Purpose of the program:
Development of cognitive processes in children of senior preschool age.
Tasks:
- Development of voluntary attention (its properties: switchability, concentration, volume).
- Memory development (auditory, visual, figurative, associative).
- Development of thinking (comparison operations, analysis, synthesis, generalization, classification).
- Development of imagination.
- Development of perception.
Means: games (developmental, mobile), elements of psycho-gymnastics.
Classes are held in small groups (5-6 people each), class duration 20-30 minutes.
For a child, play is a natural state in which he exists, develops, and learns about the world. L.S. Vygotsky saw the main significance of children's play in the formation of mediation and, thereby, in a radical transformation of consciousness, the separation of meanings from things, internal from external, i.e. in the formation of an ideal plan of consciousness. D.B. Elkonin, based on the ideas of P.Ya. Galperin on the patterns of functional development of activity, considered play as a natural, spontaneously developed practice during preschool childhood of stage-by-stage development of mental actions based on the functional development of play actions from expanded ones and performed with real toys and substitute objects to speech, and then to mental actions. Actions in the mind, forming the basis of an ideal plan, reveal the path to the development of visual-figurative thinking, higher forms of perceptual activity, and imagination. Finally, play as an activity, the implementation of which requires the child to renounce immediate desires and obey the rule in favor of fulfilling the role he has assumed, provides the opportunity to transition to voluntary regulation of behavior. Voluntary behavior as behavior carried out by a child in accordance with a model and rule and controlled in accordance with this model and rule becomes available to the child due to the assumption of roles and mutual control over the fulfillment of game roles by the participants in the game. Thanks to play, the quality of voluntariness is acquired by sensorimotor functions, memory, and behavior. Therefore, the main means of the program are games, both educational and active.
Each lesson lasts 20-30 minutes. The games in the program are arranged from simpler to more complex. You need to start with simple ones, gradually complicating the tasks.
I quarter
Attention
Goal: development of switchability, concentration.
Games, exercises.
“What do you hear?” , "Stream" , "Listen to the sounds" , "Find the Differences" , "Owl - owl" , "Look at your hands" , "Four forces" , "Be careful" , "Who is faster" , "Fingers" , "Drawing the city" , "Listen to the command" , "Sparrows and Crows" , "In the Mirror Shop" , “Whoever is named, catch it” , "It flies - it doesn't fly" .
Goal: development of auditory and visual memory.
Games, exercises.
"Repeat after me" , "What changed?" , "Broken phone" , "Listen and perform" , “Assemble the picture according to the model” , “Describe from memory” , "Artist" , "Remember the Shapes" , “Who did what - repeat” , "Retell the Fairy Tale" .
Thinking
Goal: developing the ability to compare and classify.
Games, exercises.
"Find the Differences" , "Opposite" , "What does it look like" , “How are they similar and how are they different?..” , “Arrange the pictures according to their meaning” , “How are these riddles similar?” . “Come on. guess!” , “Complete the drawing and name the object” .
Imagination
Goal: development of fantasy and ideas.
Games, exercises.
"A Tale in a Circle" , “Where have we been, what have we seen?” , “Complete the figure” , “What does it look like?” , "Mosaic" , "Wonderful Forest" , "Sticks" , "Free Dance" , "Picture the Beast" , "Imagine and Draw" , "Dwarf Bag" .
Perception
Goal: development of tactile perception.
Games, exercises.
"Wonderful bag" , "Whose hand?" , “Guess and name the object” , ""what the object feels like" "warm up game" , "cold - hot" .
II quarter
Attention
Goal: development of arbitrariness of attention, its volume.
Games, exercises.
Who flies? “Find two identical objects” , ", "Magic word" , "listen and perform" , "Repeat after me" , "Scouts" , "Pay attention" , "Gawkers" , "Canon" , "Listen to the clapping" , "recognize by voice" , "Ocean is shaking" , "Stream" , “Who knows, let him keep counting” .
Goal: development of associative and motor-auditory memory.
Games, exercises.
"Remember the pose" , “Who is after whom?” , "Mirrors" , "Shadow" , "Remember your place" , "Remember the move" , “These are the poses” , "Artist" , "Find out by touch" , "Remember who did what" .
Thinking
Goal: development of abilities for analysis and synthesis.
