In 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, the affective manifestations of which (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.
Development of a preschooler 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 a child’s life at this time is play. In play, like in no other activity, a child realizes himself. 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 in preschoolers realizes his goals 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 overwhelming number of children begin to attend kindergarten at 3-4 years old, the goal of this program is:
Creating a positive mood in children;
Establishing contact between adults and children;
Fostering empathy, goodwill, mutual assistance and other positive qualities.
Program objective:
- To form in children an idea of the emotional state of people and teach to distinguish and understand them;
Enrich your vocabulary with words that define various emotional states;
Teach children expressive movements, develop the ability to convey simple emotional states through facial expressions and gestures;
- Promote the development of mental processes in children- memory, attention, thinking, perception;
- To develop positive moral qualities in children.
Implementation of the program objectives will allow:
To get to know, establish and establish positive emotional contact between children and;
Give impetus to the development of mental processes in children;
Will help children learn to distinguish between people's emotional states and empathize with others.
This program consists of 10 lessons. The duration of each lesson is 20 minutes. Classes are held for a group of children up to 10 people once a week.
Class structure
Developmental lessons of the program consist of an introductory, main and final part.
The introductory part of the lesson includes a greeting (a greeting is addressed to each child) and a game. Games that are used along with greetings have the goal of bringing children closer to each other and the psychologist. Also, the introductory part includes games that develop expressive movements, facial expressions, lift the mood and cultivate positive moral qualities in children.
Main part of the lesson
Target:
Promote learning to compare and reason.
Develop visual and auditory perception, attention, memory, thinking and active speech in children.
To form positive moral qualities in children.
The main part consists of didactic games aimed at development of cognitive processes in children .
Final part
Target:
Develop children's ability to listen carefully;
Pronounce sounds and words correctly;
To develop quick reactions and dexterity in preschoolers.
Teach kids different types of breathing (deep, shallow, quiet, strong).
The final part contains an active game that allows children to throw out the energy and emotions that have accumulated while performing the game tasks of the main part. The game can be played with cheerful music, which will add joy to children. After active play, a breathing exercise is used to calm down. At the end of the lesson, children optionally express their feelings about the time they spent with the psychologist and say goodbye.
Children of the 4th year of life are prone to imitation, 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 maintain attention, they are easily overtired. Therefore, all classes consist of games that gradually change the types of activities and allow you to constantly interest children and concentrate their performance.
Conditions for conducting classes:
Voluntary participation of children;
Children are not given grades;
In a friendly and positive environment.
The expected results of this program are aimed at:
Creating a positive contact between psychologist and children;
Development of positive character traits;
- development of mental processes in children;
Learning to distinguish between people's emotional states.
After completing a cycle of classes in 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.
PROGRAM FOR CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF SENIOR PRESCHOOL CHILDREN
Durneva Marina Alekseevna, teacher-speech therapist, MBDOU kindergarten No. 17, Kamensk-Shakhtinsky.Target: implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschoolers 6 years old.
Tasks:
- learn to build logical chains, distinguish between the general and the particular, the whole and the parts, establish patterns and cause-and-effect relationships;
- learn to navigate in space;
Description: Senior preschool age is a sensitive period in the development of the cognitive sphere of children. Therefore, it is so important at this age to conduct specially organized activities with children that will allow them to develop and correct their cognitive sphere. For these purposes, I systematized, supplemented and adapted for older preschool age the correctional and developmental program of L. I. Sorokina, aimed at developing the cognitive sphere of six-year-old children. This material will be useful to preschool psychologists and other teachers working with children of senior preschool age.
PROGRAM FOR CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF SENIOR PRESCHOOL CHILDREN
CONTENT.
I. Explanatory note
II. Program content
Lesson No. 1: “Competition game”
Lesson No. 2: “Help Dunno”
Lesson No. 3: “School”
Lesson No. 4: “Island of Attention”
Lesson No. 5: “Island of Attention”
Lesson No. 6: “Competition game”
Lesson No. 7: “Play with Pinocchio”
Lesson No. 8: “Competition game”
Lesson No. 9 “Forest School”
Lesson No. 10 “Forest School”
Lesson No. 11 “Competition game”
Lesson No. 12 “We are scouts”
Lesson No. 13 “Games with the Bunny”
Lesson No. 14 “Visiting the Hare”
Lesson No. 15 “Let’s Help the Wolf”
Lesson No. 16 “Let’s help Pinocchio”
III. Providing the program
3. 1. List of basic literature
3. 1. List of additional literature
I. Explanatory note.
Preschool childhood is the first period of a child’s mental development and therefore the most responsible. At this time, the foundations of all mental properties and personality traits, cognitive processes and types of activities are laid. The active development of cognitive abilities at this age is the most important component of the child’s mental development, which serves as the basis for the formation of his mental development.
The mental development of a preschooler is the most important component of his overall mental development, preparation for school and for his entire future life. But mental development itself is a complex process: it is the formation of cognitive interests, the accumulation of various knowledge and skills, and mastery of speech.
The “core” of mental development, its main content is the development of the cognitive sphere. The main components of the cognitive sphere are cognitive processes and abilities - dynamic components, as well as cognitive interests and cognitive activity, which act as a motivational component of the child’s cognitive sphere.
At each age stage, a preschooler develops certain cognitive abilities. So a six-year-old child should develop the following cognitive abilities:
- ability to observe;
- ability to visual and auditory perception;
- ability for creative imagination;
- the ability to arbitrarily, independently generate any idea and recreate an imaginary plan for its implementation;
- ability for voluntary and verbal-logical memorization;
- ability to distribute and sustain attention;
- ability for visual-schematic thinking and organization of activities;
- ability to classify, generalize, establish logical connections;
- ability to navigate in space.
The level of development of these processes and abilities can be determined using certain techniques.
The purpose of this program:
- implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschoolers 6 years old.
Program objectives:
- learn to build logical chains, distinguish between the general and the particular, the whole and the parts, establish patterns and cause-and-effect relationships
- learn to navigate in space.
- to develop the ability to observe;
- develop visual and auditory perception;
- to develop the ability for creative imagination;
- promote the development of voluntary and verbal-logical memory;
- to form the ability to distribute and sustain attention;
- develop visual-schematic thinking and the ability to organize activities.
- cultivate curiosity, independence, accuracy;
- to develop in children the ability to answer common sentences and listen to the answers of their comrades.
A necessary condition for the effectiveness of the program is the active participation of children in classes and their interest.
In accordance with these requirements, story-based games-activities were developed, the content of which used various educational games and exercises.
Program principles:
1. The principle “from simple to complex” (gradual complication of tasks, which allows you to gradually prepare the child to complete tasks of a sufficiently high level of complexity).
2. The principle of activity and freedom of self-expression of the child (putting the child in a position of self-control and self-expression).
3. The principle of sympathy and participation (the adult provides support himself and, without imposing it, organizes it from peers).
The program is designed to work with children of senior preschool age.
Total number of classes: 16, twice a week.
Duration of each lesson: 20 – 30 minutes.
Classes are held: in the afternoon; group.
Number of children in the group: 8 people.
Lesson No. 1: “Game – competition.”
Target: development of voluntary attention, the ability to navigate in space, visual, voluntary memory, visual perception, the ability to distribute and maintain attention, the ability to compare.
Equipment and material: tokens, the musical composition “The Wind is Blowing”, a tape recorder, 10 cards with images of objects, individual forms, a pencil, a poster “A Boy and 5 Portraits”.
Contents of the lesson.
1. Organizational moment.
2. Game “Don’t Yawn” (development of voluntary attention, ability to navigate in space).
Children walk in a circle to the music. At the leader’s signal (“Don’t yawn!”), they must stop and turn 180°, and then continue moving.
You have passed this test. Well done! And now the task of attention is even more difficult.
3. Game “Animals” (development of attention).
Children are invited to choose any animal (hare, wolf, fox, etc.). The presenter alternately names the animals. When the child hears the name of his animal, he should clap his hands.
And everyone coped with this test. Congratulations, you will all be taking part in the competition.
Children are offered 10 picture cards, each of which depicts 1 object. Children look at these cards for 2 minutes. Then the cards are removed, and the children are asked to see the pictures that they remembered to whisper to the presenter. For each correct answer, the child receives a token. Whoever has the most tokens wins.
Each child is given forms with drawings. Cross out the fish and circle the apples. Whoever has everything correct gets 2 tokens, whoever has errors gets 1 token.
6. Game “Help me find a portrait” (development of visual perception, ability to compare).
Children are asked to look carefully at the boy and 5 portraits and answer which portrait belongs to this boy. The token is given to the person who finds the portrait first.
7. Summary.
Lesson No. 2: “Help Dunno.”
Target: development of visual perception, attention (the ability to distribute attention, stability of attention), dexterity and the ability to compare.
Equipment and material: a letter from Dunno, individual forms, pencils and colored pencils, a ball.
Contents of the lesson.
1. Organizational moment.
Guys, we received a letter from Dunno. He asks us to help him complete the tasks that the teacher gave him.
2. Game “Find an object” (development of visual perception, ability to distribute attention).
Each child is given an individual form with drawings. Among the 8 drawings, the child must find the same object as the standard. The task is limited in time; children are given 30 seconds to study the picture. After that, they must put a cross next to the correct picture.
3. Game “Labyrinth” (development of stability of attention).
Each child is given an individual form with drawings. We need to help the boy go to kindergarten and the girl to school.
4. Physical exercise (development of attention and dexterity).
It is explained to the children that the ball can only be caught when, when throwing it, they say: “Catch it!” A competition is being held to see who is the most attentive.
5. Game “Find an object that is not similar to others” (development of attention and ability to compare).
Each child is given an individual form with drawings. Among several objects, you need to find one that is not similar to the others and color it (the color of the child’s choice).
6. Summary.
All forms are collected and sent to Dunno.
Lesson No. 3: “School”.
Target: development of verbal and logical memory, auditory and visual perception, attention (voluntary attention, stability of attention).
Equipment and material: poster for the game “Find the hidden animals”.
Contents of the lesson.
1. Organizational moment.
I suggest you go to school today. Close your eyes and imagine that you are already schoolchildren, you need to go to school and study in class. First lesson “Speech development”.
2. Exercise “Reproduction of a story” (development of verbal and logical memory, auditory perception, speech).
A story is read to each child. Then they are asked to reproduce what they heard as close to the text as possible. If the child cannot cope with the story, you should ask him questions.
After the lesson, recess begins. And during breaks, children play different games. Let's play too.
3. Game “Follow the rules” (to develop voluntary attention).
Option 1: players take turns making the following movements: 1st – clap their hands once, 2nd – clap their hands twice, 3rd – clap their hands once, etc.
Option 2: children make the following movements: 1st – squats and stands up, 2nd – claps their hands, 3rd – squats and stands up, etc.
Next lesson is “Singing”.
4. Exercise “Singing together” (development of attention).
The presenter offers to sing some song familiar to all children and explains what needs to be done: one clap - start singing, two clap - continue singing, but to yourself, mentally. One clap - continue singing out loud again.
And again a change.
5. Game “Find the hidden animals” (to develop visual perception and attention stability).
You need to look carefully at the picture and find the animals hiding there.
6. Summary.
So we visited the school. Now close your eyes and go back to kindergarten. Was it interesting at school? What was the most difficult activity for you?
Lesson No. 4: “Island of Attention.”
Target: development of verbal-logical and voluntary memory, auditory and visual perception, attention (voluntary attention, stability of attention), the ability to navigate in space.
Equipment and material: a letter from Professor Verkh-Tormashkin, individual forms, pencils and colored pencils, album sheets, the musical composition “A Fantastic Journey on a Yacht”, a tape recorder.
Contents of the lesson.
1. Organizational moment.
Guys, we received a letter again, but this time from Professor Verkh-Tormashkin. Here's what he writes:
“Hello, my little friend!
My name is Professor Verkh-Tormashkin. I am studying wildlife and really want to undertake a risky sea expedition.
The fact is that quite recently I found in an old book a sea map on which the island of Attention is marked. It seems to me that amazing animals must live there, which simply need to be found and studied. And if you believe the inscription on the back of the map, then you can find pirate treasure there!
All this is so interesting that I immediately began to get ready for the expedition, but here’s the problem: you see, I’m terribly absent-minded and, if I set off on a journey without a faithful friend, I’ll definitely get lost without ever reaching the island.
That is why I decided to write you a letter and invite you on an exciting journey to the Island of Attention.
