The program of additional education "development of cognitive processes of children of preschool development" work program (preparatory group) on the topic. Program for the development of cognitive processes in first graders The art of communication with parents
Ministry of Education and Science of the Republic of Kazakhstan
Municipal State Institution "Secondary School No. 26"
Mini-center "Sun"
Program for the development of cognitive processes in preschool children
Prepared by:
psychologist mini-center "Solnyshko"
Asylbekova A.K.
Ust-Kamenogorsk 2013
Explanatory note
Preschool age is the period of the most intensive formation of the motivational sphere. Among the various motives of preschoolers, a special place is occupied by the cognitive motive, which is one of the most specific for senior preschool age. Thanks to cognitive mental processes, the child receives knowledge about the world around him and about himself, learns new information, remembers, solves certain tasks. divide sensations and perceptions, memory, thinking, imagination. A necessary condition for the flow of mental processes is attention
Attention child at the beginning of preschool age reflects his interest in the surrounding objects and the actions performed with them. The child is focused only until the interest fades. The appearance of a new object immediately causes a switch of attention to it. Therefore, children rarely do the same thing for a long time. During preschool age, due to the complication of children's activities and their movement in general mental development, attention acquires greater concentration and stability. So, if younger preschoolers can play the same game for 30-50 minutes, then by the age of five or six, the duration of the game increases to two hours. The stability of children's attention also increases when looking at pictures, listening to stories and fairy tales. Thus, the duration of looking at a picture approximately doubles by the end of preschool age; a six-year-old child is better aware of the picture than a younger preschooler, highlights more interesting sides and details in it. Development of voluntary attention. The main change in attention at preschool age is that for the first time children begin to control their attention, consciously direct it to certain objects, phenomena, and hold on to them, using some means for this. Starting from senior preschool age, children become able to keep their attention on actions that acquire intellectually significant interest for them (puzzle games, riddles, educational tasks). The stability of attention in intellectual activity increases markedly by the age of seven.
Memory. Significant changes in children occur in the development of arbitrary memory. Initially, memory is involuntary in nature - at preschool age, children usually do not set themselves the task of remembering anything. The development of arbitrary memory in a child in the preschool period begins in the process of his upbringing and during games. The degree of memorization depends on the child's interests. Children better remember what they are interested in, and remember meaningfully, understanding what they remember. At the same time, children mainly rely on visually perceived connections between objects and phenomena, and not on abstract logical relationships between concepts. In addition, in children, the latent period is significantly lengthened, during which the child can recognize an object already known to him from past experience. So, by the end of the third year, the child can remember what he perceived a few months ago, and by the end of the fourth, what happened about a year ago.
The most amazing feature of human memory is the existence of a type of amnesia that everyone suffers from: practically no one can remember what happened to him in the first year of his life, although this time is most rich in experience.
Start work on development of fine motor skills needed from an early age. Already an infant, you can massage your fingers (finger gymnastics), thereby affecting the active points associated with the cerebral cortex. At early and younger preschool age, you need to perform simple exercises accompanied by a poetic text, do not forget about the development of elementary self-service skills: fasten and unfasten buttons, tie shoelaces, etc.
And, of course, at the senior preschool age, work on the development of fine motor skills and coordination of hand movements should become an important part of preparing for school, in particular, for writing. For more information about the methods of preparing a hand for writing with a preschooler, read the section "Developing Methods.
Why is it important for children to develop fine motor skills? The fact is that in the human brain, the centers responsible for speech and finger movements are located very close. By stimulating fine motor skills and thus activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech.
The task of teachers and child psychologists is to convey to parents the importance of games for the development of fine motor skills. Parents must understand that in order to interest the child and help him master new information, you need to turn learning into a game, do not back down if the tasks seem difficult, do not forget to praise the child. We bring to your attention games for the development of fine motor skills, which can be practiced both in kindergarten and at home.
Imagination the child develops in the game. At first, it is inseparable from the perception of objects and the performance of game actions with them. The child rides on a stick - at this moment he is a rider, and the stick is a horse. But he cannot imagine a horse in the absence of an object suitable for galloping, and he cannot mentally transform a stick into a horse at a time when he is not working with it. In the play of children of three and four years of age, the similarity of the substitute object with the object that it replaces is of essential importance. In older children, the imagination can also rely on such objects that are not at all similar to the ones being replaced. Gradually, the need for external supports disappears. Internalization takes place - a transition to a game action with an object that does not really exist, to a game transformation of the object, giving it a new meaning and representing actions with it in the mind, without real action. This is the origin of imagination as a special mental process. Being formed in the game, the imagination passes into other activities of the preschooler. It manifests itself most clearly in drawing and in composing fairy tales and poems. At the same time, the child develops voluntary imagination when he plans his activities, an original idea and focuses himself on the result. At the same time, the child learns to use involuntarily arising images. There is an opinion that the imagination of a child is richer than the imagination of an adult. This opinion is based on the fact that children fantasize for a variety of reasons. However, the imagination of a child is actually not richer, but in many respects poorer than that of an adult. A child can imagine much less than an adult, since children have more limited life experience and, therefore, less material for imagination. In the period from three to four years, with a pronounced desire to recreate, the child cannot yet retain the previously perceived images. For the most part, the images that are recreated are far from the fundamental principle and quickly leave the child. However, it is easy to lead a child into a fantasy world where fairy-tale characters are present. At the senior preschool age the imagination of the child becomes controlled. Imagination begins to precede practical activity, uniting with thinking in solving cognitive problems. For all the significance of the development of active imagination in the overall mental development of the child, a certain danger is also associated with it. In some children, the imagination begins to "replace" reality, creates a special world in which the child easily achieves the satisfaction of any desires. Such cases require special attention, as they lead to autism.
With the development of curiosity, cognitive interests thinking is increasingly used by children to master the world around them, which goes beyond the tasks put forward by their own practical activities. Preschoolers resort to a kind of experiment to clarify issues of interest to them, observe phenomena, reason about them and draw conclusions. Acting in the mind with images, the child imagines a real action with an object and its result, and in this way solves the problem facing him. Figurative thinking is the main type of thinking of a preschooler. In its simplest forms, it appears already in early childhood, manifesting itself in the solution of a narrow range of practical problems related to the objective activity of the child, using the simplest tools. By the beginning of preschool age, children solve in their minds only such tasks in which the action performed by a hand or a tool is directly aimed at achieving a practical result - moving an object, using it or changing it. Younger preschoolers solve similar problems with the help of external orienting actions, i.e. at the level of visual-effective thinking. In the middle preschool age, when solving simpler, and then more complex problems with indirect results, children gradually begin to move from external trials to mental trials. After the child is introduced to several versions of the problem, he can solve a new version of it, no longer resorting to external actions with objects, but obtaining the necessary result in his mind.
The "Sunshine" program is aimed at developing cognitive processes, communication skills, emotional and volitional qualities in a preschooler, as well as the formation of the foundations for the safety of one's own life and the prerequisites for environmental consciousness, the preservation and strengthening of the physical and mental health of children.
In the process of working on this program, psychological and pedagogical literature was studied and analyzed.
In the manual Zemtsova O.N. "Smart Books" presents games, exercises aimed at the development of mental processes (attention, memory, thinking, imagination), mathematical concepts, speech development, preparation for literacy, as well as the development of fine motor skills and acquaintance with the outside world.
Allowance Alyabyeva E.A. “Correctional and developmental classes for children of senior preschool age) presents practical material on the development of empathy, communication skills, the prevention of aggressiveness, conflict, isolation, anxiety.
The manual of M.M. and N.Ya Semago “Organization and content of the activities of a psychologist in special education” makes it possible to assess the formation of the prerequisites for the educational activity of the child, his readiness to start schooling. It includes tasks for a frontal examination of children, instructions for their implementation, analysis of the results, a description of the behavioral characteristics of children and their assessment.
"Developing tasks for kids" by S.V. Burdin is aimed at the development of voluntary attention, logical thinking, mathematics, the development of speech and graphic skills.
Belousova L.E. Hooray! I learned! Collection of games and exercises for preschoolers: Method
A manual for educators of a preschool educational institution. The games and exercises proposed in the collection are intended for the comprehensive development of the intellectual sphere of preschoolers based on the improvement of fine motor skills of the fingers. The book includes exercises with cereals, legumes, seeds, buttons, as well as exercises in checkered notebooks. The speech material of the tasks was selected taking into account the lexical topics of the training program at the preschool educational institution.
The structure of the program and the content of the classes are designed in such a way that they cover all aspects of preparing a preschooler for learning, taking into account the mental characteristics of children of this age. In the process of classes, children adapt more easily in a group of peers, are united by joint activities, they develop a sense of cohesion, increase self-confidence, create a safe space for communication, conditions for self-expression.
The program is intended for teachers of additional education working with children of preschool and primary school age in institutions of additional education, in early childhood development centers.
PURPOSE: targeted development of the child's personality and cognitive mental processes that underlie successful schooling.
TASKS:
promote the development of cognitive processes: memory, attention, thinking;
develop communication skills;
promote the development of the emotional-volitional sphere;
develop the creative abilities of preschoolers;
to form skills of social behavior;
promote self-confidence and independence;
Principles of building a program
The Solar Steps program is based on the following principles:
system and planning.
Child development is a process in which all components are interconnected, interdependent and interdependent. It is impossible to develop only one function, system work is necessary. Classes are held systematically. The material is arranged sequentially, from simple to more complex.
the principle of taking into account age characteristics.
Taking into account the psychological and physiological characteristics of children, tasks, methods and teaching methods are selected, which ensures the formation of an active and creative individuality in each child.
accessibility principle.
The material is presented in an understandable form, which makes it easier to work with children, making it understandable for them.
4) the principle of creativity.
The teacher's creative approach to conducting classes and the creative application of knowledge and skills by children.
5) game principle.
For preschool and younger children, the leading activity is the game, so the classes are playful in nature. Education is conducted through logic games and game situations.
6) the principle of problematicity.
Creating a problem situation in the classroom allows children to find a solution on their own (choosing a strategy of behavior in a situation; variability in solving a problem, etc.).
7) the principle of the development of the child in activity, since the activity of the child himself is the main factor in his development.
8) the principle of holistic and harmonious formation of personality in the process of education and upbringing.
The child develops as a person in accordance with his physical characteristics and existing inclinations.
9) the principle of individuality and differentiation.
Knowing and taking into account the individual psychological characteristics of the trainees, setting tasks for specific pupils in accordance with their personal characteristics, adjusting the methods of education and training.
10) the principle of unity of the developing and diagnosing functions
Testing, diagnostic tasks, allowing to analyze the degree of mastery of knowledge and skills by children, to assess their level of development.
Implementation period
The "Sunshine" program is intended for preschool children aged 5-6 years:
This educational program is designed for one year of study: during this period, children will be prepared for school, including the development of logical thinking, memory, sensory perception, fine motor skills of the hands, the development of communication skills, as well as observation; development of the emotional-volitional sphere; development of communication skills and empathy.