Games, exercises.
"Fold the picture" , "Name the whole" , "Fold the pattern" , "Interesting Questions" , "Empty Square" , “Complete the drawing and name the object” , “Pictures are riddles” , “What’s extra?” , ^Definitions", “Make a stick figure” .
Perception
Goal: development of auditory and visual perception.
Games, exercises.
"Dots" , "Cut pictures" , "Fly" , "Guess what..." , "Ball Games" .
Imagination
Goal: development of creative imagination.
Games, exercises,
"Dwarf Bag" , "Dance like..." , “What doesn’t happen in the world” , "Draw with Shapes" ,
""What happens if?..", "Interesting Questions" , "What happened then?" , "Blots" .
Ill quarter
Attention
Goal: development of voluntary attention, increasing its stability.
Games, exercises.
"Confusion" , "Who is faster" , "Listen and perform" , "Sparrows and Crows" , “Listen to the command!” , "Look at your hands" , "4 Elements" , "Owl - owl" , “Whoever is named, catch it” , "Stand up, whoever has..." , "Recognize by voice" , "Find the Differences" , "What's rolling?" , "Stream" , "To new places" .
Goal: development of figurative, auditory and visual memory,
Games, exercises.
"What changed?" , “Listen, remember, perform” , "Mirrors" , “Remember and collect according to the model” , “Who did what?” , "Remember the order" , "Repeat after me" , "Names in a Circle" , “describe from memory” , "Scout" , "Artist" , "List the items" .
Thinking
Goal: development of imagination, freedom of ideas.
Games, exercises.
“General drawing on a given topic” , "What's missing from the picture" , "Free Dance" , "What does it look like" , “How can I use this item?” , "A Tale in a Circle" , “Imagine and draw” , “What in the world doesn’t happen?” .
Perception
Goal: development of integrity of perception.
Games, exercises.
"What is missing?" , “Name the whole by its part” , "Fly" , "Silhouettes" , "Cut pictures" , "Guess your friend by touch" .
Plan - program for the development of cognitive processes in children
senior preschool age.
Having worked at school as a teacher-psychologist for more than 10 years, and in elementary school for more than 3 years and conducting testing on the development of cognitive abilities of 1st grade students, it became obvious that the majority of first-graders have insufficiently developed cognitive processes and their development is necessary. Having studied quite a lot of literature on this topic and based on them, I developed a program for the development of cognitive processes in 1st grade.
Explanatory note
Human life is a series of endless discoveries related to the acquisition, processing and transmission of new knowledge about oneself and the world around us. A child uttering the word “mom” for the first time; a preschooler who has learned to read his name; A first-grader learning the basics of mathematics, or a student taking an exam, do not think about what processes contribute to the implementation of this activity.
Modern psychology classifies such activity as human cognitive activity, in which the leading role is played by cognitive processes: sensation, perception, attention, memory, thinking, imagination. Despite the fact that each of these processes has its own place, they all closely interact with each other. Without attention, it is impossible to perceive and remember new material. Without perception and memory, thinking operations will become impossible. Therefore, developmental work aimed primarily at improving a particular process will also influence the level of functioning of the cognitive sphere as a whole.
School age, and to a greater extent junior school age, are periods of intensive development of sensation, perception, memory, thinking, imagination, speech, and attention. And in order for this process to proceed more intensively and efficiently, it is necessary to make it more organized. To do this, it is necessary to create not only social conditions, but also to select a set of exercises that are most effective, accessible and interesting to children.
It is precisely at primary school age, when a number of higher mental functions are in a sensitive period, that it is necessary to pay great attention to the development of mental cognitive processes.
Therefore, a program was created to develop cognitive processes for first-graders.
The goal of this program is the development of cognitive processes (attention, perception, memory, imagination, thinking).
Classes are held once a week for 35 minutes. The program is designed for 30 lessons.
The result of this program should be: the ability to cooperate, work in a team, and increase the level of cognitive processes.
In addition, first-graders study at home together with their parents, every day for 15-20 minutes, and the teacher uses some exercises in lessons or physical exercises.
Lesson structure:
Each lesson lasts 35 minutes.