But I want to honestly warn you, my young friend: this will be a rather dangerous journey, full of surprises and mysterious coincidences. I hope that my knowledge and your observation, attention and ingenuity will definitely lead us to the goal of the journey - the Island of Attention, where amazing animals are found and pirate treasures are stored.”
Shall we help the professor? Then let's go!
1. Game “Map” (to develop the ability to concentrate, to hold attention on one object for the required amount of time).
Professor Verkh-Tormashkin sent us a map of the island. Crosses mark safe places on it: lakes, clearings, paths. And zeros are dangerous: swamps, predators, sharp rocks. Help him connect all the crosses into a route so as to bypass the zeroes (a card for each child).
2. Game “Collect things” (development of distribution and stability of attention).
Professor Verkh-Tormashkin always carries with him a lot of different medicines and potions in small jars - and now they are scattered everywhere! Circle all the jars to make it easier for him to find them (an individual sheet for each child).
3. Game “Find the ticket” (development of visual perception, stability of attention).
That's it, the preparations are completed, and we are heading straight to the ship. But, due to his absent-mindedness, the professor confused the new tickets with the old ones. Find two identical tickets among the tickets and color them yellow (an individual sheet for each child).
4. Exercise “Repeat and draw” (development of verbal-logical and voluntary memory; auditory perception).
Here we are on the ship, but in order to set sail, the captain asked us to complete the following task: repeat the poem and draw what it says.
"The blue sea sparkles,
A seagull circles in the sky.
The sun disperses the clouds,
And the boat runs into the distance."
5. Summary.
We have passed all the tests and can hit the road!
Lesson No. 5: “Island of Attention.”
Target: development of voluntary memory, visual perception, attention (voluntary attention, distribution and stability of attention), the ability to navigate in space.
Equipment and material: individual forms, a simple pencil, a poster for the game “Look and Remember,” a treasure chest (toys from “Kinder Surprises”), the musical composition “A Fantastic Voyage on a Yacht,” a tape recorder.
Contents of the lesson.
1. Organizational moment.
Today we will continue our journey with Professor Verkh-Tormashkin. We close our eyes and imagine that we are on a yacht. We can already see the island. We reached our destination.
2. Game “Find and Count” (development of visual perception, distribution and stability of attention).
Very shy parrots live on Attention Island. And now they are all hiding in a tree. Help the professor find and count all the parrots (an individual sheet for each child).
There is also a pirate treasure chest in our travel plan. To get to them you need to go through a series of tests. Here's the first test.
3. Game “Repeat the drawing” (development of voluntary memory, visual perception).
Children are given individual sheets. Look at the picture and remember how objects are located on it. Turn the sheet over and draw all the shapes in the same sequence.
Well done! Here's another test.
4. Game “Look and Remember” (development of voluntary memory, visual perception).
The children are shown a picture. Look at and remember the picture (memorization time 10 seconds). The picture is removed, the children are given individual cards, they need to circle the objects that were in the picture.
Well done! And you passed this test! And here is the treasure chest (the presenter shows the chest, opens it with the children, takes out the treasures (Kinder Surprise toys for each child).
5. Summary.
Our journey is over! It's time to go home!
Game "Don't Yawn!" (see lesson No. 1; the musical composition “Fantastic trip on a yacht” is used); (development of voluntary attention, ability to navigate in space).
Lesson No. 6: “Competition game.”
Target: development of voluntary memory, visual and auditory perception, attention (voluntary attention, distribution and stability of attention).
Equipment and material: tokens, plot pictures for the game “Scouts”, geometric figures, plates with images of objects from geometric figures, individual forms, a simple pencil.
Contents of the lesson.
1. Organizational moment.
Today we will hold a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And to complete all the tasks correctly you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. Game “Forbidden Movement” (development of voluntary attention, auditory perception).
Children repeat all the movements of the leader, except one: when the command “Hands up” follows, they should be lowered down.
3. Game “Scouts” (development of concentration, stability of visual attention, observation).
Children are asked to look at a fairly complex plot picture and remember all the details. Then the presenter turns the picture over and asks several questions about it. Gradually more and more complex pictures are shown. For each correct answer, the child receives a token.
4. Game “Make a figure” (development of visual perception, voluntary visual memory).
Children are given geometric figures (for each child). A sign with an image is displayed. It is necessary to create the same figure. For each correctly completed task, the child receives a token.
5. Game “Find objects” (development of visual perception, ability to distribute and maintain attention).
Each child is given forms with drawings. Cross out the balls and circle the cubes. Whoever has everything correct gets 2 tokens, whoever has errors gets 1 token.
6. Summary.
The number of tokens is counted and the winner is determined.
Lesson No. 7: “Play with Pinocchio.”
Target: development of voluntary memory, visual and auditory perception, attention (voluntariness and stability of attention).
Equipment and material: toy “Pinocchio”, pictures for the game “Find the Differences”, 10 picture cards for the game “Remember the Pictures”.
Contents of the lesson.
1. Organizational moment.
Buratino came to visit us. He wants to play different games in his sleep. Here's the first game.
2. Game “Find the differences” (development of visual attention).
Children are shown 2 pictures. It is proposed to find 7 differences (3 – 4 pictures).
3. Game “Request” (development of auditory perception, stability of attention).
The presenter shows any exercises, but children should only perform those that are preceded by the word “Request.” The game is played as a knockout game.
4. Game “Remember the pictures” (development of visual, voluntary memory).
Children are offered 10 picture cards, each of which depicts 1 object. Children look at these cards for 2 minutes. Then the cards are removed, and the children are asked to name the pictures that they remember.
Then the task becomes more difficult. Children are asked to look carefully and remember in what order the cards are located. Then the pictures are mixed, the children must arrange them in the same order as they were.
5. Summary.
Pinocchio says goodbye to the children and offers to play the goodbye game “Forbidden Movement” (see Lesson No. 6); (development of voluntary attention, auditory perception).
Lesson No. 8: “Competition game.”
Target: development of voluntary memory, visual and auditory perception, attention (sustainability of visual attention).
Equipment and material: tokens, pictures for the game “Find the Differences”, posters and cut-out pictures for the game “Make a Picture”.
Contents of the lesson.
1. Organizational moment.
Today we will hold a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And to complete all the tasks correctly you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. Game “Request” (development of auditory perception, stability of attention).
The presenter shows any exercises, but children should only perform those that are preceded by the word “Request.”
You have passed this test. Well done! Congratulations, you will all be taking part in the competition.
3. Game “Find the differences” (development of visual attention).
Children are shown 2 pictures. You are asked to find the differences (3 – 4 pictures). For each correct answer, the child receives a token.
4. Game “Make a picture” (to develop visual perception, stability of attention, voluntary memory).
Distribute pictures to children, cut into 6–7 parts. A standard picture is shown that the children must remember, then it is removed. Each child must assemble the same one from the cut pieces. For each correctly completed task, the child receives a token (6 coins).
5. Summary.
The number of tokens is counted and the winner is determined.
Lesson No. 9: “Forest School.”
Target: development of visual perception and attention, coordination of the auditory and motor analyzers, the ability to reason, compare, correlate a form with a pattern, and make basic inferences; strengthening the muscles of the hands, developing coordination of movements of the fingers, developing the ability to control the movements of the hands by showing, presenting, or verbal instructions.
Equipment and material: Fox toy, Dienish blocks. Demonstration material for the exercise “Place the figures”, handouts for the exercise “Find the patch”, “Scarves”, colored pencils, prizes-stickers.
Contents of the lesson.
1. Organizational moment.
Guys, guess who is coming to visit us now.
Red-haired, with a fluffy tail,
Lives in a hole under a bush.
(fox)
The Fox appears and invites the children to play forest school.
2. Exercise “Place the figures” (Develop visual perception and attention, learn to correlate the form with the sample)
The first lesson at forest school is construction.
The psychologist takes turns hanging out cards with drawn figures. Children lay out Dienesh blocks according to the pattern.
3. Exercise “Four Elements” (Develop attention, coordination of the auditory and motor analyzers)
And now physical education.
Children stand in a circle and perform movements in accordance with the words: “earth” - hands down, “water” - hands forward, “air” - hands up, “fire” - rotation of the hands in the wrist and elbow joints. The pace of the exercise gradually accelerates.
4. Exercise “Find the patch” (Develop visual perception and attention)
And now handicrafts.
Children look at the drawn rugs and select patches that will allow them to restore the pattern (draw a line with a pencil connecting the rug to the desired patch).
5. Finger gymnastics “Scratch” (Strengthen the muscles of the hands, develop coordination of movements of the fingers, develop the ability to control the movement of the hands by demonstration, presentation, verbal instructions)
It's break at the forest school.
The psychologist gives the children instructions: “Now you and I will turn into cats. On the count of “one,” you need to press the pads of your fingers to the top of your palm, hissing like an angry cat: “Sh-sh-sh!” On the count of “two,” quickly straighten and spread your fingers, meowing like a satisfied cat: “Meow!” Repeat several times.
6. Exercise “Scarves” (Teach to reason, compare, make basic conclusions)
And now a drawing lesson.
The psychologist gives the children drawings of scarves, two colored pencils each and formulates the problem: “The Fox has two scarves - red and yellow. The long scarf is not yellow, and the short one is not red. Color the scarves correctly."
7. Summary.
The fox praises all the children and gives everyone small prizes (stickers) for correctly completed tasks. He promises to come to the children for the next lesson.
Lesson No. 10: “Forest School.”
Target: developing the ability to find the desired figure according to verbal instructions, classify objects according to given characteristics, work together according to a visual model; development of attention and visual-figurative thinking, auditory perception, motor coordination, auditory and motor memory.
Equipment and material: toy Fox, Dienish blocks, handouts for the “Classification” exercise, demonstration material for the game “Multi-colored chains”, “Tall Tales”, colored pencils, colorful flags.
Contents of the lesson.
1. Organizational moment.
Fox comes to the children again and tells them what classes are held at the forest school.
2. Exercise “Orders” (Learn to find the desired figure according to verbal instructions, develop auditory perception)
First, the fox checks which children are attentive.
The psychologist (on behalf of the Fox) gives the children an assignment: to find among the logical blocks all the non-red, non-blue, non-round, non-triangular, non-square, non-thick, small figures.
3. Exercise “Musicians” (Develop coordination of movements, auditory and motor memory)
And now there is a music lesson at the forest school.
Children, together with a psychologist, pronounce poetic lines and perform movements in accordance with the text.
I play the violin
Tili-tili, tili-tili.
(Left hand - to the shoulder. Use the right hand to imitate the movements of the bow)
Bunnies are jumping on the lawn,
Tili-tili, tili-tili.
(Knock on the table with their fingertips)
And now on the drum:
Boom boom, boom boom
Tram-tram, tram-tram.
(They vigorously hit the table with their palms)
Bunny in fear
They ran into the bushes.
(Perform movements with fingers on the table, imitating fleeing hares)
A change has come.
After completing the exercise, the finger gymnastics “Scratch” is repeated (see Task No. 9).
4. Exercise “Tall Tales” (Develop voluntary attention and visual-figurative thinking)
The psychologist shows the children pictures of confusion and says: “Little Fox found out that the Fox was coming to visit us and drew us a picture. But he doesn’t go to forest school yet, so he made a lot of mistakes. Please find all the mistakes." Children look at the picture and take turns calling out the mistakes.
5. Exercise “Classification” (Learn to classify objects according to given characteristics)
And now drawing at forest school.
The psychologist hands out cards and asks to color the images of toys with a red pencil, items of clothing with a yellow pencil, and items of utensils with blue.
6. Summary. Game “Colorful Chains” (Develop voluntary attention, learn to work together using a visual pattern)
The fox praises the children for completing tasks correctly and plays a game with them before leaving.
Five people participate in the game. Each child receives a red, blue or yellow flag and faces the psychologist. Then the children must line up as shown on the card that the psychologist shows. The remaining participants in the game - the judges - check the correctness of the task.
Lesson No. 11: “Game – competition.”
Target: development of the ability to schematically depict objects using sticks, formation of the ability to abstract from minor details, highlighting the main feature of an object, development of voluntary attention and auditory perception, short-term and long-term auditory memory, improvement of graphomotor skills.
Equipment and material: handouts for exercises “Draw a picture with sticks”, “Copy dots”, “Tracks”, counting sticks, noise orchestra instruments.
Contents of the lesson.