Principles of building lessons:
Creation of a psychologically favorable atmosphere;
Compliance with the individual characteristics of students;
Adequacy of requirements and loads;
Goodwill;
Non-estimation, indirect assessment, which characterizes only a positive result;
Interest and activity of the child himself;
Commonwealth of an adult and a child.
Forms of classes
Classes are held in the form of a travel game, research lessons, fairy tale lessons, story games, mini-training.
Organization of classes
The duration of the lessons is 30 minutes.
Between classes, children rest for 10 minutes at a break, which includes games of low mobility
Each lesson consists of two blocks.
The first block includes ethical conversations aimed at the formation of the emotional-volitional, moral sphere, empathy, exercises, studies for the development of communication skills.
The second block includes games and tasks for the development of cognitive processes, fine motor skills of hands and coordination of movements, relaxation exercises.
The following forms of work:
Individual;
Collective;
Group.
Expected results
By the end of this program, students should have:
The idea of the school;
A formed system of knowledge and skills that characterizes readiness for schooling.
be able to:
Independently find a solution to the problem;
Analyze situations, explore the object proposed by the teacher;
Control your behavior restrain emotions, desires;
Communicate with peers and adults.
Diagnostic work
During the course of the program, the teacher monitors the results of children with the help of tests, creative tasks, open classes, diagnostics, and questioning of parents.
To track the dynamics of the development of the mental processes of students, an individual diagnostic map and a summary diagnostic table are compiled based on the results of the diagnosis.
Summing up the results of the program implementation is carried out in the form of diagnostic measures to determine the level of readiness of children for schooling, as well as group and individual consultations for parents
The following tests and methods are used in the work:
For the study of thinking:
- "What is superfluous?"
Game in the circle "Opposite word" (with a ball)
Notebooks for the development of a child's thinking
To study attention:
Notebooks for developing a child's attention
Game "Notice everything"
Game "Edible - inedible"
Circle the number "4"
Book with educational aids "Smart book".
For memory research:
Game "Notice everything"
- "Memorize 10 pictures"
- "Draw from memory"
Game "Remember the order"
Remember what color each item is.
Notebooks for the development of a child's memory
Book with educational aids "Smart book".
For the study of fine motor skills
- "Match picture"
Cut out shapes from folded paper.
Draw patterns by cells
Book with educational aids "Smart book".
To study the emotional state:
Observation, interviews with parents and teachers,
Diagnostics for determining readiness for learning at school:
Kern-Jirasek test;
Methods of studying voluntary attention;
Diagnostics of the development of elements of logical thinking;
Diagnostics of self-control and arbitrary memorization;
Diagnosis of the child's speech development, awareness of perception and use of speech;
Methodology "Merry - sad" to assess the emotional attitude to school.
The final diagnosis involves the implementation of the same methods using other illustrative material.
Children receive information about the result obtained at the final lesson (after the diagnosis) in the form of the game “What We Learned”. For teachers and parents, individual consultations are held, recommendations are given.
lessons
Lesson structure
The purpose of the game
exercises
Materials for
occupation
1
GOAL:
The game "What hand does the neighbor have"
Participants stand or sit in a circle holding hands. Each participant, turning to the neighbor on the right, tells what kind of hand he has (soft, warm, tender).
musical
escort
Game "Pass the ball"
Standing in a circle, the players try to pass the ball as quickly as possible without dropping it to a neighbor. You can throw the ball to each other at the fastest pace or pass it, turning your back in a circle and removing your hands from your back. You can complicate the exercise by asking children to play with their eyes closed or by using several balls in the game at the same time.
Training accuracy of movements, concentration of attention, speed of reaction.
Pictures
Pinocchio stretched
Times bent over
Two bent over
Three bent over
Spread hands on the side
Looks like I didn't find the key.
To get us the key
Gotta get on your toes
physical tension
musical
escort
Game "Remember 10 pictures."
Children are given about 15-20 seconds to study the pictures. Then, closing the book, the children should name at least seven or eight items.
Development
short term memory
Pictures
2
GOAL:development of the emotional-volitional sphere of the child in the adaptation period
The game "Who will go better"
Participants stand in a line opposite the leader and imitate walking on different surfaces that the leader offers (on ice, snow, mud, hot sand, puddle).
Build positive relationships with peers.
Working with notebooks. Page 2 (part 2). Circle the same shapes with the same color.
An exercise
for development
attention
Fizminutka-warm-up (motor-speech)
Pinocchio stretched
Times bent over
Two bent over
Three bent over
Spread hands on the side
Looks like I didn't find the key.
To get us the key
Gotta get on your toes
Physical
voltage
musical
escort
Game "Invisible".
The psychologist shows the children gnomes in hats, or you can use only hats, cardboard hat cards are gnomes in multi-colored hats. Then he says the names of the colors in sequence and asks the children to repeat them. When all the gnomes are named again, the psychologist asks the children to close their eyes and try not to peep, and closes one of the gnomes' hats with a white invisible hat. It is required to determine which gnome is closed, that is, who is under the invisible hat. Gradually, the game becomes more difficult as the number of closed colored hats increases.
Development of switchability, stability and distribution of attention;
Gnome hats cut out of colored and white cardboard
3
GOAL:development of the emotional-volitional sphere of the child in the adaptation period
Game "Compliments"
Sitting in a circle, everyone holds hands. Looking into the eyes of a neighbor, one must say a few kind words to him, Praise him for something. The receiver nods his head and says: “Thank you, I am very pleased!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle.
Warning:
Some children cannot give a compliment, they need help. Instead of praise, you can simply say “tasty”, “sweet”, “flower”, “milk” word.
If a child finds it difficult to give a compliment, do not wait for his neighbor to be sad, say a compliment yourself.
Build positive relationships with peers.
musical
escort
Working with notebooks. P.23 (part 2). Draw the second halves of these figures.
develop fine motor skills of hands, coordination of actions;
Fizminutka-warm-up (motor-speech).
Everyone raised their hands up
And then they were dropped
And then we'll take it to ourselves
And then we separate them
And then faster, faster
Clap clap more fun
physical tension
Musical accompaniment
Game "Seasons"
Look carefully at the pictures on the page. What seasons did the artist depict? What can you tell about them? Children should recognize the seasons in the pictures, be able to tell about the signs of each of them.
Getting to know the outside world
Pictures with the seasons
4
GOAL:development of the emotional-volitional sphere of the child in the adaptation period
The game. "Who loves what?"
Children sit in a circle and everyone says what they like from sweets, from hot food, fruits, etc.
Build positive relationships with peers.
Working with notebooks. Page 9 (part 2). Color in each group of objects only three that fit each other in meaning. Explain why one of the items does not fit?
Development
thinking
Workbook, colored pencils
Fizminutka-warm-up (motor - speech)
Everyone raised their hands up
And then they were dropped
And then we'll take it to ourselves
And then we separate them
And then faster, faster
Clap clap more fun
physical tension
Musical accompaniment
Page 16 (part 2). Remember the pictures in the table. Then turn the page.
Development of visual memory
Workbook
5
GOAL:development of the emotional-volitional sphere of the child in the adaptation period
Game "Cooks"
Everyone stands in a circle - this is a pan. Now we will prepare soup (compote, vinaigrette, salad). Everyone comes up with what he will be (meat, potatoes, carrots, onions, cabbage, parsley, salt, etc.). The host calls out in turn what he wants to put in the pan. The one who recognizes himself jumps into the circle, the next, jumping, takes the hands of the previous one. Until all the "components" are in the circle, the game continues. The result is a delicious, beautiful dish - just delicious.
develop positive relationships with peers.
Musical accompaniment, hats with drawings of vegetables
Work with notebooks. Page 3 (part 2). Circle this part of the image on each line.
Development
attention
Workbook, simple pencil
Fizminutka-warm-up (motor-speech)
physical tension
Musical accompaniment
Game "Remember the order"
There are 10 items on the table. For 15-20 sec. remember them. Then say what has changed. Children must memorize 10 objects in front of them and independently name at least 7 objects.
Development
visual
10 different items
6
GOAL:development of the emotional-volitional sphere of the child in the adaptation period
Game "Pass the ball"
Sitting or standing, the players try to pass the ball as quickly as possible without dropping it. You can throw the ball to the neighbors at the fastest pace. You can, turning your back in a circle and putting your hands behind your back, pass the ball. Who dropped - out.
Note: You can complicate the exercise by asking the children to close their eyes.
Build positive relationships with peers.
Game "Draw from memory"
The facilitator draws a figure. Children look at her for 15-20 seconds. Then draw from memory.
Development of visual memory, fine motor skills, improvement of graphic skills.
Sheet of paper, simple pencil
Fizminutka-warm-up (motor-speech)
I go and you go - one, two, three (step in place)
I sing and you sing - one, two, three (standing, conduct with both hands)
We go and we sing - one, two, three (step in place)
We live very friendly - one, two, three (clap hands).
physical tension
Musical accompaniment
Game. "What holidays do you know?"
Tell us what holidays you know. What is interesting about each of them? Children should briefly describe each holiday.
7
GOAL:development of the emotional-volitional sphere of the child in the adaptation period
The game. “Change places all those who…”
Participants sit on chairs. The host offers to swap places for those who have a birthday in the winter. Participants get up from their seats and run to any free place. The leader has the right to take an empty seat. The one who did not have enough space becomes the leader. The game continues.
Build positive relationships with peers.
Musical accompaniment
Working with notebooks. A) p. 24. (part 2). Shade the figures according to the pattern.
Development
thinking
Workbook, simple pencil
We went to the forest lawn
Raising your legs higher
Through the bushes and buds
Through branches and chiffchaff
Who walked so high
Didn't trip, didn't fall
physical tension
Musical accompaniment
Working with notebooks. Page 4 (part 2). In each row, paint over an object exactly the same as drawn in the square.
Development
attention.
Workbook, simple pencil
8
GOAL:development of the emotional-volitional sphere of the child in the adaptation period
The game. "Listen and Guess"
Audio recording of natural sounds is turned on. Participants are asked to close their eyes and listen. Then determine what the sounds are like.
Build positive relationships with peers.
Musical accompaniment
Game "Notice everything"
There are 7-10 items on the table. Children look at them for 10 seconds, then list what they remember.
attention development,
visual
10 different items
Fizminutka - warm-up (motor-speech)
We went to the forest lawn
Raising your legs higher
Through the bushes and buds
Through branches and chiffchaff
Who walked so high
Didn't trip, didn't fall
physical
voltage
Musical accompaniment
Working with notebooks. Page 25 (part 2). Draw exactly the same shapes in the empty squares.
Develop fine motor skills of hands, coordination of actions;
Workbook, simple pencil
9
GOAL:
The game "Match picture" - "House", "Chair" "
The psychologist invites the children to lay them out with counting sticks on a colored background. Children choose their own background color .
Development of imagination, perception, fine motor skills.
Sets of counting sticks, sheets of colored cardboard and pictures of "House" and "Chair".
We went to the forest lawn
Raising your legs higher
Through the bushes and buds
Through branches and chiffchaff
Who walked so high
Didn't trip, didn't fall
physical tension
Musical accompaniment
Working with notebooks. Page 10 (part 2). Choose and color the appropriate object to be depicted in the empty square. Explain the choice.