1. PSYCHOGYMNASTICS (1-2 minutes). Doing exercises to improve brain activity is an important part of the lesson. Research by scientists convincingly proves that under the influence of physical exercise, the indicators of various mental processes underlying creative activity improve: memory capacity increases, attention stability increases, the solution of elementary intellectual problems accelerates, and psychomotor processes accelerate.
2. TRAINING THE MENTAL MECHANISMS UNDERLYING COGNITIVE ABILITIES: MEMORY, ATTENTION, IMAGINATION, THINKING (10-15 minutes). The tasks used at this stage of the lesson not only contribute to the development of these much-needed qualities, but also allow, bearing the appropriate didactic load, to deepen the children’s knowledge, diversify the methods and techniques of cognitive activity, and perform creative exercises.
4. FUN CHANGE (3-5 minutes). A dynamic pause spent in classes not only develops the child’s motor sphere, but also contributes to the development of the ability to perform several different tasks simultaneously.
6. GRAPHIC DICTANT. HATCHING (10 minutes).
In the process of working with graphic dictations, the child’s attention, eye, visual memory, accuracy, and imagination are formed; Internal and external speech, logical thinking develops, and creative abilities are activated.
7. CORRECTIVE GYMNASTICS FOR THE EYES (1-2 minutes).
Performing corrective gymnastics for the eyes helps to both increase visual acuity and relieve visual fatigue and achieve a state of visual comfort.
Each lesson begins with a greeting.
Thematic lesson plan (Annex 1)
Example of a lesson with first graders
Lesson No. 10.
Greetings.
1.
We perform the brain gymnastics exercise “Cross movements” (activates the work of both hemispheres, prepares for the assimilation of knowledge).
2. Warm up
- What month is it? What other months do you know?
– Name the girls’ names that begin with the letter “A.”
– What is your dad’s dad’s name?
– What do wasps and bees sting?
- Name the largest berry.
3. Game “Draw your soul mate”
The child needs to complete the second half of the drawing.
4. Game “Make a picture”
Two identical pictures. One is whole in the form of a standard, and the other is cut into 5-6 parts, then mix them, ask the child to assemble the picture according to the model. You can make the task more difficult by removing the standard.
5. Game “Decorate the words”
The child needs to select as many definitions for the word as possible.
- autumn (what is it like?)…
- house (what is it like?)…
- winter (what is it like?)…
- summer (what is it like?)…
- grandma (what is she like?)…
6. Game “Fly”
This exercise requires a board with a nine-cell 3x3 playing field lined on it and a small suction cup (or a piece of plasticine). The sucker plays the role of a “trained fly” here. The board is placed vertically, and the presenter explains to the participants that the “fly” moves from one cell to another by giving it commands, which it obediently carries out. Using one of four possible commands (“up”, “down”, “right” or “left”), the fly moves according to the command to the adjacent cell. The starting position of the “fly” is the central cell of the playing field. Teams are given by the participants one by one. The players must, constantly monitoring the movements of the “fly”, prevent it from leaving the playing field.
After all these explanations, the game itself begins. It is held on an imaginary field, which each participant imagines in front of him. If someone loses the thread of the game or “sees” that the “fly” has left the field, he gives the command “Stop” and, returning the “fly” to the central square, starts the game over. “Fly” requires constant concentration from the players, however, after the exercise is well mastered, it can be complicated. By increasing the number of game cells (for example, to 4x4) or the number of “flies”, c. In the latter case, commands are given to each “fly” separately.
7. Dynamic pause.
“Remember the move”
Children repeat the movements of their arms and legs after the leader. When they remember the order of the exercises, they repeat them on their own, but in reverse order. For example:
– Sit down, stand up, raise, lower your arms.
– Move your right leg to the right, move it, move your left leg to the left, move it.
– Sit down, stand up, turn your head to the right, turn your head to the left.