1. Organizational moment.
Today we will hold a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. Here's your first task.
2. Exercise “Draw a picture with chopsticks” (Learn to schematically depict objects using sticks. Develop the ability to abstract from minor details, highlighting the main feature of the object)
The teacher hands out cards one after another with a schematic representation of objects (from simple to complex). Children lay out shapes using counting sticks.
For each correct figure - a token.
3. Exercise “Copy points” (Develop voluntary attention)
The psychologist distributes blank tables and tables with dots - samples. Children must fill in the blank tables with dots according to the patterns.
For a correctly completed task - a token.
4. Exercise “Remember the words” (Develop short-term and long-term auditory memory)
The psychologist reads the words to the children (ball, hand, moon, sea, cat, watermelon, bull, water) and asks them to repeat the ones they remember.
5. Exercise “Tracks” (Develop fine motor skills of the hands, improve graphomotor skills)
The psychologist hands out cards with images of tracks.
Children must draw a line with a pencil inside each path, without going beyond its boundaries.
For each correct task - a token.
6. Game “Remember your number” (Develop auditory memory, attention and auditory perception)
A psychologist distributes noise orchestra instruments to children. Each participant in the game is assigned a number that he must remember. Then the psychologist calls the number, and the child whose number is called knocks (waves) once with his musical instrument.
At first the game is played at a slow pace, gradually the pace accelerates.
At the end of the game, the children remember the words that the psychologist read to them during the “Remember the Words” exercise.
For every correct word - a token.
7. Summary.
The number of tokens is counted, the winner is determined, and prizes are awarded.
Lesson No. 12: “We are scouts.”
Target: developing the ability to read instructions, combine signs expressed by symbols into a single image of the figure that needs to be found; development of logical thinking, coordination of movements, memory (auditory, short-term and long-term auditory), visual perception, attention, coherent speech.
Equipment and material: Dienesha blocks; handouts for the exercises “Find the figure”, “What’s extra?”, “House”; pictures for the game “Snowmen”; simple pencil.
Contents of the lesson.
1. Organizational moment.
Today we will play the game “Scouts”. Who are the scouts, do you think? (children's answers)
Not everyone can be a scout. Now we will find out which of us can become a scout.
2. Exercise “Find the figure” (learn to read the instructions, combine the signs expressed by symbols into a single image of the figure that needs to be found).
Any intelligence officer can read an encrypted mission. We are now practicing this skill.
Before starting work, the psychologist, together with the children, repeats the symbols of the signs of Dienesh blocks (color spots - the color of the block, houses of different sizes - size, images of people - thickness).
You each need to read your encrypted letter and find the item that is indicated in your encryption. (Each child is given a card with symbols. Children find the necessary figures in a box with Dienish blocks and together check the correctness of the choice).
3. Game “What’s extra?” (develop logical thinking by eliminating unnecessary pictures).
Every scout must be attentive in order to notice what he needs. We will now check which of you is attentive. I'll give you cards with pictures now. You must carefully examine your card yourself and cross out the picture that is superfluous (after finishing the work, everyone checks the correctness of the choice together).
4. Game “Two Claps” (to develop coordination of movements and auditory memory).
All scouts must exercise to be strong. Let's do a little exercise with you. Children, together with a psychologist, form a circle on the carpet and perform movements, pronouncing poetic lines.
Two claps overhead
Two claps in front of you,
Let's hide two hands behind our back
And let's jump on two legs.
5. Exercise “Snowmen” (to develop visual perception, attention, coherent speech).
And now you, like real intelligence officers, will have a special task. The psychologist hangs up a picture of two snowmen. Children look at them, compare them and say one by one how they differ from each other.
6. Game “Remember the words” (to develop short-term and long-term auditory memory and thinking).
Any intelligence officer must have a good memory, since he must remember a lot of different information. Let's test your memorization skills and play the "Memorize Words" game.
The psychologist reads out the words, then asks them to repeat them (nose, ear, forehead, bus, mouth, eyes, train, cheek). Children take turns saying one word at a time. Then they must name the groups into which these concepts can be divided.
7. Exercise “House” (to develop perception, to teach the mental connection of parts of an object into a single whole).
Here's another task for you.
The psychologist gives each child a card. Children trace with a pencil the figures that make up the house.
8. Summary.
At the end of the lesson, the psychologist asks the children to remember the words that he read to them.
Lesson No. 13: “Games with the Bunny.”
Target: development of voluntary attention, logical and auditory-verbal memory, fine motor skills of the hand, sensorimotor coordination; formation of the ability to classify concepts, development of verbal-logical thinking and coherent speech; developing in children the ability to negotiate and help each other during play.
Equipment and material: soft toy hare, equipment for the game “Bambaleo”.
Contents of the lesson.
1. Organizational moment - the game “Clap your hands” (to develop voluntary attention and auditory-verbal memory)
We have a guest coming to our class today. In the meantime, we are waiting for him, let's play the game “Clap Your Hands.”
The psychologist reads the words and asks the children to clap their hands if they hear the name of a wild animal (watermelon, lion, shoe, cat, water, thunder, tiger, dog, tree, hare, autumn, monkey, log, raccoon, tooth, cow , iris, ball, moon, elephant, mimosa, flour, horse, leg, scissors, squirrel, folder, mouth, pig, giraffe).
Then he offers to list the names of these animals.
So you and I played a game. Which wild animal do you think will come to visit you today? A riddle will help you with this. Guess who it is.
A ball of fluff, a long ear.
Jumps deftly and loves carrots.
(hare)
The psychologist shows a soft toy hare.
2. Game “Pairs of words” (to develop logical and auditory memory)
The bunny wants to play with you.
The psychologist reads pairs of words between which there are semantic connections. Then he reads the first word of each pair, and the children take turns remembering the second word (pit-shovel, brush - paints, pear - vase, son - skates, birch - mushroom, candy - friend).
3. Finger game “Ring Bunny” (to develop attention, fine motor skills, sensorimotor coordination)
Guys, our bunny knows another interesting game.
Children, together with a psychologist, form a circle and perform movements, pronouncing poetic lines.
The bunny jumped from the porch
And I found a ring in the grass.
(Hands clenched into fists, index and middle fingers spread apart.)
And the ring is not simple -
Shines like gold.
(The thumb and index fingers are connected into a ring, the remaining fingers are spread apart.)
After the game, the “Two Claps” exercise is repeated.
4. Game “Extra Word” (learn to classify concepts, develop verbal-logical thinking and coherent speech)
And now the bunny wants to ask you to help him solve a difficult problem that his teacher at the forest school asked him.
The psychologist asks you to choose the odd one out of three words (taking into account the highlighted attribute) and explain your choice. Children answer in turns.
Color: cucumber, carrot, grass.
Shape: watermelon, ball, sofa.
Size: house, pencil, spoon.
Materials: album, notebook, pen.
Flavor: cake, herring, ice cream.
Weight: meat grinder, feather, dumbbell.
5. Game “Bambaleo” (teach children to negotiate, help each other during the game, develop thinking)
Our bunny knows another very interesting game.
On an unstable plate, children take turns placing first light, then heavy figures so that the plate does not tip over.
8. Summary.
So our lesson has come to an end, let's thank the bunny for teaching us to play various interesting games.
Lesson No. 14: “Visiting the Hare.”
Target: development of combinatorial and verbal-logical thinking, visual perception and voluntary attention, sensorimotor coordination of movements, auditory and motor memory, fine motor skills of the hands.
Equipment and material: toy hare, Dienish blocks, handouts for the exercise “Houses”, “Copy by dots”, simple pencils, game “Mini Maze”.
Contents of the lesson.
1. Organizational moment.
Who was our guest at the last lesson?
Today the bunny invited us to visit him. To get to his house you need to solve a difficult problem. You are ready?
2. Exercise “Houses” (Develop combinatorial thinking, visual perception and attention)
The psychologist gives each child a picture of a house. Children must mentally connect the two signs of Dienesh blocks and place the necessary blocks on the free “apartments”. After completing the task, the children change houses.
3. Exercise “Old Duck”. (Develop coordination of movements, auditory and motor memory)
Here we are visiting the bunny. And he wants to teach us how to play a new game.
The psychologist and children read the poem and perform movements corresponding to the text.
The old duck went to the market
I bought a basket for my first son,
I bought pants for my second son,
The third chick got a lollipop,
I bought a comb for my fourth child.
After completing the exercise, the exercise “Two Claps” and the finger game “Bunny-Ring” are repeated (see Lesson No. 13).
4. Exercise “Part - Whole” (Develop verbal and logical thinking)
Here is another interesting game that the bunny will play with you.
The psychologist (on behalf of the hare), addressing each child, names an object that is part of something (door, dial, fin, branch, stem, head, sleeve, step, leg, handle). Children name the whole.
5. Exercise “Copy by dots” (Develop fine motor skills of the hands, voluntary attention)
Children, it's time to go back. Let's thank the bunny for playing with us and draw and give him drawings.
The psychologist gives a worksheet with a task to each child. Children copy the drawings dot by dot. The psychologist checks the correctness of the exercise.
6. Summary. Exercise “Mini-maze” (Develop sensorimotor coordination)
Children give their drawings to the hare.
To get out of the hare's house you need to go through the labyrinth.
Each child takes the mini-maze with both hands and moves the ball inside the maze so that it does not fall out.
Lesson No. 15: “Let's help the Wolf.”
Target: development of auditory perception, voluntary attention, creative imagination, logical and creative thinking, motor coordination, auditory and motor memory, visual-spatial orientation, fine motor skills; developing the ability to understand instructions, retain them in memory and look for figures (blocks) in accordance with them.
Equipment and material: a letter from the Wolf, Dienish blocks, handouts for exercises “Logical pairs”, “Unfinished picture”, “Walk through the labyrinth”, simple and colored pencils, noise archestra instruments.
Contents of the lesson.
1. Organizational moment.
Children, we received a letter in kindergarten, but now you can guess who wrote it to us.
Again he runs on the trail,
Looking for something for lunch.
Knows a lot about piglets
Gray and toothy...
(wolf)
The Wolf writes in his letter that he is studying at a forest school, but Auntie Owl assigns such difficult tasks to her students. Let's help the Wolf complete them so that he can get a good grade.
2. Exercise “Show the figure” (Develop auditory perception, attention, learn to understand instructions, retain them in memory and look for figures (blocks) in accordance with them)
In front of each child is a box with Dienesh blocks. The psychologist asks you to find a red, large, thin triangle; yellow small thick circle, etc.
Children find blocks and show them.
2. Exercise “Logical pairs” (Develop logical thinking)
The psychologist distributes sheets with the task to each child. Children connect objects that are logically connected with each other with lines. Each child then explains their choice.
3. Exercise “Unfinished picture” (Develop creative thinking and imagination).
The psychologist gives each child a drawing with an element of the picture.
Children, using colored pencils, complete this element into a complete image. Then they come up with a name for their drawing.
4. Physical exercise “House” (Develop coordination of movements, auditory and motor memory)
Now let’s take a little rest and spend some physical exercise like in a real school.
Children, together with a psychologist, perform movements, pronouncing poetic lines.
Under the mushroom there is a hut-house,
(They connect their fingers with a hut)
A cheerful gnome lives there.
We'll knock softly
(Knock the fist of one hand on the palm of the other)
Let's ring the bell.
(Imitate movement)
The gnome will open the door for us,
He will call you to the hut-house.
(Call, imitating movement)
The house has a plank floor,
(Lower palms down, press one to the other with the ribs)
And on it is an oak table.
(The left hand is clenched into a fist, the palm of the right hand is placed on top of the fist)
Nearby is a high-backed chair.
(Point the left palm vertically upward, and put the fist of the right hand to its lower part)
There is a plate with a fork on the table.
(Hands lie on the table: the left hand is palm up; the index and middle fingers of the right hand are extended, the remaining fingers are clenched into a fist)
And the pancakes lie in a mountain -
Treat for the guys.
After completing the exercise, the “Old Duck” and “Two Claps” exercises are repeated (see Lessons No. 13; 14).
5. Exercise “Yes or no?” (Develop voluntary attention and auditory perception)
The psychologist reads the sentences. If children agree with these statements, they clap their hands (yes); if they disagree, their hands lie on the table (no).
- A meat grinder is used to grind the meat.
- They cut down a tree with an axe.
- It's cold in winter.
- The newspaper can be made of plastic.
- The donkey can talk.
- Water flows from the stone.
- The roof is made of straw.