Development
thinking
Workbook, simple pencil
Game "Edible - inedible"
Edible - cotton, inedible - sit down.
Development
attention.
10
GOAL: The development of cognitive mental processes in children
Working with notebooks. Page 25 (part 2). Draw exactly the same figures in the empty squares.
Develop fine motor skills of hands, coordination of actions;
Workbook, simple pencil
Game in the circle "Opposite word"(with a ball)
Day - (night)
The black - (white)
Wet - (dry)
Happy - (sad)
Cold - (hot)
Bitter - (sweet)
New - (old)
Deep - (finely)
Long away - (close)
Buy - (sell)
Sick - (healthy)
Start - (the end)
Development
thinking
Fizminutka - warm-up (motor-speech)
We went to the forest lawn
Raising your legs higher
Through the bushes and buds
Through branches and chiffchaff
Who walked so high
Didn't trip, didn't fall
physical
voltage
Musical accompaniment
The game "Flies - does not fly"
The facilitator names the subject. If it flies, the children flap their “wings”, and if it doesn’t fly, they hide their “wings” hands behind their backs.
Development
attention
11
GOAL: The development of cognitive mental processes in children
Working with notebooks. Page 17 (part 2). Color only those items that were on the previous page. Circle the pictures that reappear.
Development
Workbook, colored pencils
The game "Find and name domestic, bookbinding and wintering birds on the page"
Children should know and name all domestic, several wintering and bookbinding birds. And the picture is drawn; woodpecker, sparrow, duck, owl, crossbill, bullfinch, crow and goose.
Development of general awareness and social knowledge
Pictures with drawings of birds
Fizminutka - warm-up (motor-speech)
We kick top top
We clap-clap with our hands
We are the eyes of a moment
We shoulders chik-chik
One here, two there
turn around you
Once sat down, two got up
Everyone raised their hands up
One-two, one-two
It's time for us to deal
physical tension
Musical accompaniment
Working with notebooks. Page 27 (part 2). Continue pattern
Develop fine motor skills of hands, coordination of actions;
Workbook, simple pencil
12
GOAL: The development of cognitive mental processes in children
The game "Who is faster"
Match pictures to the generalizing word: clothes, furniture, animals, etc.
Development
thinking
Pictures with drawings
Fizminutka - warm-up (motor-speech)
We kick top top
We clap-clap with our hands
We are the eyes of a moment
We shoulders chik-chik
One here, two there
turn around you
Once sat down, two got up
Everyone raised their hands up
One-two, one-two
It's time for us to deal
physical tension
Musical accompaniment
Working with notebooks. Page 5(part 2). Find the same ship in the picture. color them the same.
Development
attention
Workbook, colored pencils
13
GOAL: The development of cognitive mental processes in children
The game "What can come of these drawings?"
Development
imagination
Paper
Fizminutka - warm-up (motor-speech)
We kick top top
We clap-clap with our hands
We are the eyes of a moment
We shoulders chik-chik
One here, two there
turn around you
Once sat down, two got up
Everyone raised their hands up
One-two, one-two
It's time for us to deal
physical
voltage
Musical accompaniment
Working with notebooks. Page 6 (part 2). Draw in the objects on the right all the missing details.
Development
attention
Workbook, simple pencil
14
GOAL: The development of cognitive mental processes in children
Work with notebooks.
Page 24 (part 1). What items are needed in different seasons? Match the object with the name of the season.
Development of general awareness and social knowledge
Workbook, simple pencil
The game "Lay out the same drawings from counting sticks"
Children should be able to lay out simple figures from counting sticks.
Develop fine motor skills of hands, coordination of actions;
counting sticks
Fizminutka - warm-up (motor-speech)
We kick top top
We clap-clap with our hands
We are the eyes of a moment
We shoulders chik-chik
One here, two there
turn around you
Once sat down, two got up
Everyone raised their hands up
One-two, one-two
It's time for us to deal
physical
voltage
Musical accompaniment
Exercise: Circle the number "4".
Children should among the numbers and letters should circle the number "4".
Development
attention
Workbook, simple pencil
15
GOAL: The development of cognitive mental processes in children
Working with notebooks
Development
thinking
Workbook, simple pencil
Fizminutka - warm-up (motor-speech)
Raise hands up
And then we drop them
And then we'll take it to ourselves
And then we separate them
And then faster, faster
Clap, clap more cheerfully
Physical
voltage
Musical accompaniment
The game. "Make up stories." Think of fairy tales so that these characters and objects are present in them. Children should be able to invent fairy tales on their own.
Development of the imagination
16
GOAL: The development of cognitive mental processes in children
Working with notebooks. Page 7. (part 23). Color in each row an object that is different from the rest.
Development
attention
Workbook, simple pencil
Fizminutka - warm-up (motor-speech)
Raise hands up
And then we drop them
And then we'll take it to ourselves
And then we separate them
And then faster, faster
Clap, clap more cheerfully
physical
voltage
Musical accompaniment
Working with notebooks. Page 18 (part 2). Memorize the pictures and their corresponding figures.
Memory Development
Workbook
17
GOAL: The development of cognitive mental processes in children
The game "What is superfluous"
Find the object in the picture. Explain why it is redundant.
Development
thinking
Pictures with drawings of objects.
Fizminutka-warm-up (motor-speech)
Pinocchio stretched
Times bent over
Two bent over
Three bent over
Spread hands on the side
Looks like I didn't find the key.
To get us the key
Gotta get on your toes
physical
voltage
Musical accompaniment
The game "Cut out shapes from paper folded" accordion ".
Children should be able to cut out symmetrical figures from accordion-folded paper.
Develop fine motor skills of hands, coordination of actions;
Sheets of colored paper, scissors
18
GOAL: The development of cognitive mental processes in children
Page 26 (part 1). What natural phenomena are shown in the pictures?
Development of general awareness and social knowledge
Workbook
Fizminutka-warm-up (motor-speech)
Pinocchio stretched
Times bent over
Two bent over
Three bent over
Spread hands on the side
Looks like I didn't find the key.
To get us the key
Gotta get on your toes
physical
voltage
Musical accompaniment
Working with notebooks. Page 24 (part 2). Shade the figures according to the pattern.
Develop fine motor skills of hands, coordination of actions;
Workbook, simple pencil
19
GOAL: The development of cognitive mental processes in children
Working with notebooks. Page 12 (part 2). Arrange these figures in the table so that they are arranged differently in each row.
Development of thinking
Workbook, simple pencil
Fizminutka - warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
Everyone raised their hands up
Sit down, get up, sit down, get up
And then they jumped
Like my bouncy ball
Physical
voltage
Musical accompaniment
The game "What mood are the guys in?"
How do you think these guys feel? How do they express their emotions? (What are they doing?).
The guys should be able to recognize and name human emotions and moods (surprise, joy, fear, resentment, anger, etc.), come up with various stories about people and reflect their attitude to what is happening in them, give a correct assessment of the actions of the main characters and events.
Development
imagination
Pictures with drawings of children with different moods.
20
GOAL: The development of cognitive mental processes in children
Working with notebooks. Page 7 (part 2). Color in each row an object that is different from the rest.
Development
attention
Workbook, colored pencils
Fizminutka - warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
One - sat down, two - got up
Everyone raised their hands up
Sit down, get up, sit down, get up
Vanka - Vstanka as if they had become
And then they jumped
Like my bouncy ball
physical
voltage
Musical accompaniment
Working with notebooks. Page 16 (part 2). Remember the pictures in the table. Then turn the page.
Memory Development
Workbook
GOAL: The development of cognitive mental processes in children
Working with notebooks. Page 13 (part 2). Compare two items in each frame. Name three differences between them.
Development
thinking
Workbook
Fizminutka - warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
One - sat down, two - got up
Everyone raised their hands up
Sit down, get up, sit down, get up
Vanka - Vstanka as if they had become
And then they jumped
Like my bouncy ball
physical tension
Musical accompaniment
The game "Draw the patterns in the cells"
Children should be able to independently draw patterns in the cells, focusing on the sample.
Develop fine motor skills of hands, coordination of actions;
Checkered notebook, simple pencil
22
GOAL: The development of cognitive mental processes in children
"What can come out of these drawings?"
Children should come up with several examples for each case, if they wish, they can draw pictures.
Development
imagination
Sheet of paper, pencil and colored pencil
Fizminutka - warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
One - sat down, two - got up
Everyone raised their hands up
Sit down, get up, sit down, get up
Vanka - Vstanka as if they had become
And then they jumped
Like my bouncy ball
physical tension
Musical accompaniment
Working with notebooks. Page 7 (part 2). Color in each row an object that is different from the rest.
Development
attention
Workbook, simple pencil
23
GOAL: The development of cognitive mental processes in children
Working with notebooks. Page 19 (part 20. Remember and draw suitable shapes.
Memory Development
Workbook, simple pencil
Fizminutka - warm-up (motor-speech)
Head turned - it's "two"
Jump on "four"
physical
voltage
Musical accompaniment
The game "Name all the berries, fruits and vegetables in the picture"
Children should know the names of most berries, fruits and vegetables.
Development of general awareness and social knowledge
Pictures
24
GOAL: The development of cognitive mental processes in children
Working with notebooks.Page 13 (part 2). Compare two items in each frame. Name three differences between them.
Development
thinking
Workbook
Fizminutka - warm-up (motor-speech)
I ask you to get up - this is "one"
Head turned - it's "two"
Hands to the side, look forward - this is "three"
Jump on "four"
Press two hands to the shoulders - this is "five"
All the guys sit down quietly - this is "six"
Physical
voltage
Musical accompaniment
Working with notebooks. Page 6 (part 2). Draw on the object on the right all the missing details.
Development
attention
Workbook, simple pencil
25
GOAL: The development of cognitive mental processes in children
Working with notebooks. Page 28(part 2). Draw figurines
Develop fine motor skills of hands, coordination of actions;
Workbook, simple pencil
Fizminutka - warm-up (motor-speech)
I ask you to get up - this is "one"
Head turned - it's "two"
Hands to the side, look forward - this is "three"
Jump on "four"
Press two hands to the shoulders - this is "five"
All the guys sit down quietly - this is "six"
Physical
voltage
Musical accompaniment
Game "Merry Dwarf".
The psychologist shows the children a gnome with a bag in his hand. Children are invited to come up with what is in the gnome's bag. First, the children must find as many answers as possible about the bag of one shape, then about the bags of other shapes in turn. After that, come up with a story about how these items ended up in the gnome's bag and what could happen next.
Development
imagination
Gnome with a bag in his hands
26
GOAL: The development of cognitive mental processes in children
The game "Remember what color each item is"
Close the top of the page and those pictures from memory. Children must memorize the colors of all objects and correctly color the pictures below.
Memory Development
Miscellaneous items in different colors
Fizminutka - warm-up (motor-speech)
I ask you to get up - this is "one"
Head turned - it's "two"
Hands to the side, look forward - this is "three"
Jump on "four"
Press two hands to the shoulders - this is "five"
All the guys sit down quietly - this is "six"
physical
voltage
Musical accompaniment
BUT) "Who hid in the forest?"
