Program of a teacher psychologist for the development of cognitive processes. Results of the training course

INFORMATION CARD

1.F.I.O. psychologist Elena Mikhailovna Panova

2. The name of the program is “Development of cognitive

children's processes

preschool age"

3. Modified program type

4. Duration

mastering the program 9 months

5. Age range 5-7 years

6. Educational field of psychology

intellectual

7. General cultural level of mastery

8. Form of organization

group educational process

Explanatory note

Senior preschool age is a period of intense mental development. In preschool age, attention is involuntary. The state of increased attention is associated with orientation in the external environment with an emotional attitude towards it, while the substantive features of external impressions that provide such an increase change with age. The turning point in the development of attention is associated with the fact that children for the first time begin to consciously manage their attention, directing and maintaining it on certain objects. For this purpose, the preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention - are already quite large by the age of 6-7 years.

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"CHILD DEVELOPMENT CENTER" MDOU No. 95

I REPRESENT

Head of MDO No. 95

Tomaeva Z.Kh.

ADDITIONAL EDUCATION PROGRAM

“DEVELOPMENT OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN”

Educational psychologist

Panova E.M.

Vladikavkaz 2010

INFORMATION CARD

1.F.I.O. psychologist Elena Mikhailovna Panova

2. The name of the program is “Development of cognitive

Children's processes

Preschool age"

3. Modified program type

4. Duration

Mastering the program 9 months

5. Age range 5-7 years

6. Educational field of psychology

Intelligent

7. General cultural level of mastery

8. Form of organization

Group educational process

Explanatory note

This is largely facilitated by the improvement of the planning function of speech, which is a “universal means” of organizing attention. Speech makes it possible to verbally highlight in advance objects that are significant for a specific task and organize attention, taking into account the nature of the upcoming activity. Despite significant changes in the development of attention, predominant throughout the preschool period remainsinvoluntary attention. Even older preschoolers still find it difficult to concentrate on monotonous and uninteresting activities; against. During a game that is interesting to them, attention can be quite stable.

Similar age-related patterns also differ in the process of memory development. Memory in older preschool age is involuntary. A child remembers better what is of greatest interest to him and leaves the greatest impression. Thus, the volume of recorded material is largely determined by the emotional attitude towards a given object or phenomenon. Compared with younger and middle ages, the relative role of involuntary memorization in 6-7-year-old children decreases somewhat, but at the same time, the strength of memorization increases. At older preschool age, the child is able to reproduce the impressions received after a sufficiently long period of time.

One of the main achievements of senior preschool age is the development of voluntary memorization. Some forms of this memorization can be noted at the age of 4-5 years, but significant development is achieved by 6-7 years. This is largely facilitated by gaming activities, in which the ability to remember and reproduce the necessary information in a timely manner is one of the conditions for achieving success.

An important feature of this age is the fact that a 6-7 year old child can be given a goal aimed at memorizing certain material. The presence of this possibility is due to the fact that the child begins to use various objects specifically designed to increase the efficiency of memorization: repetition, semantic associative linking of material.

Thus, by the age of 6-7 years, the structure of memory undergoes significant changes associated with the significant development of voluntary forms of memorization and recall. Involuntary memory, not associated with an active attitude to the current activity, turns out to be less productive, although in general this form of memory retains a dominant position.

A similar ratio of voluntary and involuntary forms is noted in relation to such a mental function as imagination. A big leap in its development is provided by play, a necessary condition for which is the presence of substitute activities and substitute objects. In older preschool age, substitution becomes purely symbolic and the transition to actions with imaginary objects gradually begins. The formation of imagination is directly dependent on the development of a child’s speech. Imagination at this age expands the child’s capabilities in interacting with the external environment, promotes its development, and, together with thinking, serves as a means of understanding reality.

The development of a child’s spatial concepts reaches a high level by the age of 6-7 years. Children typically attempt to analyze spatial situations. Although these attempts are always quite successful, analysis of children’s activities indicates a dismemberment of the image of space, reflecting not only objects, but also their relative positions.