- The tomato is blue.
- The wheel is square.
- Sausage is made from meat.
6. Exercise “Go through the labyrinth” (Develop visual-spatial orientation, attention, fine motor skills)
The psychologist distributes sheets with the task to each child. Children examine the labyrinth, looking for the road that will lead travelers to the forest. Then mark the path with a simple pencil.
7. Game “Remember your animal” (Develop auditory memory, attention and auditory perception)
Children are given instruments of a noise orchestra. Each child names an animal. Then the psychologist names the animals. The child whose animal is named swings his instrument once. The pace of the game gradually increases.
8. Summary.
Our lesson has come to an end. You and I helped the wolf complete all the tasks. Now he will know how to correctly answer Aunt Owl’s questions.
Lesson No. 16: “Let's help Pinocchio.”
Target: development of visual-spatial orientation, visual-figurative and logical thinking, voluntary attention, coordination of movements, auditory and motor memory; formation of the ability to concentrate and distribute attention, analyze, synthesize and combine, understand a schematic representation of a person’s posture.
Equipment and material: Pinocchio toy, Nikitin’s cubes “Fold the pattern”, demonstration material for the exercises “Make a picture”, “Tall tales”, “Freeze”, handouts for the exercise “Cars”, colored pencils.
Contents of the lesson.
1. Organizational moment.
Buratino comes to visit and asks the children to help him complete the homework that Malvina set.
2. Exercise “Make a drawing” (Develop visual-spatial orientation, voluntary attention, learn to analyze, synthesize and combine)
Malvina asked Pinocchio to put the cubes together into a pattern like the one in the picture, but he couldn’t. Shall we teach him?
The psychologist gives each child 4 cubes from the “Fold the Pattern” set. Then he hangs up samples of three pictures in turn, which the children have to put together.
3. Exercise “Tall Tales” (Develop visual-figurative thinking and voluntary attention)
Pinocchio drew a picture, but Malvina said that it was wrong. Why?
The psychologist posts a picture. The children look at it and take turns naming all the inconsistencies.
4. Exercise “At the deer” (Develop coordination of movements, auditory and motor memory)
Children, but Pinocchio still learned something. And now he will teach us how to play a game.
Children, together with a psychologist, stand on the carpet and perform movements, pronouncing poetic lines.
At the deer
(Hands depict horns)
House
(Hands depict a roof over your head)
Big.
(They spread their arms to the sides, showing how big the house is)
He looks out his window -
(Bend one arm horizontally at chest level. Place the elbow of the other hand on it, support your head with your palm)
A bunny runs through the forest
(Run in place)
There's a knock on his door:
- Knock-knock, open the door!
(Imitate knocking on the door)
There in the forest
(The fist with the thumb bent is waved over the shoulder, pointing back)
Hunter is evil!
(Imitate aiming with a gun)
- Hurry up and run
(Imitate opening a door)
Give me your paw!
(Offers hand for handshake)
And we also know many different games. Let's teach Pinocchio to play them.
After completing the exercise, the exercises “Old Duck”, “Two Claps”, “House” are repeated (see Lessons No. 13; 14, 15).
5. Exercise “Machines” (Develop logical thinking)
And here is another problem that the smart Malvina asked.
The psychologist gives each child a picture: “Pinocchio has two cars: red and blue. The cargo one is not red. What color is the car? Color the cars correctly."
6. Summary. Exercise “Freeze” (Teach to understand a schematic representation of a person’s posture)
You helped Pinocchio complete all of Malvina's tasks. And for this he will play one more game with you.
The psychologist explains the rules to the children: “Everyone must run around the room, and at the command of the leader, “One, two, three, freeze!” stop and take the pose shown on the card (shows one of the cards with a schematic image of a person). Those who take the wrong pose are eliminated from the game.”
At the end of the game, one or two children remain who are considered winners.
Pinocchio says goodbye to the children and leaves.
III. Providing the program
3. 1. List of basic literature
1. Govorova R., Dyachenko O. Games and exercises for the development of mental abilities in children // Preschool education. 1988. No. 1. p. 23 – 31.
2. Govorova R., Dyachenko O. Games and exercises for the development of mental abilities in children // Preschool education. 1988. No. 4. p. 29 – 33.
3. Pisarenko P.V. Soon to school. Attention. – Donetsk: VEKO, 2006.
4. Tikhomirova L. F. Cognitive abilities. Children 5 – 7 years old. – Yaroslavl: Development Academy, 2001.
5. Fomina L.V. Developmental activities in kindergarten. – Yaroslavl: Academy of Development, 2008.
3. 2. List of additional literature
1. Bashkirova N. Tests and exercises for preparing children for school. – St. Petersburg: Peter, 2010.
2. Wenger L. A. Games and exercises for the development of mental abilities in preschool children. – M.: Education, 1989.
3. Gatanova N.V., Tunina E.G. Program for the development and training of preschoolers: Tests for children 5 – 6 years old. – St. Petersburg: Publishing House “Neva”, 2004.
4. Gutkina N.I. Psychological readiness for school. – St. Petersburg: Peter, 2007.
5. Kryazheva N. L. Is the child ready for school? – Yaroslavl: Academy of Development, 1999.
Explanatory note
The proposed program is based on the program of N.P. Lokalova. “120 lessons on the psychological development of junior schoolchildren” Psychological program for the development of the cognitive sphere of students in grades I-IV.
An individual program for the development of cognitive processes is intended for classes with 2nd grade student Ivan Ivanov, who is studying in the VII type program. This program is designed taking into account the individual characteristics of the child. The boy has an undeveloped motivational-volitional sphere, attention, memory, and student attitude.
The program is designed taking into account and relying on the child’s reserve capabilities: activity, performance, sufficient emotional contact with an adult, sufficient interest in play activities.
In June 2012, the boy was examined for TMPK, as a result of which the development of the child’s cognitive sphere (correction of cognitive processes, emotional sphere) was recommended.
The main goal is the correction and development of the student’s cognitive sphere.
To achieve the goal, the following tasks were set:
- development of cognitive abilities (perception, attention, memory, thinking);
- formation of the student’s internal position;
-development of communication skills.
The program includes the following blocks:
1. Diagnostic (primary diagnosis). The purpose of this stage is to identify the level of cognitive processes and communication skills.
2. Corrective/developmental block. The goal is the development and correction of cognitive processes: memory, attention, thinking, communication skills, emotional sphere.
3. Diagnostic (secondary diagnosis). The block for assessing the effectiveness of correctional interventions is aimed at analyzing changes in cognitive processes, mental states, and personal reactions of a student as a result of developmental interventions.
Basic techniques and methods of work: Psychological games and exercises, art therapy, fairy tale therapy, conversation.
Skill development takes place in three stages:
. obtaining information about the content of a particular skill;
. application of acquired knowledge in specific situations (skill development);
. transferring skills learned in classes into the child’s everyday life.
Classes are held once a week. The duration of each lesson is 45 minutes. The volume of material in the program is designed for 30 lessons. Classes are held in the psychologist's office.
Expected results:
Subject to the successful implementation of this program, positive dynamics will be observed in the development of cognitive activity, as well as in the motivational, emotional and communicative spheres.
The effectiveness of the program is assessed based on the results of observation and psychological examination, which is carried out at the beginning and end of correctional classes.
Thematic planning
2nd grade (1-30)
Lesson topic |
Methods and tasks |
Number of hours |
|
Development of voluntary attention. |
Count it right |
||
|
Where did the bunny run off to? |
||
Development of visual memory. |
Flies - does not fly |
||
|
Find the shapes |
||
Development of the ability to navigate in the space of a sheet. |
Above, left, right, below |
||
Development of visual-figurative thinking. |
Polyanka |
||
Development of thinking (establishing patterns on abstract material). |
Find the shapes |
||
Development of visual perception (identification of letter forms). |
Name the letters |
||
Cross out the letters and listen |
|||
|
Guess the words |
||
Development of the ability to obey the verbal instructions of an adult. |
Graphic dictation |
||
Development of spatial perception. |
Find the pyramid |
||
Development of thinking (establishing patterns). |
Find the shapes |
||
Development of spatial concepts. |
Balls in a tube |
||
Development of the ability to identify significant features. |
Choose the main thing |
||
Development of visual-verbal analysis and synthesis. |
Guess the words |
||
Development of tactile sensations. |
Rough planks |
||
Development of auditory sensations. |
Noisy boxes |
||
Development of tactile sensations. |
Heavy boxes |
||
Development of voluntary attention (distribution of attention in conditions of collective activity). |
Let's do it together |
||
Development of mediated memory. |
Encrypt the sentence |
||
Development of verbal memory and voluntary attention. |
What changed? |
||
Development of the ability to reproduce a sample. |
Complete the drawing |
||
Development of thinking (processes of analysis). |
Find football players in the same uniform |
||
Development of mediated memory. |
Encrypt the sentence |
||
Development of thinking (comparison operation). |
Find the same ones |
||
Development of thinking (summarizing visual material). |
Fourth wheel |
||
Development of an internal action plan. |
Match the shapes |
||
Development of voluntary attention (distribution). |
Cross out the letters and listen |
||
Development of thinking (ability to compare). |
Find the different ones |
||
MBOU "Secondary school No. 1 with in-depth study of individual subjects in Shebekino, Belgorod region"
"Considered"
At a meeting of the methodological council of the Municipal Budgetary Educational Institution “Secondary School No. 1 with UIOP in Shebekino, Belgorod Region”
Protocol No. ___
from "____"____ 2014
"Agreed"
Deputy Director for HR MBOU "Secondary School No. 1 with UIOP in Shebekino, Belgorod Region"
Gorgots O.I.
"___"________2014
"Considered"
at a meeting of the Pedagogical Council
Protocol No. ___
from __.__.2014
"I affirm"
Director
MBOU "Secondary school No. 1s UIOP Shebekino, Belgorod region"
Vyalova I.A.
Order No. ______ dated
"___"_________2014
WORKING PROGRAMM
CORRECTION AND DEVELOPMENTAL CLASSES
ON THE DEVELOPMENT OF COGNITIVE PROCESSES
Implementation period: 4 years
Age of students: 6-11 years
Teacher - psychologist
Plotnikova Svetlana Vladimirovna
Shebekino 2014
Table of contents
Explanatory note………………… …...…………………………....… 3
Thematic planning and content 1st grade………………………..8
Thematic planning and content 2nd grade………………………10
Thematic planning and content 3rd grade………………………12
Thematic planning and content 4th grade………………………14
Methodological support…………………………………………………………….15
Bibliography …………………………………………… …………..…15
Explanatory note
The work program for the correction of cognitive processes is developed on the basis of the program for the development of cognitive abilities L. V. Mishchenkova “36 lessons for future excellent students”(Moscow. Publishing house Rost, 2011) and is intended for students in grades 1-4.
Distinctive feature. Classes for the development of cognitive abilities differ in that the child is offered tasks of a non-educational nature. This is how serious work takes the form of a game, which is very attractive and interesting for younger schoolchildren. The principal objective of the proposed course is precisely the development of cognitive abilities and general educational skills, and not the acquisition of any specific knowledge and skills.
In the concept of the second generation federal state standards, as the final result of the educational activities of a 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: “Curious, interested, actively exploring the world; able to learn, capable of organizing his own activities..."
The course “RPS” (Development of Cognitive Abilities) is aimed at developing in students the above-mentioned qualities of a primary school graduate.
Maintargetcourse: 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 schoolchildren.
Development of creative abilities of younger schoolchildren.
Expanding students' horizons.
Development of the emotional-volitional sphere of children.
Forming 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 set ensures 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, elimination of the superfluous, generalization, classification, establishment of logical connections, ability to construct.
The course content integrates assignments from various fields of knowledge: Russian language, literature, mathematics, and the surrounding world. Thematic lessons, presented in a playful way, contribute to the easy correction and development of students’ mental qualities, the formation of general intellectual skills, broadening their horizons, developing cognitive abilities and ultimately achieving good results in their studies.
When drawing up a working correctional and developmental program, the following were taken into account:
requirements of the federal state educational standard for 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: By reducing thematic classes in 1st grade, 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 allocated for individual in-depth diagnostics of students (end of the year).