Find all animals. Children must quickly find and name all the animals in the picture
B) "Count all the butterflies in the picture."
Children must find eight butterflies.
Development of attention
Pictures
27
GOAL: The development of cognitive mental processes in children
Game "Extra Item"
"In each row, find the" extra "object"
Name all the other things in one word. Children must find in each row an “extra” item and summarize the rest of the items, for example: clothes, food, furniture, work tools.
Development
thinking
Fizminutka - warm-up (motor-speech)
Raise hands up
And then we drop them
And then we'll take it to ourselves
And then we separate them
And then faster, faster
Clap, clap more cheerfully
Physical
voltage
Musical accompaniment
Work with notebooks.
A) P.27 (part 1). Name the birds that are drawn here. what birds do you know?
B) P.27 (part 1). Name the insects.
Development of general awareness and social knowledge
Workbook
28
GOAL: The development of cognitive mental processes in children
Game "Wizard"
Can you use colored pencils to complete the pictures and turn these figures into a good and evil wizard? In this task, not the quality of the drawings is evaluated, but their originality, the ideas of children, the ability to emphasize the characteristic differences in the images of wizards. This can be done by changing the shape of their lips and eyebrows; by adding a skull or an asterisk on a magic wand; coloring clothes.
Development
imagination
Wizard drawing, colored pencil
Fizminutka - warm-up (motor-speech)
Raise hands up
And then we drop them
And then we'll take it to ourselves
And then we separate them
And then faster, faster
Clap, clap more cheerfully
Physical
voltage
Musical accompaniment
The game "Lay out of counting sticks" is the same drawings. Lay out the same drawings from counting sticks.
Children should be able to add simple figures from counting sticks.
Develop fine motor skills of hands, coordination of actions;
counting sticks
29
GOAL: The development of cognitive mental processes in children
Working with notebooks.
Page 20 (part 2). Remember the figures in the left column. Then cover them with a sheet of cardboard. Draw these figures side by side from memory.
Memory Development
Workbook, pencil and colored pencil
Fizminutka-warm-up (motor-speech)
I go and you go - one, two, three (step in place)
I sing and you sing - one, two, three (standing, conduct with both hands)
We go and we sing - one, two, three (step in place)
We live very friendly - one, two, three (clap hands).
physical
voltage
Musical accompaniment
Work with notebooks.
Page 14 (part 2). Find in the picture exactly the same cars as in the box below. Color them the same color.
Development of attention
Workbook, colored pencils
30
GOAL: The development of cognitive mental processes in children
Work with notebooks.
A) page 29. In the bottom row, draw the figures so that the square is to the left of the circle, and the triangle is to the right of the circle.
B) p29. What is missing from the drawings? Finish it.
Development of thinking
Workbook, simple pencil
Fizminutka-warm-up (motor-speech)
I go and you go - one, two, three (step in place)
I sing and you sing - one, two, three (standing, conduct with both hands)
We go and we sing - one, two, three (step in place)
We live very friendly - one, two, three (clap hands).
Relieve physical stress
Musical accompaniment
The game "Divide objects into three groups"
Explain your choice. The guys should divide all the objects drawn into three groups: musical instruments, sports and school supplies.
31
GOAL: The development of cognitive mental processes in children
Game "Turn shapes into interesting objects"
Color them.
Square, triangle, circle, rectangle.
Development of imagination, perception, improvement of graphic skills.
Figures, colored pencils
Fizminutka - warm-up (motor-speech)
We went to the forest lawn
Raising your legs higher
Through the bushes and buds
Through branches and chiffchaff
Who walked so high
Didn't trip, didn't fall
Relieve physical stress
Musical accompaniment
The game "What has changed in the picture?"
Look carefully at the top picture. Then cover it with a sheet of paper. What has changed in the picture below? Children must independently find all the changes in the picture below.
Memory Development
32
GOAL: The development of cognitive mental processes in children
Work with notebooks.
Page 29 (part 2). Put the pencil on the point, listen and draw.
Develop fine motor skills of hands, coordination of actions;
Workbook, simple pencil
Fizminutka - warm-up (motor-speech)
We went to the forest lawn
Raising your legs higher
Through the bushes and buds
Through branches and chiffchaff
Who walked so high
Didn't trip, didn't fall
physical
voltage
Musical accompaniment
Work with notebooks.
Page 30 (part 1). List the days of the week in order. On each sheet of the calendar, write the number corresponding to the place in the week.
Development of general awareness and social knowledge.
Workbook, simple pencil
33
GOAL: The development of cognitive mental processes in children
Working with notebooks.
Page 3 (part 2). Circle this part of the image on each line.
Development
attention
Workbook, simple pencil
Fizminutka - warm-up (motor-speech)
We kick top top
We clap-clap with our hands
We are the eyes of a moment
We shoulders chik-chik
One here, two there
turn around you
Once sat down, two got up
Everyone raised their hands up
One-two, one-two
It's time for us to deal
physical
voltage
Musical accompaniment
The game "What did the artist mix up?"
What did the artist get wrong? Can you come up with similar pictures?
Children should independently notice in the pictures everything that does not correspond to reality.
Development
thinking
Pictures
34
GOAL: The development of cognitive mental processes in children
Work with notebooks.
Page 30 (part 2). Continue patterns.
Develop fine motor skills of hands, coordination of actions;
Workbook, simple pencil
Fizminutka - warm-up (motor-speech)
We kick top top
We clap-clap with our hands
We are the eyes of a moment
We shoulders chik-chik
One here, two there
turn around you
Once sat down, two got up
Everyone raised their hands up
One-two, one-two
It's time for us to deal
physical tension
Musical accompaniment
Work with notebooks.
Page 21 (part 2). Read the words in the left column, memorize them, and then cover them with a sheet of cardboard. Circle the words in the right column that were in the left.
Development
Workbook, simple pencil
MBOU "Secondary school No. 1 with in-depth study of individual subjects in the city of Shebekino, Belgorod Region"
"Reviewed"
At a meeting of the Methodological Council of the MBOU "Secondary School No. 1 with UIOP of the city of Shebekino, Belgorod Region"
Protocol No. ___
from "____" ____ 2014
"Agreed"
Deputy Director for VR, MBOU "Secondary School No. 1 with UIEP, Shebekino, Belgorod Region"
Gorgots O.I.
"____"_________2014
"Reviewed"
at a meeting of the Board of Education
Protocol No. ___
dated __.__.2014
"I approve"
Director
MBOU "Secondary School No. 1s UIOP of Shebekino, Belgorod Region"
Vyalova I.A.
Order No. ______ dated
"___" _________ 2014
WORKING PROGRAMM
CORRECTIONAL DEVELOPMENT CLASSES
FOR THE DEVELOPMENT OF COGNITIVE PROCESSES
Implementation period: 4 years
Age of students: 6-11 years old
Teacher - psychologist
Plotnikova Svetlana Vladimirovna
Shebekino, 2014
Table of contents
Explanatory note ………………… …...…………………………....… 3
Thematic planning and content Grade 1………………………..8
Thematic planning and content Grade 2………………………10
Thematic planning and content Grade 3………………………12
Thematic planning and content Grade 4………………………14
Methodological support …………………………………………………….15
Bibliography …………………………………………… …………..…15
Explanatory note
The work program for the correction of cognitive processes was developed on the basis of the program for the development of cognitive abilities L. V. Mishchenkova "36 classes for future excellent students"(Moscow. Rost Publishing House, 2011) and is intended for students in grades 1-4.
Distinctive feature. Classes for the development of cognitive abilities are distinguished by the fact that the child is offered tasks of a non-educational nature. So serious work takes the form of a game, which is very attractive and interesting for younger students. The principal objective of the proposed course is precisely the development of cognitive abilities and general educational skills and abilities, and not the assimilation of any specific knowledge and skills.
In the concept of federal state standards of the second generation, as the end result of the educational activities of the Russian school, a portrait of a primary school graduate is fixed, in which the most important place is given to the creative qualities of the child: “Inquisitive, interested, actively learning about the world; able to learn, able to organize their own activities ... "
The course "CPC" (Development of cognitive abilities) is aimed at developing in students the above qualities of a primary school graduate.
Maingoalcourse: development of the intellectual and creative potential of the child's personality through a system of correctional and developmental classes.
In accordance with the goal, specific tasks course:
Development of cognitive abilities of younger students.
Development of creative abilities of younger students.
Expanding students' horizons.
The development of the emotional-volitional sphere of children.
Formation of students' desire for personal growth.
The RPS course is a set of specially designed classes that combine correctional and developmental exercises with a variety of educational material. This combination provides both the development of the cognitive needs of students and their mental qualities: all types of memory, attention, observation, speed of reaction, imagination, speech, spatial perception and sensorimotor coordination, communication skills, such thinking abilities as analysis, synthesis, exclusion of superfluous, generalization, classification, establishment of logical connections, ability to design.
The content of the course integrates tasks from various fields of knowledge: the Russian language, literature, mathematics, the world around. Thematic classes, presented in a playful way, contribute to the easy correction and development of the mental qualities of students, the formation of general intellectual skills, the expansion of horizons, the development of cognitive abilities and, ultimately, the achievement of good academic results.
When drawing up a working correctional and developmental program, the following were taken into account:
requirements of the federal state educational standard of primary general education;
psychological and pedagogical aspects of working with children of primary school age;
achievements in the field of practical psychology.
Changes have been made to the program: due to the reduction of thematic classes in grade 1, 4 hours were added for individual in-depth diagnostics of students (at the beginning of the year - 2 hours, at the end of the year - 2 hours). In grades 2-4, 2 hours are allotted for individual in-depth diagnostics of students (end of the year).
Selection criteria for the correctional group
The correctional group includes students of grades 1-4 who have learning difficulties and showed a low level of intellectual development during an in-depth psychological examination according to the method of L.A. Yasyukova "Forecast and prevention of learning problems in elementary school". At the end of the academic year, a repeated in-depth diagnosis of these students is carried out. The diagnostic results are taken into account when building further psychological and pedagogical support for students,
Conditions for the implementation of the program
The RPS course is aimed at children from 6 to 10 years old, designed for 4 years - 135 hours: Grade 1 - 33 hours, Grade 2 - 34 hours, Grade 3 - 34 hours, Grade 4 - 34 hours.
Classes are held once a week, for 45 minutes in grades 2-4; in the 1st grade - in accordance with the order of the Ministry of Health of Russia of August 6, 1999).
Form of organization of classes - group, individual.
The number of children in the group is from two to eight people.
This program can be used to conduct individual and group classes with children studying under the correctional and developmental program of type VII. Depending on the complexity of intellectual impairments in these students, their capabilities, the teacher-psychologist determines the form of presentation of the material and the choice of tasks included in the workbooks.
Requirements for the premises : a classroom (psychologist's office), which includes a study area (tables and chairs) and a play space;
Features of correctional and developmental classes
Providing a favorable atmosphere. Goodwill on the part of the teacher, his refusal to express criticism of the child.