8. Hatching.
9. Completion of the lesson.
Used Books:
Volkova T.N. “Discover the genius within you. Development of memory and attention” Moscow, 2006
Zavyalova T.P., Starodubtseva I.V. “A collection of game activities for the development of memory, attention, thinking and imagination in primary schoolchildren.” Moscow, Arkti, 2008
Simonova L.F. “Memory of children 5-7 years old.” Yaroslavl, 2000
Subbotina L.Yu. “Games for the development and learning of children 5-10 years old” Yaroslavl, 2001
Tikhomirova L.F. “Cognitive abilities of children 5-7 years old.” Yaroslavl, 2001
Tikhomirova L.F. “Exercises for every day: logic for primary schoolchildren” Yaroslavl, 2001
Cheremoshkina L.V. “Development of children's attention” Yaroslavl, 1997
Yazykova E.V. “Learn to learn.” Moscow, Chistye Prudy, 2006
Correctional training course program
“Development of psychomotor skills and cognitive processes”
for students of grades 3 - 4 of special (correctional) general education institutions
STRUCTURE OF THE PROGRAM OF THE COURSE OF CORRECTIONAL CLASSES "DEVELOPMENT OF PSYCHOMOTOR AND SENSORY PROCESSES" FOR STUDENTS OF 3 - 4 GRADES
1. EXPLANATORY NOTE
2. GOALS AND OBJECTIVES OF THE TRAINING COURSE
3. PLACE OF THE SUBJECT IN THE CURRICULUM
4. STRUCTURE AND CONTENT OF THE TRAINING COURSE
6. TARGET ORIENTATION OF THIS WORK PROGRAM IN THE PRACTICE OF A PARTICULAR EDUCATIONAL INSTITUTION
7. SCHEDULE PLANNING
8. LOGISTICS
1. EXPLANATORY NOTE
Primary school age is the most important period in the formation of a child’s life resource, the stage of formation of his sociality, mastering social relations, enriching his worldview and developing personal qualities. This period of life is especially significant for children with mental development disabilities, since most of them, as confirmed by statistical data, are not currently enrolled in public preschool education, which means that the child does not receive qualified correctional support before school. Science has proven that of all the functional deviations in human health, in terms of social consequences, mental retardation is the most common and severe developmental defect. Modern requirements of society for the development of the personality of children with developmental disabilities dictate the need to more fully implement the idea of individualization of education, taking into account the readiness of children for school, the severity of their defect, state of health, and individual typological characteristics. This means that we are talking about the need to provide comprehensive differentiated assistance to children, aimed at overcoming the difficulties of mastering program knowledge, abilities and skills, which will ultimately contribute to more successful adaptation in society and their integration into it.
The tasks of humanization and individualization of the process of raising and educating children with intellectual disabilities, in turn, require the creation of the necessary conditions for their full development and formation as subjects of educational activity.
The course program “Development of psychomotor skills and cognitive processes” was developed in connection with the inclusion of this subject in the correctional and developmental field, due to the need to provide qualified psychological and pedagogical assistance to children with disabilities, which is considered as a system of developmental, correctional and rehabilitation technologies aimed at creating internal and external conditions to reveal the potential for the mental development of the child’s personality and expand the boundaries of his interaction with the environment.
This course integrates two sections: psychomotor and cognitive processes. Psychomotor is a set of consciously controlled human motor actions, as well as “living” human movements that form a certain unity with muscle feeling. Psychomotor skills are designed to carry out voluntary movements and purposeful actions in the process of receiving and converting information.
The cognitive sphere underlies the development of cognitive functions: the perception of incoming information and the accumulation of socio-emotional experience, memory, attention, thinking and mental operations. Therefore, the cognitive sphere is the most important mechanism through which a person enters the environment, interacts with it and becomes part of it.
The problem of psychomotor and cognitive development of children with developmental disorders is considered as one of the significant ones in solving the problems of their social and labor adaptation in a special (correctional) school and the formation of life competence.
The development of psychomotor and cognitive processes in students and pupils creates the prerequisites for their more full participation in mastering the school curriculum and social adaptation in general.
The course "Development of psychomotor skills and cognitive processes" is most in demand in elementary school, since this period is sensitive for the development of the functions of emotional-volitional regulation, self-control, educational motivation, cognitive activity, correction of individual mental processes, motor disinhibition, coordination of movements and the formation of elementary sensory standards.
2. GOALS AND OBJECTIVES OF THE TRAININGCOURSE
Purpose of the program:
Development of psychomotor and sensory functions, cognitive processes;
Development of social and emotional well-being of children through the formation of a sense of internal stability;
Promoting successful and rapid adaptation of students to educational activities.