The development of ideas largely characterizes the process of formation of thinking, the formation of which at this age is largely associated with the improvement of the ability to operate with ideas at an arbitrary level. This ability increases significantly by the age of 6, due to the assimilation of new methods of mental action, which largely relies on mastering certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of imaginative thinking.

Poddyakov N.N. showed that at the age of 4-6 years, intensive formation and development of skills and abilities that contribute to children’s study of the external environment, analysis of the properties of objects, influencing them with the aim of changing. This level of mental, i.e. visual-effective thinking is, as it were, preparatory; it contributes to the accumulation of facts, information about the world around us, and the creation of a basis for the formation of ideas and concepts. In the process of visual-effective thinking, prerequisites appear for the formation of a more complex form of thinking - visual-figurative thinking, which is characterized by the fact that the child resolves a problem situation in line with ideas, without the use of practical actions. The end of the preschool period is characterized by the predominance of the highest form of visual-figurative thinking - visual-schematic thinking. This form of thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts.

By the senior preschool age, the accumulation of extensive experience in practical actions, a sufficient level of development of perception, memory, imagination and thinking increases the child’s sense of self-confidence.

Target direction of the program

Development of cognitive processes and fine motor skills of the hand in preschool children.

Program objectives

Diagnostics of cognitive processes.
Development of attention, speech function, memory, imagination, thinking, fine motor skills

Forms of activity

used in the implementation of the program:

Lesson, psycho-gymnastics.
Practical exercises, games.

The program is carried out in 2 main directions:

Psychological education:

a) Collection of information about the child from parents;

b) Educating parents on the problem of development of cognitive processes in preschool children.

2. Corrective developmental stage aimed at developing children’s cognitive processes.

Conditions required to implement the program

Separate room for classes;
There should be a separate table in the room;
Stationery.

Expected final result

Formation of voluntary activity.
Targeted maximum level of development of mental processes.
Targeted maximum level of development of fine motor skills of the hand and coordination in the “eye-hand” system.
The ability to organize your activities in accordance with the goal.

5. Ability to communicate.

Lesson structure:

Exercise to develop attention.
An exercise to develop memory and fine motor skills.
Psychomuscular training.
An exercise to develop thinking and imagination.
An exercise to develop motor skills and spatial thinking.

Classes are held during the academic year (from September to May), twice a week. The duration of each lesson is 25 minutes.

The program is designed for socio-psychological work with preschool children.

The main idea of the program is not to force, not to crush, not to break the child, but to help the preschooler in his self-development and formation of cognitive activity.

EDUCATIONAL AND THEMATIC PLAN OF CORRECTION AND DEVELOPMENTAL WORK UNDER THE PROGRAM “DEVELOPMENT OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN”