Gradeless learning system.
Enriching the child's environment with a variety of new objects for him in order to develop his curiosity.
Encourage the expression of original ideas.
Wide use of questions of open, multivalued type.
The teacher's use of a personal example - a creative approach to solving a problem.
Giving children the opportunity to actively ask questions.
Correctional and developmental work is based on the strengths of students: contact, visual-figurative thinking, visual memory, imagination.
Expected personal and meta-subject results
By the end of primary school, students should be able to:
Find and name a pattern in the arrangement of objects, complete the logical series in accordance with a given principle, independently draw up an elementary pattern.
Name several options for an extra object among a group of homogeneous ones, justify your choice.
Find the principle of grouping objects, give a generalized name to these groups.
Find similarities and differences between objects (by color, shape, size, basic concept, functional purpose, and so on).
To be able to determine cause-and-effect relationships, recognize deliberately false phrases, correct illogicality, justify one's opinion.
Independently solve various kinds of puzzles (crosswords, rebuses, cryptograms, anagrams, ciphers, etc.), as well as compose simple puzzles.
Highlight the essential features of the subject, explain your choice.
Construct phrases in various ways (by connecting the beginning and end; by selecting the first and last word according to a given construction, and so on).
Pick up rhymes for words, make pairs of poetic lines.
Name positive and negative character traits.
Find synonyms and antonyms for words.
Recognize the studied winged words (phraseological units) and reveal their meaning
Show quick reaction when choosing the correct answer among several proposed ones.
Memorize at least 10 pairs of words that are related to each other in meaning, as well as at least 8 pairs that are clearly not related to each other in meaning after a single listening.
Match the plot and the proverb that expresses its main idea.
Use the technique of theatricalization: stage plays, act out the proposed situations, “reincarnate” into an inanimate object using gestures, facial expressions, plasticity and other acting abilities.
Freely navigate in space, operating with the concepts: “up obliquely from right to left”, “up obliquely from left to right”, “down obliquely from right to left”, “down obliquely from left to right” and others, independently draw drawings using these concepts on checkered paper.
Compose a story on a given topic, invent a continuation of the situation, compose fairy tales in a new way, fantastic stories both in the first person and on behalf of an inanimate object.
Express in words the feelings experienced by the hero of the work.
Express your attitude to what is happening, share your impressions.
Results levels
Basic level (student will learn):
accept and save the learning task;
plan their actions in accordance with the task and the conditions for its implementation, including in the internal plan;
build messages in oral and written form;
establish cause-and-effect relationships in the studied range of phenomena;
to carry out synthesis as a compilation of a whole from parts;
carry out comparison, seriation and classification according to specified criteria;
to generalize, i.e. to carry out generalization and derivation of generality for a whole series or class of single objects, on the basis of highlighting an essential connection;
establish analogies;
carry out subsuming under the concept on the basis of object recognition, selection of essential features and their synthesis;
take into account different opinions and strive to coordinate various positions in cooperation;
to formulate own opinion and position;
to ask questions;
adequately use speech means to solve various communicative tasks, build a monologue statement, and master the dialogical form of speech.
Advanced level (the student will have the opportunity to learn):
in collaboration with the teacher, set new learning objectives;
show cognitive initiative in educational cooperation;
consciously and voluntarily build messages in oral and written form;
carry out synthesis as a compilation of a whole from parts, independently completing and replenishing the missing components;
carry out comparison, seriation and classification, independently choosing the bases and criteria for the indicated logical operations;
build logical reasoning, including the establishment of cause-and-effect relationships;
speech means for the effective solution of various communicative tasks, planning and regulation of their activities.
Program effectiveness criteria
In order to track the dynamics of student development, individual diagnostics are carried out at the beginning of the academic year - September, and at the end - May according to the method of L.A. Yasyukova "Forecast and prevention of learning problems in elementary school".
Correctional and developmental work with children should be considered effective if the results of the psychological examination of children reach a new qualitative level (the average level of the age norm). If, according to the results of the final diagnosis (end of the year), students have not reached the age norm, then they will continue classes aimed at developing cognitive processes in the next academic year.
Also, the effectiveness of correctional and developmental work is indicators of changes in the motivational and personal sphere of students (the formation of a positive attitude towards school and learning, an increase in self-confidence, an increase in the level of development of the emotional-volitional sphere, the desire to defend one's opinion, the formation of adequate self-esteem, an increase in interest in all school lessons, the disappearance of the fear of answering in class, the growth of school performance).
Thematic planning and content indicating the main
areas of work with students
1 class
№ p/n
TOPIC
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
2 hours
The first time in first class
1 hour
The value of learning. School rules. Officer's line, options for its use
attention development,
auditory memory, thinking, imagination, fantasy, speech, reflection
Work on mistakes
1 hour
The meaning of the concept of "work on the mistakes"
Development of attention, speed of reaction, logical thinking, reflection
Three little pigs tasks
1 hour
Hello, autumn!
1 hour
Three periods of autumn: early autumn, mid-autumn, late autumn. Autumn natural phenomena
Development of attention, memory, thinking, imagination, reflection
Let's play chamomile
1 hour
Chamomile game rules. How to dramatize short dialogues
Development of attention, thinking, speed of reaction, imagination, artistic abilities, reflection
Based on the pages of the Russian folk tale "The Wolf and the Seven Kids"
1 hour
Development of attention, thinking, auditory memory, imagination, design abilities, reflection
We draw an apple tree
1 hour
How to stage a situation with gestures and facial expressions
Development of attention, thinking, auditory memory, phonemic hearing, artistic abilities, reflection
geometric store
1 hour
Geometric shapes: triangle, square, rectangle, quadrilateral, circle, rhombus, their features
Development of attention, logical thinking, orientation in space, visual memory, sensory abilities, reflection
Based on the pages of the Russian folk tale "Masha and the Bear"
1 hour
Development of attention, visual memory, thinking, design abilities,
artistic ability, reflection
Father bread
1 hour
The value of bread, the complexity of its production.
Development of attention, thinking, auditory memory, imagination, reflection
Surprise box
1 hour
The game "Mouth of a baby"
Development of attention, logical thinking, imagination, speech, speed of reaction, reflection
On the mushroom field
1 hour
Common mushrooms: boletus, boletus, boletus, honey mushrooms, chanterelles, fly agaric, their features.
The basic rule of the mushroom picker
Development of attention, thinking, visual memory, orientation in space, imagination, fantasy, speech, reflection
Visiting Znaika
1 hour
Znayka is the hero of the book by N. Nosov "The Adventures of Dunno and his friends"
Development of attention, speed of reaction, thinking, visual memory, imagination, sense of rhyme, reflection
Reading letters
1 hour
Summary of popular works, their main characters: Aladdin, Balda, Winnie the Pooh, The Nutcracker, Baron Munchausen
Development of attention, thinking, imagination, fantasy, reflection
1
2
3
4
5
We decorate the Christmas tree
1 hour
Traditional Christmas decorations
Development of attention, visual memory, thinking, design abilities, imagination, sense of rhyme, reflection
"Cool" tasks
1 hour
What is a “name-shifter”, “vinaigrette for fairy tales”. How to draw a non-existent animal
Development of attention, auditory memory, thinking, including non-standard, imagination, reflection
And again "cool" tasks
1 hour
A comic description of a fairy tale character. How to draw a portrait of a non-existent person
Development of attention, auditory memory, logical thinking, including non-standard, orientation in space, imagination, reflection
Pets
1 hour
The role of pets in human life
Development of attention, thinking, visual and auditory memory, imagination, expansion of vocabulary, reflection
A chain of entertaining tasks
1 hour
Development of attention, thinking, orientation in space, design abilities, sense of rhyme, visual memory, reflection
About the stars
1 hour
The sun is a star in the solar system. The number of stars in the universe. Meteors and meteorites
Development of attention, thinking, memory, orientation in space, imagination, fantasy, reflection
By the way of good
1 hour
The meaning of the concepts of "good" and "evil" on the example of literary works. Character traits that symbolize goodness
Development of attention, memory, thinking, speech, reflection
To be healthy
1 hour
The main components of a healthy lifestyle
life. Narrative from the point of view of an inanimate object
Development of attention, thinking, orientation in space, memory, imagination, fantasy, speech, reflection
Dunno exam
1 hour
Development of attention, speed of reaction, logical thinking, imagination, visual memory, design abilities, reflection
Collection of puzzles from Dunno
1 hour
Development of attention, speed of reaction, logical thinking, semantic and visual
memory, imagination, sense of rhythm and rhyme, reflection
Through the pages of Edward's book
Uspensky "Uncle Fyodor, the dog and the cat"
1 hour
E. Uspensky and his books. Heroes of the work "Uncle Fedor, dog and cat"
Development of attention, speed of reaction, semantic memory, thinking, imagination, reflection
famous
kids. Thumbelina
1 hour
Thumbelina - the heroine of the fairy tale by G.-Kh. Andersen. origin of the name Thumbelina. Brief
Development of attention, orientation in space, thinking, imagination, fantasy, speech, reflection
Bouquet for the Little Mermaid
1 hour
Summary of the tale by G.-Kh. Andersen "The Little Mermaid". Reservoirs. Marine life
Development of attention, auditory and figurative memory, non-standard thinking
Assorted matches
1 hour
The meaning of the word "assorted"
Development of attention, thinking, visual memory, reflection
Word fun
1 hour
Variety of word games
Development of attention, non-standard thinking, design abilities, reflection
Individual in-depth diagnostics of students
2 hours
Total
33 hours
Grade 2
№ p/n
TOPIC
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
back to school
1 hour
The meaning of discipline. Legend "Law of the right hand"
Development of attention, speed of reaction, thinking, imagination, speech, reflection
Like a cornucopia
1 hour
The meaning and history of the origin of the phraseological unit "as from a cornucopia"
Development of attention, speed of reaction, thinking, orientation
in space, visual memory, imagination, reflection
Something about school
1 hour
The history of the origin of school words: "school", "vacation", "knapsack".
Pelican - a symbol of teacher's work
Development of attention, thinking, speed of reaction, design abilities, reflection
Vegetables from the garden
1 hour
Groups of vegetables: onion, leaf, root, fruit. Importance of vegetables in the human diet. How to draw a non-existent vegetable
Development of attention, thinking, imagination, fantasy, artistic abilities, reflection
Chickens for laughter
1 hour
The meaning and history of the origin of the phraseological unit "chickens for laughter". Animal storytelling
Development of attention, thinking, orientation in space, imagination, fantasy, artistic abilities, reflection
Fairytale leaf fall
1 hour
Riddles with confusion - beaters. Fairy tales and related fairy-tale objects
Development of attention, thinking, orientation in space, design abilities, visual memory, reflection
Develop imagination and fantasy
1 hour
Imagination and its importance in human life. A story told by a non-existent person
Development of attention, memory, creative imagination, speech, reflection
Marine life
1 hour
Representatives of marine fauna: blue whale, dolphin, starfish, octopus. Animal storytelling
Development of attention, thinking, orientation in space, imagination, fantasy, reflection
We beat the buckets
1 hour
The meaning and history of the origin of the phraseological unit "beat the buckets". The meaning of phraseology. How to write a lie
Zoological assortment
1 hour
What is zoology. What is meant by "animals"? Animals and their dwellings
Development of attention, thinking, design abilities, reflection
Club of young painters
1 hour
What is painting.