Program objectives:
1. Formation of a psychological basis for the development of higher mental functions:
correction of deficiencies in the motor sphere;
development of fine and gross motor skills;
creating conditions for full-fledged inter-analyzer interaction through a system of special games and exercises.
2. Formation of higher mental functions:
development of sensory-perceptual activity and reference ideas;
formation of mental activity (mental activity, visual forms of thinking, mental operations, concrete conceptual and elementary inferential thinking);
development of creative activity,
development of attention properties: concentration, stability, switching, distribution, volume;
increasing memory capacity in visual, auditory, tactile modalities;
3. Correction of the emotional and personal sphere:
developing the ability to emotionally regulate one’s behavior;
development of behavioral flexibility, skills of adequate response to various life situations;
developing ways for students to interact effectively (the ability to negotiate, give in, see the successes of others, evaluate their own merits).
As part of monitoring, students are examined at the beginning and end of the year. The purpose of the examination is to study the level of development of higher mental functions and emotional development of primary schoolchildren.
To achieve this goal, the following methods were used:
Study of the characteristics of memory and attention
Methodology “Memorizing 10 words” (A.R. Luria)
Purpose: to study the volume and speed of auditory-verbal memorization of a certain number of words.
The student is asked to listen carefully to words that are not related to each other in meaning and then repeat them. The words are read slowly and clearly. Comments and remarks from children are not allowed. Words are read once.
Methodology "10 items"
Purpose: to study the characteristics of visual memory.
The child is offered 10 cards to memorize, on which different objects are drawn, quite large. Card exposure time is 15-30 seconds.
Methodology "Imaginative memory"
Purpose: study of short-term memory for images.
An image (image of an object, geometric figure, symbol) is taken as a unit of memory capacity. Students are asked to remember the maximum number of images from the table presented.
The “Indirect Memorization” technique was proposed by L.S. Vygotsky, A.R. Luria, developed by A.N. Leontyev.
Purpose: to study the level of mediated memorization.
Children are given words (15), for which they need to select cards (30) that will help them remember them.
Study of attention features
Methodology "Corrective test" (Bourdon test)
Purpose: to study the degree of concentration and stability of attention.
The examination is carried out using special forms with rows of letters arranged in random order. Students look through the text row by row and cross out certain letters indicated in the instructions.
Methodology "Recognition of superimposed images" (Poppelreitor figures)
The child is asked to recognize all the images of contours superimposed on each other and give each of the objects its name.
Methodology "Finding missing parts"
Goal: study of visual perception and figurative thinking.
Students are asked to find missing details (parts) in drawings of various objects, sometimes quite important and clearly visible, and sometimes less pronounced, although important for the subject.
Study of visual-figurative, verbal-logical thinking
Methodology: "Houses in the clearing" (labyrinth)
Purpose: to study the degree of mastery of the actions of visual-figurative thinking.
The sheets depict “clearings” with branching trees and houses at their ends. For each clearing, cards (“letters”) are offered, which roughly depict the path to one of the houses. The guys need to find the right house and mark it.
The “Nonsense” technique (recognition of conflicting images of absurdities) was proposed by M.N. Abram.
Purpose: to study the characteristics of visual gnosis, figurative and logical thinking, to identify the child’s sense of humor.
Students are asked to look at the “ridiculous” images and determine what the artist has mixed up.
Elimination of concepts
Goal: study of verbal-logical thinking.
The child identifies one “inappropriate” concept and explains on what basis (principle) he did this. In addition, he must select a generalizing word for all other words.
11. “Complete drawing” technique (author: Guilford and Torrance)
Goal: study of figurative imagination (imaginative creativity).
The child is asked to complete the picture that the “artist” did not have time to complete. To complete the drawing, children are usually offered 3-4 contours in turn (as they are completed). After completing each task, the child is asked what exactly is drawn in the picture.
To diagnose the mental development of 4th grade students, the same methods were proposed, but to study the level of development of thinking, the method of E.F. was proposed. Zambatsyavechene. The purpose of the technique: determining the level of mental development.