Direction work	Name of work forms	date	Watch	Notes
Development of concentration, volume, switching, stability of attention, short-term memory, integrity of perception, thinking, fine motor skills. Psycho-gymnastics	“Memorize the pictures”, “Complete the figures”, “Pattern of dots”, “Psycho-muscular training”		1 hour
Development of concentration and memory with the help of mnemonic techniques, spatial concepts, analytical thinking, fine motor skills. Psycho-gymnastics	“Pulse”, “Finger gymnastics”, “The deer has a big house...”, “Snowflakes”, “Graphic series”, “Analogies”, “Psycho-muscular training”		1 hour
Development of concentration, volume, switching, stability of attention, volume of short-term auditory memory, spatial orientation, ability to classify objects, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Cascade of words”, “Dots”, “Graphic series”, “The fourth odd one”, “Psycho-muscular training”.		1 hour
Development of attention switching, visual memory, phonemic perception, mental operations, fine motor skills. Psycho-gymnastics	“Hand clapping”, “Finger gymnastics”, “Draw the same”, “Identify sounds”, “Graphic series”, “Comparison of objects”, “Psycho-muscular training”.		1 hour
	“Pattern”, “Finger gymnastics”, “Look carefully”, “There are 100 children in our group”, “Graphic series”, “Psycho-muscular training”.		1 hour
			1 hour
Development of auditory attention, concentration, voluntary memorization, integrity of perception, thinking, fine motor skills. Psycho-gymnastics	“Ears on top of the head”, “Please” “Finger gymnastics”, “Who is out of place?”, “Complete the figures”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, spatial concepts, analytical thinking, fine motor skills. Psycho-gymnastics			1 hour
Development of active attention, concentration, visual memory, spatial orientation, ability to classify objects, fine motor skills. Psycho-gymnastics	“Musical Instruments”, “Portrait”, “Finger Gymnastics”, “Geometric Figures”, “Dots”, “Graphic Series”, “Odd Four”, “Psycho-Muscular Training”.		1 hour
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, phonemic perception, mental operations, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “The deer has a big house...”, “Identify the sounds”, “Pattern of dots”, “Comparison of objects”, “Psycho-muscular training”.		1 hour
Development of concentration, short-term memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics	“Pulse”, “Finger gymnastics”, “Remember the pictures”, “There are 100 children in our group”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, thinking, fine motor skills. Psycho-gymnastics.			1 hour
Development of attention switching, short-term auditory memory, thinking, fine motor skills. Psycho-gymnastics	“Hand clapping”, “Finger gymnastics”, “Word cascade”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, integrity of perception, analytical thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “The deer has a big house...”, “Complete the figures”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of auditory attention, voluntary attention, short-term memory, spatial concepts, the ability to classify objects, fine motor skills. Psycho-gymnastics	“Pattern”, “Finger gymnastics”, “Look carefully”, “Snowflakes”, “Graphic series”, “Odd man”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, spatial orientation, mental operations, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Geometric figures”, “Points”, “Graphic series”, “Comparison of objects”, “Psycho-muscular training”.		1 hour
Development of auditory attention, concentration, voluntary memorization, phonemic perception, thinking, fine motor skills. Psycho-gymnastics	“Ears on top of the head”, “Please” “Finger gymnastics”, “Who is out of place?”, “Identify sounds”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, coordination of movements, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “The deer has a big house...”, “There are 100 children in our group”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of active attention, concentration, visual memory, observation, thinking, fine motor skills. Psycho-gymnastics	“Musical instruments”, “Portrait”, “Finger gymnastics”, “I put it in a bag”, “What did the artist forget to draw?”, “Graphic series”, “Psycho-muscular training”.		1 hour
	“Proofreading test”, “Finger gymnastics”, “Draw the same”, “Pattern of dots”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, short-term memory, integrity of perception, analytical thinking, fine motor skills. Psycho-gymnastics	“Pulse”, “Finger gymnastics”, “Memorize pictures”, “Complete figures”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, spatial representations, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “The deer has a big house...”, “Snowflakes”, “Graphic series”, “The fourth odd one”, “Psycho-muscular training”.		1 hour
Development of attention switching, short-term auditory memory capacity, spatial orientation, mental operations, fine motor skills. Psycho-gymnastics	“Hand clapping”, “Finger gymnastics”, “Word cascade”, “Dots”, “Graphic series”, “Comparison of objects”, “Psycho-muscular training”.		1 hour
			1 hour
Development of auditory attention, voluntary attention, short-term memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics	“Pattern”, “Finger gymnastics”, “Look carefully”, “There are 100 children in our group”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, observation, thinking, fine motor skills. Psycho-gymnastics	“Proofreading test”, “Finger gymnastics”, “The deer has a big house...”, “What did the artist forget to draw?”, “Graphic series”, “Psycho-muscular training”.		1 hour
			1 hour
Development of concentration, volume, switching, stability of attention, visual memory, integrity of perception, ability to classify objects, fine motor skills. Psycho-gymnastics	“Proofreading test”, “Finger gymnastics”, “Draw the same”, “Complete the figures”, “Graphic series”, “Odd man”, “Psycho-muscular training”.		1 hour