The history of the origin of paints. Painting genres: portrait, landscape, still life
Development of attention, thinking, imagination, reflection
flower guessing game
1 hour
Flower legends
Development of attention, thinking, orientation in space, artistic abilities, reflection
Opening a long box
1 hour
The meaning and history of the origin of the phraseologism "long box"
Development of attention, logical thinking, orientation in space, design abilities, speech, reflection
Star Rain
1 hour
Meteors and meteorites. "Star Rain
Development of attention, memory, logical thinking, imagination, orientation in space, reflection
Christmas tree with magic cones
1 hour
Way of orientation
in space using the expressions: “in the right (left) upper (lower) corner”, “in the center”,
" between "
Development of attention, orientation in space, thinking, imagination, speech, phonemic hearing, reflection
1
2
3
4
5
Learning to be considerate and caring
1 hour
Elderly and close people need attention and care. The game "Dispersion of opinions". Characteristics of a person using adjectives
Development of attention, thinking, imagination, speech, acting abilities, reflection
Rolling up your sleeves
1 hour
The meaning and origin of the phraseological unit "rolling up your sleeves"
Development of attention, logical thinking, phonemic hearing, orientation in space, design abilities, imagination, fantasy, reflection
Chest of entertaining tasks
1 hour
Development of attention, thinking, visual memory, imagination, reflection
Symmetry
1 hour
What is symmetry, axis of symmetry
fabulous
heroes in puzzles and riddles
1 hour
Encryption methods
Development of attention, thinking, visual memory, orientation in space, design abilities, imagination, reflection
Learning to be honest
1 hour
The Supremacy of Truth
over lies. How to stage a story
"Learn to control yourself"
1 hour
The concept of "mood". Ways to correct mood. Feelings that evoke positive emotions
Development of attention, thinking, sense of rhyme, artistic abilities, reflection
Learning to manage
with your feelings
1 hour
Ways to contain negative emotions
Development of attention, thinking, imagination, reflection
1 hour
What are interesting giraffe, frog, toad, fly, penguin
Development of attention, thinking, spatial orientation, design abilities, reflection
Some more interesting facts about animals
1 hour
What are interesting tiger, ladybug, crocodile, spider
Development of attention, thinking, including non-standard, memory, orientation in space, imagination, reflection
Fifth wheel in the cart
1 hour
The meaning of the phraseologism "the fifth wheel in the cart."
Development of attention, thinking, including non-standard, imagination, reflection
Hello fairy tale!
1 hour
Development of attention, thinking, semantic memory; imagination, reflection
Along the paths of mathematics
1 hour
Origin of the word "mathematics" Why study mathematics
Development of attention, logical, as well as non-standard thinking, orientation in space, reflection
Chinese charter
1 hour
The meaning and history of the origin of the phraseological unit "Chinese letter". Positive qualities of a student
Development of attention, non-standard thinking, visual memory, expansion of vocabulary, reflection
0 watercraft
1 hour
Features of watercraft: raft, canoe, boat, caravel, steamer, motor ship
Development of attention, thinking, visual
and auditory memory, orientation in space, imagination, sense of rhyme, reflection
Tales of A. S. Pushkin
1 hour
Five Pushkin's fairy tales: characters, magical objects, quotes, symbols
Development of attention, thinking, auditory and visual memory, imagination, reflection
On a mysterious wave
1 hour
A variety of tasks based on riddles. Acrostic riddle
Development of attention, thinking, phonemic hearing, auditory memory, sense of rhyme, design abilities, speech, reflection
1
2
3
4
5
Individual in-depth diagnostics of students
2 hours
Total
34 hours
3rd grade
№ p/n
TOPIC
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
Word about Motherland
1 hour
What connects a person with the motherland. Concepts: "nostalgia", "patriot"
Development of attention, semantic, visual, auditory memory, logical thinking, imagination, reflection
In the family
1 hour
What is family. The main duty of the family. family coat of arms
Let's talk about family
1 hour
Concepts: "pedigree", "family holidays", "family relics". Family rules. original family portrait
Development of attention, thinking, imagination, speech, reflection
We are all different people...
1 hour
The dissimilarity of people. Concepts: "initials", "monogram". positive qualities of character
Development of attention, memory, thinking, imagination, speech, reflection
It was in Lukomorye
1 hour
The meaning of the word "lukomorye". An old fairy tale in a new way
Development of attention, thinking, imagination, speech, reflection
In outer space
1 hour
Stars and planets, their
differences. Star color and shape. The value of space exploration
The old man-boletus
1 hour
Interesting information about mushrooms. Mushroom picking rules
Development of attention, memory, logical thinking, imagination, reflection
We continue to inspect the possessions of the Old Man-boletus
1 hour
Interesting information about berries
Development of attention, memory, logical thinking, imagination, reflection
Cat in a bag
1 hour
The meaning and history of the origin of the phraseological unit "pig in a poke"
Development of attention, logical thinking, visual and auditory memory, phonemic hearing, reflection
Let's talk about behavior
1 hour
Why is it necessary
control your negative emotions. The dramatization is impromptu. The game "Calls"
Literary guessing game
1 hour
Rules of the Guessing game. Heroes - "kids" of literary fairy tales. How to portray an animal using gestures and facial expressions. Game "Cold-hot"
Take care of your health
1 hour
The basic rules of a healthy lifestyle: sufficient physical activity, proper nutrition, personal hygiene. Characteristics of a healthy person
Development of attention, thinking, including non-standard, reflection
About water
1 hour
The value of water. Environmental problems. The origin of the names of the seas
Development of attention, thinking, memory, imagination, phonemic hearing, reflection
We rush to the aid of Kuze
1 hour
Development of attention, memory, thinking, including non-standard, imagination, design abilities, expansion of vocabulary, reflection
1
2
3
4
5
poetic carousel
1 hour
Variety of rhymes: paired, crossed, encircling
Development of attention, memory, thinking, imagination; formation of the ability to select rhyming words, continue writing a poem, following a given topic, reflection
Art Studio
1 hour
Acting Exercises
Development of attention, acting and communication skills, creative imagination, reflection
Winter in riddles
1 hour
Riddles on a winter theme. The game "Draw winter"
Development of attention, thinking, imagination, auditory memory,
orientation in space, reflection
Santa's gifts
1 hour
Changeling name. Crossword "Petals"
Development of attention, thinking, including non-standard, visual memory, imagination, sense of rhyme, speech, reflection
What do we know about trees?
1 hour
Features of the life of trees, their diversity, the use of wood in the economy.
Three main parts of a tree: roots, trunk and branches, leaves
Development of attention, thinking, orientation in space; expanding horizons, reflection
Proverb -
flower, proverb - berry
1 hour
Variety of Russian folk proverbs and sayings. The difference between a proverb and a proverb. How to stage a proverb with gestures and facial expressions
Development of attention, memory, thinking, artistic abilities, expansion of vocabulary, reflection
"Turnip" in a new way
1 hour
"Turnip" - an old fairy tale in a new way
Development of attention, memory, logical thinking, phonemic hearing, orientation in space, reflection
Curious facts from the life of animals
1 hour
Curious facts from the life of animals: mammoth, polar bear, dog, ostrich, gorilla
Development of attention, thinking, orientation in space, imagination, reflection
School of the Arts
1 hour
What is art. Art forms: music, theatre. How to portray an etude using pantomime
Development of attention, memory, thinking, imagination, artistic abilities, reflection
Let's go to the art school
1 hour
Art forms: circus, painting, ikebana
Development of attention, memory, thinking, imagination, speech, communication and artistic abilities, reflection
Dolls in our life
1 hour
Information from the history of dolls. Quiz on the topic "Dolls". Story of a favorite doll
Development of attention, memory, thinking, imagination, spatial orientation, speech; expanding horizons, reflection
Golden Rain
1 hour
The meaning and history of the origin of the phraseological unit "golden rain"
Development of attention, speed of reaction, thinking, memory,
design abilities, speech, reflection
Tape of entertaining tasks
1 hour
Development of attention, visual memory, thinking, sense of rhyme, imagination, reflection
1 hour
The Russian language is the greatest wealth of our people
Development of attention, thinking, memory; vocabulary enrichment, reflection
In the realm of Leshy
1 hour
Rules of conduct in the forest. The need to respect nature. Game "Guess the word"
geometric kaleidoscope
1 hour
The meaning of the word "geometry". The history of the science of geometry. Plane geometric shapes
Development of attention, thinking, memory, design abilities, imagination, reflection
Puzzle shop. Department of Fiction
1 hour
Literary heroes in questions, tasks, codes
Development of attention, memory, non-standard thinking, orientation in space, reflection
1
2
3
4
5
Puzzle shop. Culinary Department
1 hour
First, second, third dishes. The concept of "ingredients"
Development of attention, speed of reaction, auditory and visual
memory, logical thinking, reflection
Individual in-depth diagnostics of students
2 hours
Total
34 hours
4th grade
№ p/n
TOPIC
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
State symbols
1 hour
State symbols of Russia: flag, coat of arms, anthem. Synonyms of the word "Motherland"
Development of attention, memory, thinking, reflection
A family
1 hour
Family definition. Family relationships. Head of the family. Family holidays. Characteristics of a person
Development of attention, speed of reaction, thinking, including non-standard, imagination, semantic and visual memory, speech, reflection
My portrait in the sun
1 hour
Positive and negative qualities of a person. Role-playing game "Meet". A humorous characteristic of a person
Development of attention, thinking, artistic abilities, speech, reflection
Intellectual club "Thinker"
1 hour
Development of attention, speed of reaction, logical, non-standard thinking, imagination, reflection
Water in our life
1 hour
Importance of water in our life. Three states of water in nature. Game "Photo Gallery"
Development of attention, thinking, speech, memory, reflection
mother earth
1 hour
Soil is the greatest value. The role of fertilizers. Friends and Enemies of the Soil
Development of attention, thinking, visual memory, imagination, speech, reflection
Young chefs
1 hour
What is cooking. Names and essence of meat dishes: bacon, beef stroganoff, steak, boiled pork
Development of attention, memory, thinking, imagination, replenishment of vocabulary, reflection
Where do the winged words fly
1 hour
The history of the origin of the expression "winged words". S. V. Maksimov - the author of the first Russian collection "Winged Words"
Development of attention, non-standard thinking, expansion of vocabulary, reflection
Movie
1 hour
Initial information about cinema. Cinematographic professions
Development of attention, thinking, visual memory, design abilities, reflection
Five Pushkin's Tales
1 hour
"The Tale of the Priest and his worker Balda", "The Tale of Tsar Saltan ...", "The Tale of the Dead Princess and the Seven Bogatyrs": plot, characters, main idea
Development of attention, memory, thinking, design abilities, reflection
And again Pushkin's fairy tales
1 hour
"The Tale of the Golden Cockerel", "Tales of the Fisherman and the Fish": plot, characters, main idea
Development of attention, memory, non-standard thinking, imagination, design abilities, reflection
feathered friends
1 hour
History of International Bird Day. Promotion "Bird of the Year". Variety of bird beaks. Birds in Russian poetry poets
Development of attention, thinking, memory, reflection
1
2
3
4
5
welcome winter
1 hour
The beauty and grandeur of Russian nature. Game "Associations"
Development of attention, thinking, memory, imagination, speech, spatial orientation, expansion of vocabulary, reflection
ancient olympic games
1 hour
Features, traditions and symbols of the ancient Olympic Games
Development of attention, memory, thinking, reflection
Modern Olympic Games
1 hour
Features, traditions and symbols of the modern Olympic Games
Development of attention, visual and semantic memory, thinking, design abilities, reflection
The circus
1 hour
The history of the circus. Features of circus art. Circus professions. Trick - the basis of circus skill
Development of attention, phonemic hearing, thinking, imagination, speech, reflection
Puzzle kaleidoscope
1 hour
Development of attention, phonemic hearing, thinking, memory, imagination, reflection
Music Box
1 hour
Concepts: "classical music", "classical composers". Information about the musical instruments: drum, violin. Amati and Stradivari - the greatest masters, creators of the violin
Development of attention, memory, non-standard thinking, reflection
Memory
1 hour
Types of memory: auditory, visual, motor
Development of attention, visual and auditory memory, non-standard thinking, reflection
Pancake week
1 hour
Shrovetide traditions
Development of attention, memory, thinking, fantasy, orientation in space, artistic abilities; exercise in versification, reflection
Cinderella - the heroine of the fairy tale by Ch. Perrault
1 hour
The secret of the attractiveness of a fairy tale
Development of attention, semantic memory, logical thinking, imagination, reflection
About the book
1 hour
The value of the book. The benefits of reading. Parts of the book: block and binding. From the history of the creation of books in Russia
Development of attention, thinking, imagination, memory, speech, reflection
Club of Russian Language Lovers
1 hour
Wealth and beauty of the Russian language. Speech errors. Antonyms. Synonyms
Development of attention, thinking, enrichment of vocabulary, reflection
Long live abracadabra!