Selection criteria for the correctional group
The correctional group includes students in grades 1–4 who have difficulties in their studies and have shown a low level of intellectual development during an in-depth psychological examination using L.A.’s method. Yasyukova “Forecast and prevention of learning problems in primary school.” At the end of the school year, a repeated in-depth diagnosis of student data is carried out. The diagnostic results are taken into account when constructing further psychological and pedagogical support for students,
Conditions for the program
The RPS course is aimed at children from 6 to 10 years old, designed for 4 years - 135 hours: 1st grade - 33 hours, 2nd grade - 34 hours, 3rd grade - 34 hours, 4th grade - 34 hours.
Classes are held once a week, for 45 minutes in grades 2-4; in 1st grade - in accordance with the order of the Russian Ministry of Health dated August 6, 1999).
The form of organization of classes is group, individual.
The number of children in a group is from two to eight people.
This program can be used to conduct individual and group lessons with children enrolled in the correctional and developmental program of type VII. Depending on the complexity of intellectual disabilities in these students and their capabilities, the teacher-psychologist determines the form of presentation of the material and the choice of tasks included in the workbooks.
Premises requirements : a classroom (psychologist's office), which includes a learning area (tables and chairs) and a play space;
Features of correctional and developmental classes
Providing a favorable atmosphere. Kindness on the part of the teacher, his refusal to criticize the child.
Markless training system.
Enriching the child’s environment with a variety of new objects in order to develop his curiosity.
Encouraging the expression of original ideas.
Widespread use of open-ended, multi-valued questions.
The teacher's use of personal example - a creative approach to solving a problem.
Allowing children 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 a logical series in accordance with a given principle, independently compose an elementary pattern.
Name several options for an extra item among a group of similar ones, justify your choice.
Find the principle of grouping objects, give a general name to these groups.
Find similarities and differences between objects (by color, shape, size, basic concept, functional purpose, and so on).
Be able to determine cause-and-effect relationships, recognize deliberately false phrases, correct illogic, and justify your opinion.
Solve various kinds of puzzles independently (crosswords, puzzles, cryptograms, anagrams, encryption, etc.), as well as compose simple puzzles.
Highlight the essential features of the subject and 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).
Select rhymes for words, compose pairs of poetic lines.
Name positive and negative character traits.
Select synonyms and antonyms for words.
Recognize studied catchwords (phraseologisms) 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 listening once.
Correlate the plot and the proverb that expresses its main idea.
Use theatrical techniques: stage plays, act out proposed situations, “reincarnate” into an inanimate object, using gestures, facial expressions, plasticity and other acting abilities.
Freely navigate in space using the concepts: “up diagonally from right to left”, “up diagonally from left to right”, “down diagonally from right to left”, “down diagonally from left to right” and others, independently draw drawings using these concepts on checkered paper.
Compose a story on a given topic, come up with a continuation of the situation, compose fairy tales in a new way, fantastic stories both from the first person and from the perspective 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 your actions in accordance with the task and the conditions for its implementation, including in the internal plan;
construct messages in oral and written form;
establish cause-and-effect relationships in the range of phenomena being studied;
carry out synthesis as composing a whole from parts;
carry out comparison, series and classification according to specified criteria;
generalize, i.e., carry out generalization and deduction of generality for a whole series or class of individual objects, based on the identification of essential connections;
establish analogies;
carry out the subsumption of the concept on the basis of object recognition, identification of essential features and their synthesis;
take into account different opinions and strive to coordinate different positions in cooperation;
formulate your own opinion and position;
to ask questions;
adequately use speech means to solve various communicative problems, construct 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 construct messages in oral and written form;
carry out synthesis as the composition of a whole from parts, independently completing and completing the missing components;
carry out comparison, serialization and classification, independently choosing the grounds and criteria for the specified logical operations;
build logical reasoning, including establishing cause-and-effect relationships;
speech means for effectively solving various communicative tasks, planning and regulating one’s activities.
Program effectiveness criteria
In order to track the dynamics of student development, individual diagnostics are carried out at the beginning of the school year - September, and at the end - May according to the method of L.A. Yasyukova “Forecast and prevention of learning problems in primary school.”
Corrective and developmental work with children should be considered effective if the results of a 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 are indicators of changes in the motivational and personal sphere of students (formation of a positive attitude towards school and learning, increased self-confidence, increased level of development of the emotional-volitional sphere, the desire to defend one’s opinion, the formation of adequate self-esteem, increased interest in everyone school lessons, the disappearance of the fear of answering in class, an increase in school performance).
Thematic planning and content indicating the main
areas of work with students
1 class
№ p/p
SUBJECT
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
2 hours
For the first time in first class
1 hour
The meaning of training. Rules of conduct at school. Officer's ruler, options for its use
Development of attention
auditory memory, thinking, imagination, fantasy, speech, reflection
Work on mistakes
1 hour
The meaning of the concept of “working on mistakes”
Development of attention, reaction speed, logical thinking, reflection
The Three Little Pigs' Quest
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
Rules of the game "daisy". How to Dramatize Short Dialogues
Development of attention, thinking, reaction speed, imagination, artistic abilities, reflection
Through the pages of the Russian folk tale “The Wolf and the Seven Little Goats”
1 hour
Development of attention, thinking, auditory memory, imagination, design abilities, reflection
Drawing an apple tree
1 hour
How to stage a situation using gestures and facial expressions
Development of attention, thinking, auditory memory, phonemic hearing, artistic abilities, reflection
Geometric store
1 hour
Geometric shapes: triangle, square, rectangle, quadrangle, circle, rhombus, their features
Development of attention, logical thinking, spatial orientation, visual memory, sensory abilities, reflection
Through the pages of the Russian folk tale "Masha and the Bear"
1 hour
Development of attention, visual memory, thinking, design abilities,
artistic abilities, reflection
Bread-father
1 hour
The value of bread, the labor intensity of its production.
Development of attention, thinking, auditory memory, imagination, reflection
Box with a surprise
1 hour
Game “Through the Mouth of a Baby”
Development of attention, logical thinking, imagination, speech, speed of reaction, reflection
In a mushroom meadow
1 hour
Common mushrooms: boletus, boletus, boletus, honey mushrooms, chanterelles, fly agaric, their characteristics.
The basic rule of a mushroom picker
Development of attention, thinking, visual memory, spatial orientation, imagination, fantasy, speech, reflection
Visiting Znayka
1 hour
Znayka is the hero of N. Nosov’s book “The Adventures of Dunno and His Friends”
Development of attention, reaction speed, thinking, visual memory, imagination, sense of rhyme, reflection
Reading letters
1 hour
Brief summary of popular works, their main characters: Aladdin, Balda, Winnie the Pooh, Nutcracker, Baron Munchausen
Development of attention, thinking, imagination, fantasy, reflection
1
2
3
4
5
Decorating the Christmas tree
1 hour
Traditional Christmas tree decorations
Development of attention, visual memory, thinking, design abilities, imagination, sense of rhyme, reflection
"Cool" tasks
1 hour
What is a “changeling name”, “vinaigrette for fairy tales”. How to draw a non-existent animal
Development of attention, auditory memory, thinking, including non-standard thinking, imagination, reflection
And again, “cool” tasks
1 hour
A comic description of a fairy-tale hero. How to paint a portrait of a non-existent person
Development of attention, auditory memory, logical thinking, including non-standard thinking, spatial orientation, imagination, reflection
Pets
1 hour
The role of domestic animals 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
On the road to goodness
1 hour
The meaning of the concepts of “good” and “evil” using the example of literary works. Character qualities that symbolize goodness
Development of attention, memory, thinking, speech, reflection
To be healthy
1 hour
The main components of a healthy image
life. A story from the point of view of an inanimate object
Development of attention, thinking, spatial orientation, memory, imagination, fantasy, speech, reflection
Dunno exam
1 hour
Development of attention, reaction speed, logical thinking, imagination, visual memory, design abilities, reflection
Collection of puzzles from Dunno
1 hour
Development of attention, reaction speed, logical thinking, semantic and visual
memory, imagination, sense of rhythm and rhyme, reflection
Through the pages of Edward's book
Uspensky "Uncle Fyodor, dog and cat"
1 hour
E. Uspensky and his books. Heroes of the work “Uncle Fyodor, the Dog and the Cat”
Development of attention, reaction speed, semantic memory, thinking, imagination, reflection
Famous
kids. Thumbelina
1 hour
Thumbelina - the heroine of the fairy tale by G.-H. 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
Brief summary of the tale by G.-H. Andersen's "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
Verbal 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
2nd grade
№ p/p
SUBJECT
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 "The Law of the Right Hand"
Development of attention, reaction speed, thinking, imagination, speech, reflection
Like a cornucopia
1 hour
The meaning and history of the origin of the phraseological unit “like from a cornucopia”
Development of attention, reaction speed, thinking, orientation
in space, visual memory, imagination, reflection
Something about school
1 hour
The history of the origin of school-related words: “school”, “vacation”, “knapsack”.
Pelican - a symbol of teaching work
Development of attention, thinking, reaction speed, design abilities, reflection
Vegetables from the garden
1 hour
Groups of vegetables: onion, leaf, root, fruit. The importance of vegetables in the human diet. How to draw a non-existent vegetable
Development of attention, thinking, imagination, fantasy, artistic abilities, reflection
Chickens laugh
1 hour
The meaning and history of the origin of the phraseological unit “chickens laugh.” A story from an animal's point of view
Development of attention, thinking, orientation in space, imagination, fantasy, artistic abilities, reflection
Fairytale leaf fall
1 hour
The riddles are confusing. Fairy tales and their corresponding fairy-tale objects
Development of attention, thinking, spatial orientation, design abilities, visual memory, reflection
Developing imagination and fantasy
1 hour
Imagination and its significance in human life. A story from the perspective of 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. A story from an animal's point of view
Development of attention, thinking, orientation in space, imagination, fantasy, reflection
Let's kick the bucket
1 hour
The meaning and history of the origin of the phraseological unit “beat the buck”. The meaning of phraseological units. How to write a tall tale
Zoological assortment
1 hour
What is zoology. What does the concept of “animals” include? Animals and their homes
Development of attention, thinking, design abilities, reflection
Club of young painters
1 hour
What is painting?
History of the origin of paints. Genres of painting: portrait, landscape, still life
Development of attention, thinking, imagination, reflection
Flower guessing game
1 hour
Legends about flowers
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 phraseological unit “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, spatial orientation, reflection
Christmas tree with magic cones
1 hour
Orientation method
in space using 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 attentive and caring
1 hour
Elderly people and loved ones need attention and care. Game "Dispersion of Opinions". Characteristics of a person using adjectives
Development of attention, thinking, imagination, speech, acting abilities, reflection
Rolling up my sleeves
1 hour
The meaning and origin of the phraseological unit “rolling up your sleeves”
Development of attention, logical thinking, phonemic hearing, spatial orientation, design abilities, imagination, fantasy, reflection
A 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, spatial orientation, design abilities, imagination, reflection
Learning to be honest
1 hour
The Supremacy of Truth
over lies. How to dramatize a story
"Learn to control yourself"
1 hour
The concept of "mood". Ways to correct mood. Feelings that cause 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
Why are giraffe, frog, toad, fly, penguin interesting?
Development of attention, thinking, spatial orientation, design abilities, reflection
A few more interesting facts from the life of animals
1 hour
Why are tiger, ladybug, crocodile, spider interesting?
Development of attention, thinking, including non-standard thinking, memory, spatial orientation, imagination, reflection
The fifth wheel in the cart
1 hour
The meaning of the phraseological unit “fifth wheel in the cart.”