Development of active attention, concentration, visual memory, spatial concepts, mental operations, fine motor skills. Psycho-gymnastics	“Musical instruments”, “Portrait”, “Finger gymnastics”, “I put it in a bag”, “Graphic series”, “Snowflakes”, “Comparison of objects”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, spatial orientation, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “The deer has a big house...”, “Dots”, “Graphic series”, “Psycho-muscular training”, “Pattern of dots”,		1 hour
Development of concentration, short-term memory, phonemic perception, thinking, fine motor skills. Psycho-gymnastics	“Pulse”, “Finger gymnastics”, “Memorize pictures”, “Identify sounds”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Geometric figures”, “There are 100 children in our group”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of attention switching, short-term auditory memory, observation, thinking, fine motor skills. Psycho-gymnastics	“Hand clapping”, “Finger gymnastics”, “Word cascade”, “What did the artist forget to draw?”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, analytical thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “The deer has a big house...”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of auditory attention, voluntary attention, short-term memory, integrity of perception, ability to classify objects, fine motor skills. Psycho-gymnastics	“Pattern”, “Finger gymnastics”, “Look carefully”, “Complete the figures”, “Graphic series”, “The fourth odd one”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, spatial concepts, mental operations, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Draw the same”, “Snowflakes”, “Graphic series”, “Comparison of objects”, “Psycho-muscular training”.		1 hour
Development of auditory attention, concentration, voluntary memorization, spatial orientation, thinking, fine motor skills. Psycho-gymnastics	“Ears on the top of the head”, “Please”, “Finger gymnastics”, “Who is out of place?”, “Dots”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term visual memory, phonemic perception, thinking, fine motor skills. Psycho-gymnastics			1 hour
Development of active attention, concentration, visual memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics	“Musical instruments”, “Portrait”, “Finger gymnastics”, “I put it in a bag”, “There are 100 children in our group”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, observation, thinking, fine motor skills. Psycho-gymnastics	“Proofreading test”, “Finger gymnastics”, “Geometric figures”, “What did the artist forget to draw?”, “Graphic series”, “Psycho-muscular training”, “Pattern of dots”,		1 hour
Development of concentration, short-term memory, analytical thinking, fine motor skills. Psycho-gymnastics	“Pulse”, “Finger gymnastics”, “Memorize pictures”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term visual memory, integrity of perception, thinking, fine motor skills. Psycho-gymnastics	“Proofreading test”, “Finger gymnastics”, “Tower”, “Complete the figures”, “Graphic series”, “Odd man”, “Psycho-muscular training”.		1 hour
Development of attention switching, short-term auditory memory capacity, spatial concepts, mental operations, fine motor skills. Psycho-gymnastics	“Hand clapping”, “Finger gymnastics”, “Word cascade”, “Snowflakes”, “Graphic series”, “Comparison of objects”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, spatial orientation, thinking, fine motor skills. Psycho-gymnastics	“Proofreading test”, “Finger gymnastics”, “Draw the same”, “Dots”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of auditory attention, voluntary attention, short-term memory, phonemic perception, thinking, fine motor skills. Psycho-gymnastics	“Pattern”, “Finger gymnastics”, “Look carefully”, “Identify sounds”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term visual memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Tower”, “There are 100 children in our group”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of auditory attention, concentration, voluntary memorization, analytical thinking, fine motor skills. Psycho-gymnastics	“Ears on top of the head”, “Please”, “Finger gymnastics”, “Who is out of place?”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, ability to classify objects, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Geometric figures”, “Graphic series”, “Odd Four”, “Psycho-muscular training”.		1 hour
Development of active attention, concentration, visual memory, integrity of perception, mental operations, fine motor skills. Psycho-gymnastics.	“Musical instruments”, “Portrait”, “Finger gymnastics”, “I put it in a bag”, “Complete the figures”, “Graphic series”, “Comparison of objects”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, spatial concepts, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Draw the same”, “Snowflakes”, “Psycho-muscular training”, “Graphic series”, “Pattern of dots”,		1 hour
Development of concentration, short-term memory, spatial orientation, thinking, fine motor skills. Psycho-gymnastics	“Pulse”, “Finger gymnastics”, “Memorize pictures”, “Dots”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term visual memory, phonemic perception, thinking, fine motor skills. Psycho-gymnastics.	“Correction test”, “Finger gymnastics”, “Tower”, “Identify sounds”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of attention switching, short-term auditory memory capacity, motor coordination, analytical thinking, fine motor skills. Psycho-gymnastics	“Hand clapping”, “Finger gymnastics”, “Word cascade”, “There are 100 children in our group”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term visual memory, observation, ability to classify objects, fine motor skills. Psycho-gymnastics	“Proofreading test”, “Finger gymnastics”, “Tower”, “What did the artist forget to draw?”, “Graphic series”, “The fourth odd one”, “Psycho-muscular training”.		1 hour