1 hour
The meaning and history of the origin of the concept of "abracadabra"
Development of attention, non-standard thinking, reflection
Oh, apple!
1 hour
Apple rescue. Popular varieties of apples. Ancient Greek myth "Apple of discord". Narrative from the perspective of an inanimate object. How to draw a non-existent fruit
Development of attention, visual and auditory memory, thinking, imagination, speech, reflection
Collection of colorful things
1 hour
Story told by an imaginary person
Development of attention, auditory, as well as visual memory, thinking, imagination, speech, orientation in space, reflection
A joke is a minute, but it charges for an hour
1 hour
The meaning of a joke in human life. Good joke and bad joke
Development of attention, thinking, imagination, artistic abilities, reflection
About the time and the clock
1 hour
The value of time. Synonyms for "time"
Development of attention, thinking, imagination, speech, reflection
We continue talking about time and hours
1 hour
History of watches
Development of attention, thinking, sense of rhythm, reflection
1
2
3
4
5
Puzzle Club
1 hour
The history of the birth of the first crossword. What do the words mean: "rebus", "cryptogram
Development of attention, imagination, thinking, including non-standard, reflection
Feast of Ivan Kupala
1 hour
The history of the origin and traditions of the holiday of Ivan Kupala
Development of attention, thinking, semantic memory, imagination, reflection
Paper production
1 hour
The history of paper. Modern paper production
Development of attention, speed of reaction, auditory memory, thinking, imagination, reflection
Individual in-depth diagnostics of students
2 hours
Total
34 hours
Educational and methodological support
Conducting classes in grades 1-4 is supported by an educational and methodological set consisting of workbooks on a printed basis (in two parts) and a methodological manual for a teacher, including a course program: Mishchenkova L.V. 36 lessons for future excellent students: Assignments for the development of cognitive abilities / Methodological guide, 1 - 4 grade. - M.: Publishing house ROST, 2011. - 198 p.
Bibliography
1. Anufrieva A.F.,. Kostromina S.N. How to overcome difficulties in teaching children. - St. Petersburg: Speech, 2003. - 247 p.
2. Bityanova M.R., Azarova T.V., Afanas'eva E.I., Vasil'eva N.L. The work of a psychologist in elementary school. - 2nd ed. - M .: Genesis, 2001. - 352 p.
3. Glazunov D.A. Psychology. 1 - 3 class. Developmental activities. Methodical manual with electronic application / ed.-comp. D. Glazunov. – M.: Globus, 2008. – 240 p. - (School psychologist).
4. Zak A.Z. The development of mental abilities of younger students. - M.: Education: Vlados, 1994. - 320 p.
5. Zak A.Z. Intelligence Notebook for the development of mental abilities Grade 1 - 4
6. Zashchirinskaya O. V. Psychology of children with mental retardation: Textbook: Reader. – Ed. 2nd, Spanish and additional - St. Petersburg: Speech, 2007 - 168 p.
7. Lokalova N.P. 120 lessons of psychological development of younger schoolchildren (a psychological program for the development of the cognitive sphere of students in grades I-IV). Part 1. A book for the teacher. - 4th ed., Sr. -M.: "Axis - 89", 2008. – 272 p.
8. Mamaychuk I.I. Psychocorrective technologies for children with developmental problems. - St. Petersburg: Speech, 2004. - 400 p.
9. Psychocorrectional and developmental work with children. Ed. I.V. Dubrovina. – M.: Academy, 1998.
10. Kholodova O.A. Young wise men and smart women: Assignments for the development of cognitive abilities / Methodological guide, 1 - 4 grade. - M.: Publishing house ROST, 2011. - 270 p.
Digital educational resources:
"Network class Belogorye" http://belclass.net
Galina Zueva
Correctional program for the development of cognitive processes of older preschoolers
aim correctional - developmental program is the development of cognitive processes of children. Program contains 8 group lessons, which are held once a week. The duration of one lesson is 25-30 minutes. Each lesson begins with a short warm-up, which helps the children to get ready for work. Feature of this program is that each lesson includes a variety of games and exercises aimed at development of certain cognitive processes. The lesson begins with more active games and exercises that require children to activate various cognitive processes. Next come the exercises that require more arbitrariness and concentration. In conclusion, the psychologist sums up the lesson, praises the children and motivates them for further classes.
Group lesson plan aimed at.
Lesson 1
An exercise: "Shadow". Target: development spatial perception of the body.
An exercise "Perform the moves". Target: Develop motor and visual memory, attention, coordination of movements.
An exercise "Finish the word". Target: development speed and flexibility of thinking
Lesson 2
An exercise: "Adjuster". Target: development auditory perception, orientation in space, speed of reaction.
An exercise "Name the Word". Target: development of flexibility of thinking
An exercise "Look Closer". Target: development arbitrariness of attention
Lesson 3
An exercise "It happens - it doesn't happen". Target: development of thinking.
An exercise: "Lay out figures from matches". Target: development visual-spatial memory and spatial thinking.
An exercise "How many words with sound?". Target: - strengthening the skills of perception and pronunciation of sounds.
Lesson 4
An exercise: "Shapes and Objects". Target: development of observation.
An exercise "Answer Quickly". Target: development of flexibility of thinking.
An exercise "Who left?". Target: memory development, attention.
An exercise "Hide and Seek". Target: to teach to understand and correctly use prepositions with spatial meaning in speech (in, on, about, in front of, under) and activating them in speech)
Lesson 5
An exercise "What is inside?". Target: development of thinking and speech
An exercise: "I put in a bag". Target: memory development
An exercise "Question answer". Target: development logical thinking and speech.
Lesson 6
An exercise "Pantomime". Target: development imagination and creativity.
An exercise "Item-Action". Target: development of thinking and speech
An exercise "What's new". Target: development ability to focus on details memory development.
An exercise "Drawings in a row". Target: development voluntary attention.
Lesson 7
An exercise "Say the opposite". Target: ensuring understanding and use of antonym words in speech; vocabulary enrichment.
An exercise "Learn the Word". Target: development switching and distribution of attention.
An exercise "Broken phone". Target: formation of skills of perception and discrimination of speech sounds; specification and expansion of the dictionary;
Lesson 8
An exercise "Remember the Order". Target: develop memory, Attention.
An exercise "Make Words". Target: imagination development, speech, emotional sphere.
An exercise "Tops-roots". Target: - expansion of children's ideas about vegetables, their place of growth, essential features, clarification and expansion of the dictionary.
An exercise "Musical Mystery". Target: imagination development, empathy.
With children who have identified problems with individual cognitive processes, additional individual exercises are recommended. It should be noted that all classes must be held in the form of a game. Also, these exercises can be recommended to parents for additional exercises at home.
Exercises for individual lessons aimed at development of cognitive processes of children of senior preschool age.
Exercises on development perception and spatial thinking
An exercise: “Cold - Hot; Right left". Target: development auditory perception, orientation in space.
An exercise: "Draw the figures". Target: development of perceptual accuracy.
An exercise: "Where?". Target: development spatial representations.
Exercises for development of thinking.
An exercise "Find the extra word". Target: development ability to generalize, highlight essential features "
An exercise "Vice versa". Target: development of thinking and speech
An exercise "Guess the description". Target: development of thinking and speech
An exercise "Who will be who". Target: development of thinking
An exercise "Find the extra word". Target: development of thought processes of generalization, distraction,
An exercise "4-odd". Target: generalization development
An exercise "Name it in one word". Target: the formation of the ability to divide objects into classes according to a given basis.
An exercise "Pick up the signs". Target: development logical thinking and semantic memory.
An exercise "Semantic Rows". Target: development of thinking.
Exercises for memory development
An exercise "What's gone". Target: memory development, attention.
An exercise "Know the subject". Target: development perception and memory
An exercise "Draw a Shape". Target: development of perception, thinking and memory
An exercise "Remember Shapes". Target: development of visual memory.
An exercise "I am a camera". Target: memory development, imagination
An exercise "Pictures to remember". Target: the development of mnemonic techniques, the formation
An exercise "Story". Target: development of arbitrary memory
An exercise "Semantic system". Target: mastering mnemonic techniques, the formation of awareness of memorization, memory development.
Exercises on development of attention.
An exercise "Points". Target: attention span development.
An exercise "Buttons". Target: development of attention, logical thinking and orientation in space.
Exercises on imagination development
An exercise "Draw a picture". Target: development visual imagination.
An exercise "What if…". Target: verbal development(verbal) imagination.
An exercise "Untangle the Words". Target: learning to compose simple sentences, agreement of words.
Exercises on speech development
An exercise "Fix the offer". Target: to teach to find a semantic error in a sentence.
An exercise "Listen and count". Target: learn to determine the number of words in a sentence by ear.