Methods used to study emotional and personal characteristics:
Projective technique “Non-existent animal”;
Anxiety Study Test (Amen, Dorki);
Methods for studying social emotions (G.A. Uruntaeva, Yu.A. Afonina);
3. DESCRIPTION OF THE PLACE OF THE TRAINING COURSE IN THE CURRICULUM
| Sample weekly general education curriculum students with mental retardation (intellectual impairment): I- IVclasses |
|||||||||||
| Subject areas | Classes Academic subjects | Number of hours per year | Total |
||||||||
| Mandatory part | |||||||||||
| 1. Language and speech practice | 1.1.Russian language 1.2.Reading 1.3.Speech practice | ||||||||||
| 2. Mathematics | 2.1.Mathematics | ||||||||||
| 3. Natural science | 3.1.The world of nature and man | ||||||||||
| 4. Art | 4.1. Music 4.2. art | ||||||||||
| 5. Physical culture | 5.1. Physical Culture | ||||||||||
| 6. Technology | 6.1. Manual labor | ||||||||||
| The part formed by the participants in educational relations | |||||||||||
| Maximum permissible annual workload (with a 5-day school week) | |||||||||||
| Correctional and developmental area (correctional classes and rhythm): | |||||||||||
| Extracurricular activities | |||||||||||
| Total for financing | |||||||||||
The course “Development of psychomotor skills and cognitive processes” is included in the correctional and developmental field. 68 hours are allocated for studying the course “Development of psychomotor skills and cognitive processes” in grades 3 - 4. In this work program, 62 hours are allocated for the correctional and developmental course (2 hours per week, 34 academic weeks), taking into account the diagnosis of students, which is carried out over two weeks in early September and late May.
4. STRUCTURE AND CONTENT OF THE TRAINING COURSE
Section 1. Development of fine motor skills
Includes games and exercises aimed at developing the manipulative function of the hands, kinesiological exercises, and hand-eye coordination.
Section 2. Development of visual perception
The classes are aimed at developing sensory standards (color, size of objects), developing the perception of objects from an unusual perspective (superimposed, noisy, half-drawn images), spatial representations (an exercise on the formation of stable differentiation of the left and right sides, the use of prepositions denoting the spatial relative position of objects) and temporal relations (determination of days of the week, parts of the day, seasons)
Section 3. Development of attention
Includes practical exercises to develop attention and its characteristics (stability, concentration, switching, distribution).
Section 4. Memory development
This section is aimed at the development of visual, auditory, verbal, figurative memorization, and the development of memory techniques.
Section 5. Development of thinking
Classes are aimed at developing thought processes: generalizations, exclusions, classifications, comparisons, finding simple patterns, establishing cause-and-effect relationships, analogies
Section 6.
Includes games and exercises to develop non-verbal imagination and creative thinking.
5. RESULTS OF STUDYING THE TRAINING COURSE
The program ensures the achievement of certain personal and subject results.
Personal results:
possession of communication skills and accepted norms of social interaction;
developing skills of cooperation with adults and peers in different social situations;
development of ethical feelings, manifestation of goodwill, emotional and moral responsiveness and mutual assistance, manifestation of empathy for the feelings of other people;
formation of adequate ideas about one’s own capabilities
Subject results 3rd grade:
Development of visual perception:
Students should know:
names of primary colors, their shades;
names of the position of objects in space: in front, behind, right, left, above, below, far, close;
names of the days of the week and their sequence;
Students should be able to:
group objects according to given characteristics of shape and color;
navigate on a piece of paper
determine the position of objects in space, express spatial relationships using prepositions
Find unrealistic elements of “ridiculous” pictures
purposefully carry out actions according to the teacher’s instructions
Memory development
Students should be able to:
remember several objects (5,6) and the order of their placement
perform certain tasks according to the model;
retain 5.6 words, objects, colors in memory
Development of attention
Development of thinking
Students should be able to:
combine objects into groups according to essential characteristics
establish simple patterns
carry out selection and classification of objects
recognize objects based on descriptive features
Development of imagination:
Students should be able to:
Notice the variety of details, properties, aspects, qualities in the object under study;
Create an image based on the description.
Subject results 4th grade:
Development of visual perception
Students should know:
sequence of seasons and their signs
names of spatial relations
names of months and their sequence
Students should be able to:
determine the opposite qualities of objects
simulate the arrangement of objects in a given space
recognize an object by its individual properties and parts
distinguish objects from an unusual angle
analyze specific objects, determine its properties
Memory development
Students should be able to:
remember up to 8 items and the order in which they are placed
perform a specific task according to verbal instructions
hold in memory up to 8 words, objects and reproduce them after some time
Development of attention
In the process of correctional work with students of grades 3 and 4, such properties of attention as volume, concentration, distribution, switching, stability in setting and solving feasible problems are developed.