Development of attention, thinking, including non-standard thinking, 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 you need to study mathematics
Development of attention, logical, as well as non-standard thinking, orientation in space, reflection
Chinese letter
1 hour
The meaning and history of the origin of the phraseological unit “Chinese literacy”. Positive qualities of a student
Development of attention, innovative thinking, visual memory, expansion of vocabulary, reflection
0 watercraft
1 hour
Features of water vessels: raft, canoe, boat, caravel, steamship, motor ship
Development of attention, thinking, visual
and auditory memory, spatial orientation, imagination, sense of rhyme, reflection
Tales of A. S. Pushkin
1 hour
Five Pushkin 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. Riddle-acrostic
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/p
SUBJECT
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
A word about the Motherland
1 hour
What connects a person with his homeland. Concepts: “nostalgia”, “patriot”
Development of attention, semantic, visual, auditory memory, logical thinking, imagination, reflection
In the family
1 hour
What is family. The main responsibility of the family. Family coat of arms
Let's continue talking about family
1 hour
Concepts: “pedigree”, “family holidays”, “family heirlooms”. Intrafamily 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 character qualities
Development of attention, memory, thinking, imagination, speech, reflection
It happened 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 importance of space exploration
Old man boletus
1 hour
Interesting information about mushrooms. Rules for collecting mushrooms
Development of attention, memory, logical thinking, imagination, reflection
We continue to inspect the possessions of the Old Borovitchka
1 hour
Interesting facts about berries
Development of attention, memory, logical thinking, imagination, reflection
Cat in a poke
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
restrain your negative emotions. The performance is impromptu. Game "Name Calling"
Literary guessing game
1 hour
Guessing game rules. Heroes are the “kids” of literary fairy tales. How to portray an animal using gestures and facial expressions. Game "Hot and Cold"
Take care of your health
1 hour
Basic rules for a healthy lifestyle: sufficient physical activity, proper nutrition, personal hygiene. Characteristics of a healthy person
Development of attention, thinking, including non-standard thinking, reflection
About water
1 hour
The meaning of water. Environmental problems. Origin of the names of the seas
Development of attention, thinking, memory, imagination, phonemic hearing, reflection
Let's hurry to help Kuza
1 hour
Development of attention, memory, thinking, including non-standard thinking, imagination, design abilities, expansion of vocabulary, reflection
1
2
3
4
5
Poetry carousel
1 hour
Variety of rhymes: paired, cross, encircling
Development of attention, memory, thinking, imagination; developing the ability to select rhyming words, continue composing a poem, following a given topic, reflection
Art Studio
1 hour
Exercises to develop acting abilities
Development of attention, acting and communication abilities, creative imagination, reflection
Winter in mysteries
1 hour
Riddles on a winter theme. Game “Drawing Winter”
Development of attention, thinking, imagination, auditory memory,
orientation in space, reflection
Gifts from Santa Claus
1 hour
Name-shifter. Crossword "Petals"
Development of attention, thinking, including non-standard thinking, 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 on the farm.
Three main parts of a tree: roots, trunk and branches, leaves
Development of attention, thinking, spatial orientation; expansion of horizons, reflection
Proverb -
flower, proverb - berry
1 hour
A variety of Russian folk proverbs and sayings. Differences between a proverb and a saying. How to dramatize a proverb using 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, spatial orientation, 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. Types of art: music, theater. How to depict a sketch using pantomime
Development of attention, memory, thinking, imagination, artistic abilities, reflection
Let's go to the School of Arts
1 hour
Types of art: circus, painting, ikebana
Development of attention, memory, thinking, imagination, speech, communication and artistic abilities, reflection
Dolls in our lives
1 hour
Information from the history of dolls. Quiz on the theme “Dolls”. A story about a favorite doll
Development of attention, memory, thinking, imagination, spatial orientation, speech; expansion of horizons, reflection
Golden Rain
1 hour
The meaning and history of the origin of the phraseological unit “golden shower”
Development of attention, reaction speed, thinking, memory,
design abilities, speech, reflection
Feed 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; enrichment of vocabulary, reflection
In the kingdom of Leshego
1 hour
Rules of behavior in the forest. The need to respect nature. Game "Make a Word"
Geometric kaleidoscope
1 hour
The meaning of the word "geometry". History of the emergence of the science of geometry. Planar geometric shapes
Development of attention, thinking, memory, design abilities, imagination, reflection
Puzzle shop. Fiction department
1 hour
Literary heroes in questions, tasks, encryption
Development of attention, memory, non-standard thinking, spatial orientation, reflection
1
2
3
4
5
Puzzle shop. Cooking department
1 hour
First, second, third courses. The concept of "ingredients"
Development of attention, reaction speed, auditory and visual
memory, logical thinking, reflection
Individual in-depth diagnostics of students
2 hours
Total
34 hours
4th grade
№ p/p
SUBJECT
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
Family
1 hour
Definition of family. Family relationships. Head of the family. Family holidays. Characteristics of a person
Development of attention, reaction speed, thinking, including non-standard thinking, imagination, semantic and visual memory, speech, reflection
My portrait in the sun
1 hour
Positive and negative qualities of a person. Role-playing game "Get to know each other." A humorous characterization of a person
Development of attention, thinking, artistic abilities, speech, reflection
Intellectual Club "Thinker"
1 hour
Development of attention, reaction speed, logical, non-standard thinking, imagination, reflection
Water in our lives
1 hour
The 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 cooks
1 hour
What is cooking? Names and essence of meat dishes: bacon, beef stroganoff, steak, boiled pork
Development of attention, memory, thinking, imagination, vocabulary replenishment, reflection
Where do winged words fly?
1 hour
The history of the origin of the expression “winged words”. S. V. Maksimov - 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 fairy 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 Knights”: 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
The history of International Bird Day. Promotion “Bird of the Year”. Variety of bird beaks. Birds in Russian poems 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
Circus
1 hour
The history of the circus. Features of circus art. Circus professions. Trick is the basis of circus skills
Development of attention, phonemic hearing, thinking, imagination, speech, reflection
Kaleidoscope of puzzles
1 hour
Development of attention, phonemic hearing, thinking, memory, imagination, reflection
Music Box
1 hour
Concepts: “classical music”, “classical composers”. Information about musical instruments: drum, violin. Amati and Stradivarius - 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
Maslenitsa
1 hour
Traditions of Maslenitsa
Development of attention, memory, thinking, imagination, spatial orientation, artistic abilities; exercise in versification, reflection
Cinderella - the heroine of the fairy tale by Charles Perrault
1 hour
The secret of the fairy tale's appeal
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 Rus'
Development of attention, thinking, imagination, memory, speech, reflection
Russian language club
1 hour
The richness 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, innovative thinking, reflection
Eh, apple!..
1 hour
Apple saved. Popular varieties of apples. Ancient Greek myth "Apple of Discord". A story 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 motley cases
1 hour
A story from the perspective of an imaginary person
Development of attention, auditory and visual memory, thinking, imagination, speech, orientation in space, reflection
Joke - a minute, but charges for an hour
1 hour
The meaning of a joke in a person's life. A good joke and a bad joke
Development of attention, thinking, imagination, artistic abilities, reflection
About time and clocks
1 hour
The value of time. Synonyms for "time"
Development of attention, thinking, imagination, speech, reflection
Let's continue the conversation about time and watches
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 puzzle. What do the words mean: “rebus”, “cryptogram”
Development of attention, imagination, thinking, including non-standard thinking, reflection
Ivan Kupala holiday
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, reaction speed, 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 the teacher, including the course program: Mishchenkova L.V. 36 lessons for future excellent students: Tasks for the development of cognitive abilities / Methodological manual, grades 1 - 4. – M.: Publishing house ROST, 2011. – 198 p.
Bibliography
1. Anufrieva A.F.,. Kostromina S.N. How to overcome difficulties in teaching children. – St. Petersburg: Rech, 2003. – 247 p.
2. Bityanova M.R., Azarova T.V., Afanasyeva E.I., Vasilyeva N.L. The work of a psychologist in an elementary school. - 2nd ed. - M.: Genesis, 2001. - 352 p.
3. Glazunov D.A. Psychology. 1st – 3rd grade. Developmental activities. Methodological manual with electronic application/auth.-comp. D.Glazunov. – M.: Globus, 2008. – 240 p. – (School psychologist).
4. Zak A.Z. Development of mental abilities of younger schoolchildren. – M.: Education: Vlados, 1994. – 320 p.
5. Zak A.Z. Intellect Notebook for the development of thinking abilities, grades 1 – 4
6. Zashirinskaya O. V. Psychology of children with mental retardation: Textbook: Reader. – Ed. 2nd, Spanish and additional – St. Petersburg: Rech, 2007 – 168 p.
7. Lokalova N.P. 120 lessons on the psychological development of younger schoolchildren (psychological program for the development of the cognitive sphere of students in grades I – IV). Part 1. Book for teachers. – 4th ed., erased. –M.: “Axis – 89”, 2008. – 272 p.
8. Mamaichuk I.I. Psychocorrectional technologies for children with developmental problems. – St. Petersburg: Rech, 2004. – 400 p.
9. Psychocorrectional and developmental work with children. Ed. I.V. Dubrovina. – M.: Academy, 1998.
10. Kholodova O.A. For young smart people: Tasks for the development of cognitive abilities / Methodological manual, grades 1 – 4. – M.: Publishing house ROST, 2011. – 270 p.
Digital educational resources:
“Belogorye Network Class” http://belclass.net
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 at the Solnyshko mini-center
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 older preschool age. Thanks to cognitive mental processes, the child gains knowledge about the world around him and himself, assimilates new information, remembers, and solves certain problems. Among them you divide sensations and perceptions, memory, thinking, imagination. A necessary condition for the flow of mental processes is attention
Attention of a child at the beginning of preschool age reflects his interest in surrounding objects and the actions performed with them. The child is focused only until interest wanes. The appearance of a new object immediately causes a shift 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 years 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 more aware of a picture than a younger preschooler and identifies more interesting aspects and details in it. Development of voluntary attention. The main change in attention in preschool age is that children for the first time begin to control their attention, consciously direct it to certain objects and phenomena, and stay on them, using certain means for this. Starting from senior preschool age, children become able to maintain attention on actions that acquire intellectually significant interest for them (puzzle games, riddles, educational-type tasks). The stability of attention in intellectual activity increases noticeably by the age of seven.
Memory. Significant changes in children occur in the development of voluntary memory. Initially, memory is involuntary in nature - in preschool age children usually do not set themselves the task of remembering anything. The development of voluntary 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 remember better what interests them and remember meaningfully, understanding what they remember. In this case, children primarily rely on visually perceived connections of objects and phenomena, rather than on abstract logical relationships between concepts. In addition, in children the latent period during which the child can recognize an object that is already known to him from past experience is significantly extended. Thus, by the end of the third year, a child can remember what he perceived several 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: almost no one can remember what happened to him in the first year of his life, although this is the time that is most rich in experience.
Start working on development of fine motor skills needed from a very early age. Already an infant can massage his fingers (finger gymnastics), thereby influencing the active points associated with the cerebral cortex. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.
And, of course, in older preschool age, work on developing fine motor skills and coordination of hand movements should become an important part of preparation for school, in particular for writing. Read more about the methods of preparing a preschooler’s hand for writing in the section “Developmental techniques.
Why is it so 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 thereby 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: in order to interest the child and help him master new information, you need to turn learning into a game, not back down if tasks seem difficult, and do not forget to praise the child. We bring to your attention games for the development of fine motor skills that can be practiced both in kindergarten and at home.
Imagination child develops in the game. At first, it is inseparable from the perception of objects and the performance of game actions with them. A 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 riding, and he cannot mentally transform a stick into a horse when he is not acting with it. In the play of three- and four-year-old children, the similarity of the substitute object with the object that it replaces is essential. In older children, the imagination can also rely on objects that are not at all similar to the ones being replaced. Gradually the need for external supports disappears. Interiorization occurs - a transition to playful action with an object that does not actually exist, to a playful transformation of the object, giving it a new meaning and imagining actions with it in the mind, without real action. This is the origin of imagination as a special mental process. Formed in play, imagination moves into other activities of the preschooler. It is most clearly manifested in drawing and in writing fairy tales and poems. At the same time, the child develops voluntary imagination when he plans his activities, an original idea and orients himself to the result. At the same time, the child learns to use involuntarily arising images. There is an opinion that a child’s imagination is richer than an adult’s imagination. This opinion is based on the fact that children fantasize for a variety of reasons. However, a child's imagination is actually not richer, but in many respects poorer than an adult's imagination. 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 is still unable to retain the previously perceived images. The recreated images are for the most part far from the original principle and quickly leave the child. However, it is easy to lead a child into a fantasy world where fairy-tale characters are present. In older preschool age, the child’s imagination becomes controllable. Imagination begins to precede practical activity, combining with thinking when solving cognitive problems. Despite all the importance of the development of active imagination in the general mental development of a child, there is also a certain danger associated with it. For some children, imagination begins to “replace” reality and creates a special world in which the child can easily achieve the satisfaction of any desires. Such cases require special attention, as they lead to autism.