Development of auditory attention, voluntary attention, short-term memory, mental operations, fine motor skills. Psycho-gymnastics	“Pattern”, “Finger gymnastics”, “Look carefully”, “Graphic series”, “Comparison of objects”, “Psycho-muscular training”.		1 hour
	“Correction test”, “Finger gymnastics”, “Geometric figures”, “Complete the figures”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of auditory attention, voluntary memorization, spatial concepts, thinking, fine motor skills. Psycho-gymnastics	“Ears on top of the head”, “Please”, “Finger gymnastics”, “Who is out of place?”, “Snowflakes”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term visual memory, spatial orientation, thinking, fine motor skills. Psycho-gymnastics	“Corrective test”, “Finger gymnastics”, “Tower”, “Points”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of active attention, concentration, visual memory, analytical thinking, fine motor skills. Psycho-gymnastics.	“Musical instruments”, “Portrait”, “Finger gymnastics”, “I put it in a bag”, “Identify sounds”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Geometric figures”, “There are 100 children in our group”, “Psycho-muscular training”, “Graphic series”, “Pattern of dots”,		1 hour
Development of concentration, short-term memory, ability to classify objects, fine motor skills. Psycho-gymnastics	“Pulse”, “Finger gymnastics”, “Remember the pictures”, “Graphic series”, “The fourth odd one”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term visual memory, observation, thinking, fine motor skills. Psycho-gymnastics	“Proofreading test”, “Finger gymnastics”, “Tower”, “What did the artist forget to draw?”, “Graphic series”, “Psycho-muscular training”,		1 hour
Development of attention span, short-term auditory memory capacity, perceptual integrity, mental operations, fine motor skills. Psycho-gymnastics	“Lay out the circles”, “Finger gymnastics”, “Cascade of words”, “Complete the figures”, “Comparison of objects”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, thinking, fine motor skills. Psycho-gymnastics	“Proofreading test”, “Finger gymnastics”, “Draw the same”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of attention switching, visual memory, analytical thinking, fine motor skills. Psycho-gymnastics	“Hand clapping”, “Finger gymnastics”, “Geometric figures”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, voluntary memorization, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Who is out of place?”, “Graphic series”, “The fourth wheel”, “Psycho-muscular training”.		1 hour
Development of auditory attention, voluntary attention, short-term memory, observation, thinking, fine motor skills. Psycho-gymnastics	“Pattern”, “Finger gymnastics”, “Look carefully”, “What did the artist forget to draw?”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term visual memory, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Tower”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of auditory attention, concentration, visual memory, mental operations, fine motor skills. Psycho-gymnastics	“Ears on top of the head”, “Please” “Finger gymnastics”, “I put it in a bag”, “Comparison of objects”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, integrity of perception, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Geometric figures”, “Complete the figures”, “Psycho-muscular training”, “Graphic series”, “Pattern of dots”,		1 hour
Development of concentration, short-term memory, spatial concepts, thinking, fine motor skills. Psycho-gymnastics	“Pulse”, “Finger gymnastics”, “Remember the pictures”, “Snowflakes”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, short-term visual memory, spatial orientation, analytical thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Tower”, “Points”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of attention span, short-term auditory memory, phonemic perception, ability to classify objects, fine motor skills. Psycho-gymnastics	“Lay out the circles”, “Finger gymnastics”, “Cascade of words”, “Identify the sounds”, “Graphic series”, “The fourth odd one”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, coordination of movements, mental operations, fine motor skills. Psycho-gymnastics.	“Correction test”, “Finger gymnastics”, “Draw the same”, “There are 100 children in our group”, “Graphic series”, “Comparison of objects”, “Psycho-muscular training”,		1 hour
Development of auditory attention, voluntary attention, short-term memory, thinking, fine motor skills. Psycho-gymnastics	“Pattern”, “Finger gymnastics”, “Look carefully”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, phonemic perception, thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “Geometric figures”, “Identify sounds”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of active attention, concentration, voluntary memorization, integrity of perception, thinking, fine motor skills. Psycho-gymnastics	“Musical instruments”, “Portrait”, “Finger gymnastics”, “Who is out of place?”, “Complete the figures”, “Graphic series”, “Psycho-muscular training”.		1 hour
Development of concentration, volume, switching, stability of attention, visual memory, spatial concepts, analytical thinking, fine motor skills. Psycho-gymnastics	“Correction test”, “Finger gymnastics”, “I put it in a bag”, “Snowflakes”, “Graphic series”, “Analogies”, “Psycho-muscular training”.		1 hour
Development of auditory attention, concentration, short-term memory, spatial orientation, ability to classify objects, fine motor skills. Psycho-gymnastics	“Ears on top of the head”, “Please” “Finger gymnastics”, “Remember the pictures”, “Dots”, “Psycho-muscular training”, “The fourth odd one”, “Graphic series”, “Pattern of dots”,		1 hour