Development of thinking
Students should be able to:
be able to compare objects, highlighting essential features
establish simple analogies
establish cause-and-effect relationships (with the help of an adult)
use gender and species concepts when generalizing objects and phenomena
find opposite signs of objects
Development of imagination:
Students should be able to:
Compare objects and phenomena, establish their similarities and differences;
See an object in the diversity of its features, the presence of several points of view on the object.
6. TARGET ORIENTATION OF THE WORK PROGRAM
This work program takes into account the characteristics of students.
Children with mental retardation are characterized by persistent disturbances in all mental activity, especially clearly manifested in the sphere of cognitive processes. Moreover, there is not only a lag from the norm, but also a deep originality of both personal manifestations and cognition. With mental retardation, the first stage of cognition - perception - is already impaired. The pace of perception is slow, the volume is narrow. They have difficulty identifying the main or general thing in a picture or text, picking out only individual parts and not understanding the internal connection between parts and characters. Difficulties in perceiving space and time are also characteristic, which prevents these children from orienting themselves in their surroundings. All mental operations (analysis, synthesis, comparison, generalization, abstraction) are not sufficiently formed. Memory weakness manifests itself in difficulties not so much in obtaining and storing information, but in reproducing it (especially verbal material). In children with intellectual disabilities, attention is unstable and switching ability is slow.
The program is designed for students in grades 3 and 4 and includes tasks to enhance cognitive activity, finger games, kinesiological exercises, games to develop communication skills
Classes have a flexible structure, designed taking into account the age characteristics of children and the severity of the defect. During the lesson, children develop speech activity, cognitive processes are activated, emotional experience is enriched, and negative tendencies are leveled out.
Throughout the entire education, targeted work is carried out to form basic educational activities that form a conscious attitude towards learning in schoolchildren and contribute to the formation of the student as a subject of conscious active learning activity at a level accessible to him.
Personal learning activities:
awareness of oneself as a student interested in attending school, learning, classes, as a family member, classmate, friend;
the ability to comprehend the social environment, one’s place in it, the adoption of age-appropriate values and social roles;
positive attitude towards the surrounding reality;
independence in carrying out educational tasks, assignments, agreements;
understanding of personal responsibility for one’s actions based on ideas about ethical norms and rules of conduct in modern society;
Communicative learning activities:
make contact and work in a team (teacher - student, student - student, student - class, teacher - class);
ask for help and accept help;
listen to and understand instructions for an educational task in different types of activities and everyday life;
cooperate with adults and peers in different social situations; treat kindly, co-experience, con-s-t-ru-k-ti-v-but interact with people;
negotiate and change your behavior in accordance with the objective opinion of the majority in conflict or other situations of interaction with others.
Regulatory educational activities:
adequately observe the rituals of school behavior (raise your hand, get up and leave your desk, etc.);
accept goals and voluntarily engage in activities, follow the proposed plan and work at a general pace;
actively learn in activities, control and evaluate your actions and the actions of one-to-one;
correlate one’s actions and their results with the given values, accept an assessment of one’s activities, evaluate it taking into account the proposed criteria, and adjust one’s activities taking into account the identified shortcomings.