As curiosity and educational interests develop thinking is increasingly used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities. Preschoolers resort to some kind of experiments to clarify questions that interest them, observe phenomena, reason about them and draw conclusions. Acting with images in his mind, 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, revealing itself in the solution of a narrow range of practical problems related to the child’s objective activity, using the simplest tools. By the beginning of preschool age, children solve in their minds only those tasks in which the action performed by a hand or tool is directly aimed at achieving a practical result - moving an object, using it or changing it. Younger preschoolers solve such problems with the help of external orienting actions, i.e. at the level of visual-effective thinking. In middle preschool age, when solving simpler and then more complex problems with indirect results, children gradually begin to move from external tests to tests performed in the mind. After the child is introduced to several variants 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 forming the foundations for the safety of one’s own life and the prerequisites for environmental awareness, preserving and strengthening 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 by Zemtsova O.N. “Smart Books” presents games and exercises aimed at the development of mental processes (attention, memory, thinking, imagination), mathematical concepts, speech development, preparation for learning to read and write, as well as the development of fine motor skills and familiarity with the outside world.
Manual by Alyabyeva E.A. “Correctional and developmental classes for children of senior preschool age) presents practical material on the development of empathy, communication skills, prevention of aggressiveness, conflict, isolation, and anxiety.
The manual by M.M. and N.Ya Semago “Organization and Content of the Activities of a Special Education Psychologist” allows one to assess the maturity of the prerequisites for a child’s educational activities and his readiness to start school. It includes tasks for the frontal examination of children, instructions for their implementation, analysis of the results, a description of the behavioral characteristics of children and their assessment.
“Developmental tasks for kids” by S.V. Burdin is aimed at developing voluntary attention, logical thinking, mathematics, speech and graphic skills.
Belousova L.E. Hooray! I learned! Collection of games and exercises for preschoolers: Method
a manual for preschool teachers. The games and exercises proposed in the collection are intended for the comprehensive development of the intellectual sphere of preschoolers based on improving 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 is 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. During classes, children adapt more easily to a peer group, are united by joint activities, they develop a sense of unity, increase confidence in their abilities, create a safe space for communication, and conditions for self-expression.
The program is intended for additional education teachers working with children of preschool and primary school age in additional education institutions and early childhood development centers.
GOAL: 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;
develop social behavior skills;
promote increased self-confidence and development of independence;
Principles of program construction
The Solar Steps program is built on the following principles:
systematic and planned.
Child development is a process in which all components are interconnected, interdependent and interdependent. You cannot develop just one function; systematic work is necessary. Classes are conducted systematically. The material is arranged sequentially, from simple to more complex.
principle of taking into account age characteristics.
Taking into account the psychological and physiological characteristics of children, the selection of tasks, methods and techniques of teaching is carried out, ensuring the formation of an active and creative individuality in each child.
principle of accessibility.
The material is presented in an understandable form, which makes working with children easier and makes 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 children of preschool and younger age, the leading type of activity is play, so classes are of a playful nature. Training is conducted through logic games and game situations.
6) the problem principle.
Creating a problem situation in class allows children to independently find a solution (choosing a strategy for behavior in the situation; variability in solving the problem, etc.).
7) the principle of child development 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 training and education.
The child develops as a personality in accordance with his physical characteristics and existing inclinations.
9) the principle of individuality and differentiation.
Knowledge and consideration of the individual psychological characteristics of students, setting tasks for specific students in accordance with their personal characteristics, adjusting the methods of education and training.
10) the principle of unity of developmental and diagnostic functions
Testing, diagnostic tasks that allow you to analyze the degree to which children have mastered knowledge and skills, and 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, communication skills, and observation skills; development of the emotional-volitional sphere; development of communication skills and empathy.
Principles of lesson design:
Creating a psychologically favorable atmosphere;
Compliance with the individual characteristics of students;
Adequacy of requirements and loads;
Goodwill;
Non-evaluative, indirect assessment, which characterizes only a positive result;
The interest and activity of the child himself;
Community of adults and children.
Forms of classes
Classes are conducted in the form of a travel game, research lesson, fairy tale lesson, story game, mini-training.
Organization of classes
Duration of classes - 30 minutes.
Between classes, children rest for 10 minutes during recess, which includes low-mobility games
Each lesson consists of two blocks.
The first block includes ethical conversations aimed at developing the emotional-volitional, moral sphere, empathy, exercises, and studies on the development of communication skills.
The second block includes games and tasks for the development of cognitive processes, fine motor skills and coordination of movements, and relaxation exercises.
The following are used forms of work:
Individual;
Collective;
Group.
Expected results
By the end of this program, children must have:
Idea about the school;
A formed system of knowledge and skills that characterizes readiness for schooling.
be able to:
Find a solution to the problem yourself;
Analyze situations, explore the object proposed by the teacher;
Control your behavior; restrain emotions, desires;
Communicate with peers and adults.
Diagnostic work
During the program, the teacher monitors the children’s results using tests, creative tasks, open classes, diagnostics, and parent surveys.
To track the dynamics of the development of students’ mental processes, an individual diagnostic card and a summary diagnostic table based on the diagnostic results are compiled.
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 school, as well as group and individual consultations for parents
The following tests and methods are used in the work:
To study thinking:
- “What’s extra?”
Circle game “Opposite word” (with a ball)
Notebooks for developing a child's thinking
To study attention:
Notebooks for developing a child's attention
Game "Notice everything"
Game “Edible - Inedible”
Circle the number "4"
A book with educational aids “Smart Book”.
To study memory:
Game "Notice everything"
- “Remember 10 pictures”
- “Draw from memory”
Game "Remember the order"
Remember what color each item is.
Notebooks for developing a child's memory
A book with educational aids “Smart Book”.
For studying fine motor skills
- “Match painting”
Cut out shapes from paper folded like an accordion.
Complete the patterns in the cells
A book with educational aids “Smart Book”.
To study the emotional state:
Observation, interviews with parents and teachers,
Diagnostics to determine readiness for school:
Kern-Jirasek test;
Methods for studying voluntary attention;
Diagnostics of the development of elements of logical thinking;
Diagnostics of self-control and voluntary memorization;
Diagnosis of a child’s speech development, awareness of perception and use of speech;
The “Happy - Sad” technique for assessing the emotional attitude towards school.
The final diagnosis involves carrying out the same techniques using other illustrative material.
Children receive information about the results obtained at the final lesson (after diagnostics) in the form of the game “What We Learned.” Individual consultations and recommendations are provided for teachers and parents.
classes
Lesson structure
The goal of the game
exercises
Materials for
occupation
1
TARGET:
Game “Which Hand Does Your Neighbor Have”
Participants stand or sit in a circle holding hands. Each participant, turning to the neighbor on the right, tells him what kind of hand he has (soft, warm, tender).
Musical
accompaniment
Game "Pass the Ball"
Standing in a circle, the players try to pass the ball to their neighbor as quickly as possible without dropping it. You can throw the ball to each other as quickly as possible or pass it, turning your back in a circle and removing your hands from your back. You can make the exercise more difficult by asking children to play with their eyes closed or by using several balls in the game at the same time.
Training precision movements, concentration, reaction speed.
Images
Pinocchio stretched
Once I bent over
Two bent over
Three bent over
He spread his arms to the side
Apparently I didn't find the key
To get us the key
You need to stand on your toes
physical stress
Musical
accompaniment
Game “Remember 10 pictures”.
Children are given about 15-20 seconds to study the pictures. Then, closing the book, the children must name at least seven to eight objects.
Development
short term memory
Images
2
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
Game "Who will do 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, puddles).
Develop a positive attitude towards peers.
Working with notebooks. Page 2 (part 2). Circle the same shapes with the same color.
Exercise
for development
attention
Physical exercise-warm-up (motor-speech)
Pinocchio stretched
Once I bent over
Two bent over
Three bent over
He spread his arms to the side
Apparently I didn't find the key
To get us the key
You need to stand on your toes
Physical
voltage
Musical
accompaniment
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 peek, and covers one of the gnomes’ hats with an invisible white hat. You need to determine which gnome is covered, that is, who is under the invisible hat. Gradually the game becomes more complicated as the number of caps to cover increases.
Development of switchability, stability and distribution of attention;
Dwarf hats cut out of colored and white cardboard
3
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
Game "Compliments"
Sitting in a circle, everyone joins hands. Looking into your neighbor's eyes, you need to say a few kind words to him and praise him for something. The receiver nods his head and says: “Thank you, I’m 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 praising, you can simply say “delicious”, “sweet”, “floral”, “milk” word.
If a child finds it difficult to give a compliment, do not wait for his neighbor to be sad, give the compliment yourself.
Develop a positive attitude towards peers.
Musical
accompaniment
Working with notebooks. Page 23 (part 2). Complete the other halves of these figures.
develop fine motor skills and coordination;
Physical exercise-warm-up (motor-speech).
Everyone raised their hands up
And then they were lowered
And then we’ll hold you close
And then we'll separate them
And then faster, faster
Clap clap more cheerfully
physical stress
Musical accompaniment
Game "Seasons"
Look carefully at the pictures on the page. What seasons did the artist depict? What can you tell us about them? Children should recognize the seasons in the pictures and be able to talk about the signs of each of them.
Getting to know the world around you
Pictures with seasons
4
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
A game. “Who loves what?”
Children sit in a circle and everyone says what they like from sweets, hot food, fruits, etc.
Develop a positive attitude towards peers.
Working with notebooks. Page 9 (part 2). Color each group of objects only three that are meaningful to each other. Explain why one of the items is not suitable?
Development
thinking
Workbook, colored pencils
Physical exercise-warm-up (motor - speech)
Everyone raised their hands up
And then they were lowered
And then we’ll hold you close
And then we'll separate them
And then faster, faster
Clap clap more cheerfully
physical stress
Musical accompaniment
Page 16 (part 2). Remember the pictures in the table. Then turn the page.
Development of visual memory
Workbook
5
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
Game "Cooks"
Everyone stands in a circle - this is a saucepan. Now we will prepare the soup (compote, vinaigrette, salad). Everyone comes up with what it will be (meat, potatoes, carrots, onions, cabbage, parsley, salt, etc.). The presenter shouts out in turn what he wants to put in the pan. The one who recognizes himself jumps into the circle, the next one, 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 - simply delicious.
develop a positive attitude towards peers.
Musical accompaniment, hats with drawings of vegetables
Working with notebooks. Page 3 (part 2). Circle this portion of the image on each line.
Development
attention
Workbook, pencil
Physical exercise-warm-up (motor-speech)
physical stress
Musical accompaniment
Game "Remember the order"
There are 10 items on the table. In 15-20 seconds. remember them. Then say what has changed. Children must remember 10 objects in front of them and independently name at least 7 objects.
Development
visual
10 different items
6
TARGET:development of the emotional-volitional sphere of the child during 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 your neighbors as quickly as possible. You can turn your back in a circle and put your hands behind your back and pass the ball. Whoever dropped it is out.
Note: You can make the exercise more difficult by asking children to close their eyes.
Develop a positive attitude towards peers.
Game "Draw from memory"
The presenter draws a figure. Children look at her for 15-20 seconds. Then they draw from memory.
Development of visual memory, fine motor skills, improvement of graphic skills.
Sheet of paper, simple pencil
Physical exercise-warm-up (motor-speech)
I'm walking and you're walking - one, two, three (step in place)
I sing and you sing - one, two, three (standing, conducting with both hands)
We walk and we sing - one, two, three (step in place)
We live very friendly - one, two, three (clap hands).
physical stress
Musical accompaniment
Game: “What holidays do you know?”
Tell us what holidays you know. What is interesting about each of them? Children should briefly talk about each holiday.
7
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
A game. "Change places, all those who..."
Participants sit on chairs. The host offers to change places for those who have a winter birthday. Participants get up from their seats and run to any free place. The presenter has the right to take an empty seat. The one who does not have enough space becomes the leader. Game continues.
Develop a positive attitude towards peers.
Musical accompaniment
Working with notebooks. A) page 24. (part 2). Shade the figures according to the sample.
Development
thinking
Workbook, pencil
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
physical stress
Musical accompaniment
Working with notebooks. Page 4 (part 2). In each row, paint the object exactly the same as drawn in the square.
Development
attention.
Workbook, pencil
8
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
A game. "Listen and Guess"
An audio recording of natural sounds is turned on. Participants are asked to close their eyes and listen. Then they determine what the sounds sound like.
Develop a positive attitude towards 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.
Development of attention
visual
10 different items
Physical exercise – warm-up (motor-speech)
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
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 and coordination;
Workbook, pencil
9
TARGET:
Game “Match painting” – “House”, “Chair””
The psychologist invites children to place them 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 came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
physical stress
Musical accompaniment
Working with notebooks. Page 10 (part 2). Choose and color a suitable object that should be depicted in the empty square. Explain the choice.
