.

Indeed, both right-handers and left-handers may have unformed spatial representations, speech and motor processes, etc. Another question is that in left-handers all these signs of deviating development may have a more generalized, complex nature, due to the qualitative originality of the cerebral organization of their mental development. That is why it is necessary to know its main characteristics, to be able to identify (see) and take into account. At least so that the extraordinary, incredible, extraordinary properties of these children (positive and negative) were not a brake on adequate interaction with them, but its vector and support.

If you are interested in the book, you can purchase your own copy on the website of the Publishing House of Psychological Literature "Genesis".

Book's contents:

Introduction
Chapter 1... The main neuropsychological patterns of developmental processes

Chapter 2.The law of the mirror: look at your child

Chapter 3... The phenomenon of left-handedness from the standpoint of neuropsychology
Atypia of mental development

Chapter 4.

Attention skills and overcoming behavioral patterns
Competing actions
Error detection
Causal relationships
Polysemy and hierarchy of concepts.
Generalizing function of a word

Chapter 5... And the nose is pulled out - and the tail does not get stuck
Correction and habilitation of neuropsychosomatic status
Breath
Massage and self-massage
Stretch marks
Formation and correction of basic sensorimotor interactions
Oculomotor repertoire
General motor repertoire

Chapter 6... Don't rush the lefty!
Optimization of speech processes in interaction with other mental processes
Integration of sensorimotor repertoire
Motive melody, agility, precision
Optimization of speech, writing and reading

Chapter 7... Mysterious space left-handed
Formation of spatial representations
Somatognostic and tactile-kinesthetic functions
Visual perception
Drawing, constructing and copying
Logical-grammatical "quasi-spatial" speech constructions

Most of us have had at least one left-handed acquaintance who must have seemed "special" to you. Right-handers are accustomed to considering left-handers out of this world, and if our left-handed brother is somehow different from us, then as a rule we look at each other and, spreading our hands, say something like "well, he's left-handed."

There are about 700 million left-handers living on the planet, who are special, and not only biologically. Despite the fact that there are much more right-handed people, this is not a reason to harass left-handers (even if they behave really strange). We've put together 16 interesting facts about left-handers that will tell you about some of the unusual aspects of their life.

On average, left-handers live 9 years less than their right-handed counterparts.

This conclusion was reached by scientists who conducted research in 1991. The reason for the high mortality rate is not poor health from birth, but suicides due to unstable psyche and accidents that befell left-handers in a world invented for right-handers. Currently, these studies are not confirmed.

13 august - international left-handed day



Studies have shown that left-handers are more likely to suffer from schizophrenia, dyslexia and alcoholism. We are not sure about the latter, most likely they do not suffer from it, but enjoy it.



If a woman becomes pregnant over the age of 40, then the chance that the child born will be left-handed increases by 130%, compared to if she became pregnant around the age of 20



The probability of having a left-handed child if both parents are right-handed is only 2%. If one of the parents is left-handed, the probability rises to 17%; both left-handed parents have left-handed children in 46% of cases.

Lefties are more prone to rebellion and crime. And, as a rule, left-handed children are much more stubborn than right-handed ones.



At the same time, many left-handers have good musical abilities and perfect pitch. They are also more likely to choose the professions of artists, painters and writers.



There are far more left-handed men than women



In some cultures, left-handers are considered outcasts.



In addition, in many languages ​​the word "left" has a negative connotation and is synonymous with the words "awkward", "fake", "insincere", "suspicious"

In some countries, for example, Islamic, the left hand is "unclean", as it is used when washing after going to the toilet



In such countries, life is especially difficult for left-handers.

In some cultures of the world, left-handedness is the "mark of the devil" and left-handed people used to be punished for using the left hand



In some countries, this is still practiced.

Osama bin Laden was left-handed



Jack the Ripper was also left-handed.

In contrast to him, left-handed people were: Alexander the Great, Napoleon Bonaparte, Albert Einstein, Charlie Chaplin and many more famous people from various fields of activity.



Lrrtm1 - the name of the gene that determines whether the child will be right-handed or left-handed



The number of left-handers on Earth is declining



In the Stone Age they were about 50% of the population, in the Bronze Age - 25%, and now - only 5%

Almost 90% of people on the planet are right-handed, and only 3-5% have a left-handed "leading hand". The rest are ambidextrous (two leading hands)

There are scholarships in the world for left-handed people who study well



At Juniata College, Pennsylvania, USA, left-handers are entitled to a Frederick and Mary F. Beckley Scholarship. And the most successful left-hander will receive a prize of $ 1000

If a left-hander needs to learn to write with his right hand, he will do it much faster than a right-hander who needs to learn to write with his left.



Interesting fact: the hand that a person writes with is not an accurate indicator of left- or right-handedness, as many left-handers use their right hand for writing and their left for other tasks.