Cognitive learning activities:
highlight some essential, general and distinctive properties of well-known objects;
establish species-generic relationships of objects;
make simple generalizations, compare, classify using visual material;
use signs, symbols, substitute objects;
observe, under the guidance of an adult, objects and phenomena of the surrounding reality
7. EDUCATIONAL - THEMATIC PLAN
3rd grade
| Lesson number | Chapter Subjects of classes | Number of hours |
| Section 1 Development of fine motor skills | 9 |
|
| Drawing borders according to the pattern | ||
| 3 - 6 | Graphic dictation | |
| 7 - 9 | Outlining contour images, shading in different directions | |
| Section 2 Development of perception | 9 |
|
| Variety of shapes | ||
| In the world of color | ||
| 12 - 13 | Travel in space | |
| 14 - 17 | Time machine (seasons) | |
| Autumn | ||
| Winter | ||
| Spring | ||
| Summer | ||
| Days of the week | ||
| Section 3 Development of attention | 13 |
|
| 19 - 20 | Concentration, self-regulation and self-control | |
| 21 - 23 | Exercises to develop concentration. Graphic dictation | |
| 24 - 25 | Distribution and switching of attention | |
| 26 - 28 | Sustainability of attention | |
| 29 - 31 | Increasing attention span, ability to act according to instructions | |
| Section 4 Memory development | 7 |
|
| 32 - 33 | Learning to remember | |
| 34 - 35 | Training your memory | |
| 36 - 37 | Who will remember more | |
| Remember by drawing | ||
| Section 5 | 12 |
|
| “Call it in one word” | ||
| 40 - 41 | "The Fourth Wheel" | |
| 42 - 44 | Comparison of items | |
| Learning to decide by trying to reason | ||
| Solving logical riddles | ||
| Search for patterns | ||
| Geometric kaleidoscope | ||
| 49 - 50 | ||
| Section 6 Development of imagination and thinking | 12 |
|
| 51 - 52 | Nonverbal fantasy | |
| 53 - 54 | Unfinished drawing | |
| 55 - 57 | We are artists! | |
| 58 - 62 | ||
| Total | 62 hours |
CURRICULUM - THEMATIC PLAN
4th grade
| Lesson number | Chapter Subjects of classes | Number of hours |
| Section 1 Development of fine motor skills | 9 |
|
| Improving the accuracy of movements | ||
| 2 - 5 | Graphic dictation | |
| Drawing geometric shapes | ||
| 7 - 9 | Finishing the symmetrical half of the image | |
| Section 2 Development of perception | 9 |
|
| Seasons, their natural change | ||
| Didactic game “When it happens” | ||
| Perception of time of day | ||
| 13 - 15 | Perception of space | |
| 16 - 18 | Perception of a holistic image of objects | |
| Section 3 Development of attention | 13 |
|
| 19 - 21 | Exercises to develop the ability to switch attention | |
| 22 - 23 | Development of concentration and stability | |
| 24 - 25 | Development of voluntary attention | |
| 26 - 27 | Development of attention span | |
| 28 - 31 | Attention training | |
| Section 4 Memory development | 7 |
|
| 32 - 33 | Development of visual memory | |
| 34 - 35 | Development of auditory memory | |
| 36 - 37 | Development of semantic memory | |
| Development of taste and tactile memory | ||
| Section 5 Development of thinking, mental operations | 13 |
|
| "Riddles for mental exercise" | ||
| 40 - 41 | "What's extra" | |
| Similarities and differences | ||
| 43 - 45 | Logically - search tasks | |
| Identification of essential features | ||
| 47 - 48 | Search for patterns | |
| "What's first, what's next" | ||
| 50 - 51 | Simple analogies | |
| Section 6 Development of imagination and thinking | 11 |
|
| Developing imagination and fantasy | ||
| 53 - 55 | "Magic Pictures". | |
| 56- 57 | "Let's help the artist" | |
| Workshop of forms | ||
| 59 - 62 | A chain of entertaining tasks | |
| Total 62 hours |
||
8. LOGISTICS
In correctional and developmental classes the following are used:
· Didactic games to improve memory, attention, visual and auditory perception;
· Individual handouts on the development of higher mental functions
· Cut pictures into 2-4-6-8 parts
· Sets of thematic subject cards “Dishes”, “Vegetables”, “Trees”, “Animals”, “Birds”, “Furniture”, “Household Appliances”, “Plants”, “Clothing”, “Insects”,
· Set of plane geometric shapes
· Cards with emotions
· Poster "Seasons"
· Noise, musical instruments for the development of auditory perception
· Aids for the development of fine motor skills (massage balls, cones, paper clips, clothespins, Su-jok balls, lacing, counting sticks);
· Dummy fruits and vegetables
· Toys (ball, soft toys, cubes)
· Samples of materials different in texture, viscosity, temperature, density;
· Aroma jar sets
· Plasticine
· Technical training aids (presentations)
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, has an original idea and focuses himself on the result. At the same time, the child learns to use involuntarily arising images. There is an opinion that 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