An exercise "Make a Phrase". Target: to consolidate the ability to form sentences from the proposed words.
So, when designing programs for the development of cognitive processes of older preschoolers We took into account both age and individual characteristics of children. All exercises programs are playable, since it is in the game that the child learns new knowledge, learns to operate with objects, knowing their properties and qualities. The proposed integrated program activities with children development of cognitive processes designed in such a way as to fully take into account the individual characteristics of children, while maintaining the advantages of group forms of work. "Intellectual maps as an effective means of developing the speech and cognitive abilities of children of senior preschool age"..
Consultation "Correctional program for the development of thinking of children of primary school and senior preschool age" Explanatory note. This correctional program is intended for children of primary school and senior preschool age. Tasks.
Generalization of pedagogical experience Topic: “Development of cognitive processes of preschool children through creativity Relevance of V.
Review of methodological literature
Sections: School psychological service
Working at school as a teacher-psychologist for more than 10 years, and in elementary school for more than 3 years and testing the development of cognitive abilities of 1st grade students, it became obvious that most first-graders have insufficiently developed cognitive processes and their development is necessary. Having studied a lot of literature on this topic and based on them, I developed a program for the development of cognitive processes in the 1st grade.
Explanatory note
Human life is a series of endless discoveries associated with the acquisition, processing and transmission of new knowledge about oneself and the world around. A child pronouncing the word "mother" for the first time; a preschooler who has learned to read his name; a first-grader learning the basics of mathematics, or a student answering an exam, do not think about what processes contribute to the implementation of this activity.
Modern psychology refers such activity to human cognitive activity, in which the leading role is played by cognitive processes: sensation, perception, attention, memory, thinking, imagination. Despite the fact that each of these processes has its own place, they all closely interact with each other. Without attention, the perception and memorization of new material is impossible. Without perception and memory, the operations of thinking will become impossible. Therefore, developmental work, aimed primarily at improving a particular process, will also affect the level of functioning of the cognitive sphere as a whole.
School, mostly junior school, age are periods of intensive development of sensation, perception, memory, thinking, imagination, speech, attention. And in order for this process to proceed more intensively and efficiently, it is necessary to make it more organized. To do this, it is necessary to create not only social conditions, but also to select a set of exercises that are most effective, accessible and interesting for children.
It is in the early school age, when a number of higher mental functions are in a sensitive period, that it is necessary to pay great attention to the development of mental cognitive processes.
Therefore, a program was created to develop cognitive processes for first graders.
The purpose of this program is the development of cognitive processes (attention, perception, memory, imagination, thinking).
Classes are held once a week for 35 minutes. The program is designed for 30 lessons.
The result of this program should be: the ability to cooperate, work in a team, increase the level of cognitive processes.
In addition, first-graders study at home together with their parents, every day for 15-20 minutes and the teacher uses some exercises in the classroom or physical exercises.
Lesson structure:
Each lesson is 35 minutes long.
1. PSYCHO-GYMNASTICS (1-2 minutes). Doing exercises to improve brain activity is an important part of the class. Scientists' research convincingly proves that under the influence of physical exercises, the indicators of various mental processes that underlie creative activity improve: the amount of memory increases, attention stability increases, the solution of elementary intellectual tasks accelerates, and psychomotor processes speed up.
2. TRAINING OF MENTAL MECHANISMS UNDERLYING COGNITIVE ABILITIES: MEMORY, ATTENTION, IMAGINATION, THINKING (10-15 minutes). The tasks used at this stage of the lesson not only contribute to the development of these much-needed qualities, but also allow, carrying the appropriate didactic load, to deepen the knowledge of the children, diversify the methods and techniques of cognitive activity, and perform creative exercises.
4. FUN CHANGE (3-5 minutes). A dynamic pause in the classroom not only develops the motor sphere of the child, but also contributes to the development of the ability to perform several different tasks at the same time.
6. GRAPHIC DICTATION. HATCHING (10 minutes).
In the process of working with graphic dictations, attention, eye, visual memory of the child, accuracy, fantasy are formed; internal and external speech, logical thinking develops, creative abilities are activated.
7. CORRECTIONAL GYMNASTICS FOR THE EYES (1-2 minutes).
Performing corrective exercises for the eyes contributes both to improving visual acuity and relieving visual fatigue and achieving a state of visual comfort.
Each session begins with a welcome.
Thematic lesson plan (Attachment 1)
An example of a lesson with first graders
Lesson number 10.
Greetings.
1.
We perform the exercise of brain gymnastics “Cross movements” (activates the work of both hemispheres, prepares for the assimilation of knowledge).
2. Warm up
- What month is it? What other months do you know?
- What are the names of girls that begin with the letter "A".
What is your father's father's name?
What do wasps and bees sting?
- Name the largest berry.
3. The game “Draw your soulmate”
The child needs to finish the second half of the picture.
4. Game “Make a picture”
Two identical pictures. One is whole in the form of a standard, and the other is cut into 5-6 parts, then mix them, ask the child to assemble the picture according to the model. You can complicate the task by removing the standard.
5. Game “Decorate words”
The child needs to choose as many definitions for the word as possible.
- autumn (what is it?) ...
- house (what is it?) ...
- winter (what is it?) ...
- summer (what is it?) ...
- grandmother (what is she?) ...
6. The game "Fly"
This exercise requires a board with a nine-cell 3x3 playing field drawn on it and a small suction cup (or a piece of plasticine). The sucker plays the role of a “trained fly” here. The board is placed vertically, and the facilitator explains to the participants that the movement of the “fly” from one cell to another occurs by giving commands to it, which it obediently executes. According to one of the four possible commands (“up”, “down”, “right” or “left”), the fly moves to the next cell according to the command. The starting position of the “fly” is the central cell of the playing field. Teams are given by the participants in turn. The players must, relentlessly following the movements of the “fly”, prevent it from leaving the playing field.
After all these explanations, the game itself begins. It is held on an imaginary field, which each of the participants represents in front of him. If someone loses the thread of the game or “sees” that the “fly” has left the field, he gives the command “Stop” and, returning the “fly” to the central cell, starts the game again. “Fly” requires constant concentration from the players, however, after the exercise is well learned, it can be complicated. By increasing the number of game cells (for example, up to 4x4) or the number of “flies”, c. in the latter case, commands are given to each “fly” separately.
7. Dynamic pause.
"Remember the move"
Children repeat the movement of arms and legs after the leader. When they memorize the sequence of exercises, they repeat them on their own, but in reverse order. For example:
- Sit down, stand up, raise, lower your hands.
- Put your right foot to the right, put it, put your left foot to the left, put it.
- Sit down, stand up, turn your head to the right, turn your head to the left.
8. Hatching.
9. Completion of the lesson.
Used Books:
Volkova T.N. “Discover the genius within you. Development of memory and attention” Moscow, 2006
Zavyalova T.P., Starodubtseva I.V. "Collection of game lessons for the development of memory, attention, thinking and imagination in younger students." Moscow, Arkti, 2008
Simonova L.F. "Memory of children aged 5-7 years". Yaroslavl, 2000
Subbotina L.Yu. “Games for the development and learning of children aged 5-10” Yaroslavl, 2001
Tikhomirova L.F. "Cognitive abilities of children 5-7 years old". Yaroslavl, 2001
Tikhomirova L.F. “Exercises for every day: logic for younger students” Yaroslavl, 2001
Cheremoshkina L.V. "Development of children's attention" Yaroslavl, 1997
Yazykova E.V. "Learn to learn." Moscow, Chistye Prudy, 2006
At preschool age, the main role in the regulation of social behavior belongs to the level of emotional control. The specific adaptive content of this level is the establishment of emotional interaction with other people, whose affective manifestations (facial expressions, gaze, voice, gesture, touch) become signals for the child that are most significant for adaptation to the environment. With the advent of emotional control over affective experiences, we can talk about the emergence of a person's personal emotional life.
preschooler development will not be effective if he does not have a cheerful mood. The source that reinforces children's joy is attention and kindness.
The leading activity in the life of the child at this time is the game. In the game, as in no other activity, the child is realized. With the help of play activities, the child, as it were, gains access to the world of adult life that is attractive to him.
Taking into account the above, this program for the development of cognitive processes of preschoolers realizes its goal and objectives through the game.
The program is intended for conducting classes with children of the 4th year of life (middle group of kindergarten).
Since the vast majority of children start attending kindergarten at the age of 3-4, the purpose of this program is:
Creating a positive mood in kids;
Establishing contact "adult - children";
Education of sympathy, goodwill, mutual assistance and other positive qualities.
Program objective:
- To form in children an idea of the emotional state of people and learn to distinguish and understand them;
Enrich vocabulary with words that define various emotional states;
To teach children expressive movements, to develop the ability to convey simple emotional states through facial expressions, gestures;
- Contribute to the development of mental processes in children- memory, attention, thinking, perception;
- To form positive moral qualities in children.
Implementation of the program objectives will allow:
Get to know, establish and establish positive emotional contact between children and;
Give impetus to the development of mental processes in children;
It will help children learn to distinguish the emotional states of people, empathize with others.
This program consists of 10 lessons. The duration of each lesson is 20 minutes. Classes are held with a group of children up to 10 people once a week.
Class structure
Developing lessons of the program consist of an introductory, main and final part.
The introductory part of the lesson includes a greeting (the greeting is addressed to each child) and a game. Games that are used along with greetings have the goal of bringing the kids closer to each other and the psychologist. Also, the introductory part includes games that develop expressive movements, facial expressions, cheer up and bring up the positive moral qualities of children.
Main part of the lesson
Target:
Encourage learning to compare and reason.
To develop visual and auditory perception, attention, memory, thinking and active speech in children.
To form positive moral qualities of kids.
The main part consists of didactic games aimed at development of cognitive processes in children .
Final part
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Target:
To develop in children the ability to listen carefully;
Correctly pronounce sounds, words;
To develop quick reaction, dexterity in preschoolers.
Teach kids different types of breathing (deep, shallow, quiet, strong).
The final part contains a mobile game that allows children to throw out the energy, emotions accumulated during the performance of the game tasks of the main part. The game can be played with cheerful music, which will add joy to children. After a mobile game, a breathing exercise is used to calm down. At the end of the session, the children optionally express their feelings about the time they spent with the psychologist and say goodbye.
Children of the 4th year of life tend to imitate, repeat the actions and movements of the leader, it is difficult for them to sit for a long time without moving, it is difficult to keep their attention, they easily overwork. Therefore, all classes consist of games that gradually change the types of activities and allow you to constantly interest children, concentrate their performance.
Conditions for conducting classes:
Voluntary participation of children;
Grades are not given to children;
In friendly and positive conditions.
The expected results of this program are aimed at:
Creating a positive contact "psychologist - children";
Development of positive character traits;
- development of mental processes in children;
Learning to recognize the emotional state of people.
After conducting a cycle of classes of this program, he will be able to plan further work with children of the 4th year of life.
Namely:
Select children for individual and group correctional and developmental work;
- provide advice to parents and teachers on the upbringing and education of children, taking into account the individual characteristics of each child.