Development
thinking
Workbook, pencil
Game “Edible - Inedible”
Edible - cotton, inedible - sit down.
Development
attention.
10
TARGET: 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 and coordination;
Workbook, pencil
Circle game “Opposite word”(with a ball)
Day - (night)
Black - (white)
Wet - (dry)
Funny - (sad)
Cold - (hot)
Bitter - (sweet)
New - (old)
Deep – (finely)
Far - (close)
Buy - (sell)
Sick - (healthy)
Start - (end)
Development
thinking
Physical exercise – warm-up (motor-speech)
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
physical
voltage
Musical accompaniment
Game "Flies - doesn't fly"
The presenter names the item. If it flies, the children flap their “wings,” and if it doesn’t fly, they hide their “wing” hands behind their backs.
Development
attention
11
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 17 (part 2). Color only those objects that were on the previous page. Circle the pictures that appear again.
Development
Workbook, colored pencils
Game “Find and name domestic, birdbinders and wintering birds on the page”
Children should know and name all domestic birds, several wintering birds, and bird-binding 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
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical stress
Musical accompaniment
Working with notebooks. Page 27 (part 2). Continue the pattern
Develop fine motor skills and coordination;
Workbook, pencil
12
TARGET: Development of cognitive mental processes in children
Game "Who is faster"
Match pictures to the generalizing word: clothes, furniture, animals, etc.
Development
thinking
Pictures with drawings
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical stress
Musical accompaniment
Working with notebooks. Page 5(part 2). Find the same boat in the picture. color them the same.
Development
attention
Workbook, colored pencils
13
TARGET: Development of cognitive mental processes in children
Game “What can come out of these drawings?”
Development
imagination
Paper
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical
voltage
Musical accompaniment
Working with notebooks. Page 6 (part 2). Complete the items on the right with all the missing details.
Development
attention
Workbook, pencil
14
TARGET: Development of cognitive mental processes in children
Working with notebooks.
Page 24 (part 1). What items are needed at different times of the year? Match the object with the name of the season.
Development of general awareness and social knowledge
Workbook, pencil
Game “Lay out the same drawings from counting sticks”
Children should be able to arrange simple figures from counting sticks.
Develop fine motor skills and coordination;
Counting sticks
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical
voltage
Musical accompaniment
Exercise: Circle the number “4”.
Children must circle the number “4” among the numbers and letters.
Development
attention
Workbook, pencil
15
TARGET: Development of cognitive mental processes in children
Working with notebooks
Development
thinking
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We raise our hands up
And then we lower them
And then we’ll hold you close
And then we'll separate them
And then quickly, quickly
Clap, clap more cheerfully
Physical
voltage
Musical accompaniment
A game. "Make up stories." Come up with fairy tales so that these characters and objects are present in them. Children should be able to come up with fairy tale stories on their own.
Development of imagination
16
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 7. (part 2З). Color in each row an object that is different from the rest.
Development
attention
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We raise our hands up
And then we lower them
And then we’ll hold you close
And then we'll separate them
And then quickly, quickly
Clap, clap more cheerfully
physical
voltage
Musical accompaniment
Working with notebooks. Page 18 (part 2). Remember the pictures and the corresponding figures.
Memory development
Workbook
17
TARGET: Development of cognitive mental processes in children
Game "What's extra"
Find the extra object in the picture. Explain why it is redundant.
Development
thinking
Pictures with drawings of objects.
Physical exercise-warm-up (motor-speech)
Pinocchio stretched
Once I bent over
Two bent over
Three bent over
He spread his arms to the side
Apparently I didn't find the key
To get us the key
You need to stand on your toes
physical
voltage
Musical accompaniment
Game “Cut out shapes from paper folded like an accordion.”
Children should be able to cut out symmetrical figures from paper folded like an accordion.
Develop fine motor skills and coordination;
Sheets of colored paper, scissors
18
TARGET: 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
Physical exercise-warm-up (motor-speech)
Pinocchio stretched
Once I bent over
Two bent over
Three bent over
He spread his arms to the side
Apparently I didn't find the key
To get us the key
You need to stand on your toes
physical
voltage
Musical accompaniment
Working with notebooks. Page 24 (part 2). Shade the figures according to the sample.
Develop fine motor skills and coordination;
Workbook, pencil
19
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 12 (part 2). Arrange these figures in the table so that they are located differently in each row.
Development of thinking
Workbook, pencil
Physical exercise – warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
Everyone raised their hands up
Sat down, stood up, sat down, stood up
And then they started galloping
Like my elastic ball
Physical
voltage
Musical accompaniment
Game “What mood are the guys in?”
What kind of mood do you think these guys are in? How do they express their emotions? (What are they doing?).
Children 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 in them their attitude to what is happening, give a correct assessment of the actions of the main characters and events.
Development
imagination
Pictures with drawings of guys with different moods.
20
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 7 (part 2). Color the object in each row that is different from the rest.
Development
attention
Workbook, colored pencils
Physical exercise – warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
One - sit down, two - stand up
Everyone raised their hands up
Sat down, stood up, sat down, stood up
Vanka-Vstanka as if they became
And then they started galloping
Like my elastic 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
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 13 (part 2). Compare two objects in each frame with each other. Name three differences between them.
Development
thinking
Workbook
Physical exercise – warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
One - sit down, two - stand up
Everyone raised their hands up
Sat down, stood up, sat down, stood up
Vanka-Vstanka as if they became
And then they started galloping
Like my elastic ball
physical stress
Musical accompaniment
Game “Complete the patterns in the cells”
Children should be able to independently draw patterns in the cells, focusing on the sample.
Develop fine motor skills and coordination;
Checked notebook, pencil
22
TARGET: Development of cognitive mental processes in children
“What can come out of these drawings?”
Children must come up with several examples for each case; if they wish, they can draw pictures.
Development
imagination
Sheet of paper, pencil and colored pencil
Physical exercise – warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
One - sit down, two - stand up
Everyone raised their hands up
Sat down, stood up, sat down, stood up
Vanka-Vstanka as if they became
And then they started galloping
Like my elastic ball
physical stress
Musical accompaniment
Working with notebooks. Page 7 (part 2). Color the object in each row that is different from the rest.
Development
attention
Workbook, pencil
23
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 19 (part 20. Remember and draw suitable shapes.
Memory development
Workbook, pencil
Physical exercise – warm-up (motor-speech)
Turned your head - that's "two"
Jump on "four"
physical
voltage
Musical accompaniment
Game “Name all the berries, fruits and vegetables in the picture”
The children should know the names of most berries, fruits and vegetables.
Development of general awareness and social knowledge
Images
24
TARGET: Development of cognitive mental processes in children
Working with notebooks.Page 13 (part 2). Compare two objects in each frame with each other. Name three differences between them.
Development
thinking
Workbook
Physical exercise – warm-up (motor-speech)
I ask you to rise - this is “one time”
Turned your head - that's "two"
Hands to the side, look forward - this is “three”
Jump on "four"
Press two hands to your shoulders - this is “five”
All the guys sit down quietly - that's "six"
Physical
voltage
Musical accompaniment
Working with notebooks. Page 6 (part 2). Complete the object on the right with all the missing details.
Development
attention
Workbook, pencil
25
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 28(part 2). Draw the figures
Develop fine motor skills and coordination;
Workbook, pencil
Physical exercise – warm-up (motor-speech)
I ask you to rise - this is “one time”
Turned your head - that's "two"
Hands to the side, look forward - this is “three”
Jump on "four"
Press two hands to your shoulders - this is “five”
All the guys sit down quietly - that's "six"
Physical
voltage
Musical accompaniment
Game “Cheerful Dwarf”.
The psychologist shows the children a gnome with a bag in his hand. Children are asked to come up with what is in the gnome's bag. First, children must find as many answers as possible about a bag of one shape, then about bags of other shapes in turn. Then 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
TARGET: Development of cognitive mental processes in children
Game “Remember what color each object is”
Cover the top of the page and those pictures from memory. Children must remember the colors of all the objects and color the pictures below correctly.
Memory development
Various objects of different colors
Physical exercise – warm-up (motor-speech)
I ask you to rise - this is “one time”
Turned your head - that's "two"
Hands to the side, look forward - this is “three”
Jump on "four"
Press two hands to your shoulders - this is “five”
All the guys sit down quietly - that's "six"
physical
voltage
Musical accompaniment
A) "Who's hiding in the forest?"
Find all the 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
Images
27
TARGET: Development of cognitive mental processes in children
Game "Extra Item"
“In each row, find the “extra” object”
Name all the other items in one word. Children must find an “extra” item in each row and summarize the remaining items, for example: clothes, food, furniture, work tools.
Development
thinking
Physical exercise – warm-up (motor-speech)
We raise our hands up
And then we lower them
And then we’ll hold you close
And then we'll separate them
And then quickly, quickly
Clap, clap more cheerfully
Physical
voltage
Musical accompaniment
Working with notebooks.
A) Page 27 (part 1). Name the birds that are drawn here. what birds do you know?
B) Page 27 (part 1). Name the insects.
Development of general awareness and social knowledge
Workbook
28
TARGET: 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 an evil wizard? This task evaluates not the quality of the drawings, but their originality, the children’s ideas, and 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; adding a skull or star on a magic wand; coloring the clothes.
Development
imagination
Drawing of a wizard, colored pencil
Physical exercise – warm-up (motor-speech)
We raise our hands up
And then we lower them
And then we’ll hold you close
And then we'll separate them
And then quickly, quickly
Clap, clap more cheerfully
Physical
voltage
Musical accompaniment
The game “Put out the same drawings from counting sticks.” Lay out the same drawings from counting sticks.
Children should be able to make simple figures using counting sticks.
Develop fine motor skills and coordination;
Counting sticks
29
TARGET: 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 next to each other from memory.
Memory development
Workbook, pencil and colored pencil
Physical exercise-warm-up (motor-speech)
I'm walking and you're walking - one, two, three (step in place)
I sing and you sing - one, two, three (standing, conducting with both hands)
We walk and we sing - one, two, three (step in place)
We live very friendly - one, two, three (clap hands).
physical
voltage
Musical accompaniment
Working with notebooks.
Page 14 (part 2). Find in the picture exactly the same cars as in the frame below. Color them the same color.
Development of attention
Workbook, colored pencils
30
TARGET: Development of cognitive mental processes in children
Working 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) page 29. What's missing from the pictures? Finish it.
Development of thinking
Workbook, pencil
Physical exercise-warm-up (motor-speech)
I'm walking and you're walking - one, two, three (step in place)
I sing and you sing - one, two, three (standing, conducting with both hands)
We walk and we sing - one, two, three (step in place)
We live very friendly - one, two, three (clap hands).
Relieving physical stress
Musical accompaniment
Game “Divide the objects into three groups”
Explain your choice. The children must divide all the drawn objects into three groups: musical instruments, sports and school supplies.
31
TARGET: 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.
Shapes, colored pencils
Physical exercise – warm-up (motor-speech)
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
Relieving physical stress
Musical accompaniment
Game “What has changed in the picture?”
Take a close look at the top picture. Then cover it with a piece of paper. What has changed in the picture below? Children must independently find all the changes in the bottom picture.
Memory development
32
TARGET: Development of cognitive mental processes in children
Working with notebooks.
Page 29 (part 2). Put a pencil on your eyeglass, listen and draw.
Develop fine motor skills and coordination;
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
physical
voltage
Musical accompaniment
Working with notebooks.
Page 30 (part 1). Name the days of the week in order. On each calendar sheet, write the number corresponding to the place in the week.
Development of general awareness and social knowledge.
Workbook, pencil
33
TARGET: Development of cognitive mental processes in children
Working with notebooks.
Page 3 (part 2). Circle this portion of the image on each line.
Development
attention
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical
voltage
Musical accompaniment
Game “What did the artist mix up?”
What did the artist get wrong? Can you come up with similar pictures?
Children must independently notice in the pictures everything that does not correspond to reality.
Development
thinking
Images
34
TARGET: Development of cognitive mental processes in children
Working with notebooks.
Page 30 (part 2). Continue the patterns.
Develop fine motor skills and coordination;
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical stress
Musical accompaniment
Working with notebooks.
Page 21 (part 2). Read the words in the left column, memorize them, and then cover them with a piece of cardboard. Circle the words in the right column that were in the left.
Development
Workbook, pencil