Used Books

Vachkov I.V. Basic technologies of group training. – M.: 1999
Vygotsky L.S. Psychology. – M., 2000.
Preschool education and upbringing through the eyes of a psychologist. // Psychological Science and Education, No. 2, 2005.
Dubrovina I.V. “Manual of a practical psychologist. Readiness for school: development program." – M.: 1995
Rogov E.I. Handbook for a practical psychologist in education. M.: 1995
Savina L.P. Finger gymnastics for the development of speech in preschool children: - M.: LLC “AST Publishing House”, 2004. – 44 p.
Khryashcheva N.Yu. psychogymnastics in training. – M.: 1999

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, health status, 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 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 imagination
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 varying in texture, viscosity, temperature, density;

· Aroma jar sets

· Plasticine

· Technical training aids (presentations)

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

Municipal budgetary educational institution

"Lyceum No. 94" of the urban district of Ufa

Republic of Bashkortostan

Developmental activities program

for 1st grade students

"Intellectus"

Lomakina Vera Vasilievna, educational psychologist

1. Explanatory note

When a child enters school, significant changes occur in his life: the social situation of his development radically changes, educational activity is formed, which becomes leading for him. It is on the basis of educational activities that the main psychological neoplasms of primary school age develop.

L.S. Vygotsky noted the intensive development of intelligence at primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, voluntary processes. A 7-8 year old child usually thinks in specific categories. Then there is a transition to the stage of formal operations, which is associated with a certain level of development of the ability to generalize and abstract. By the time of transition to the secondary level, schoolchildren must learn to reason independently, draw conclusions, compare, compare, analyze, find the particular and the general, and establish simple patterns. The younger schoolchild in his development moves from the analysis of a separate subject, a separate phenomenon to the analysis of connections and relationships between objects and phenomena.

The development of theoretical thinking, that is, thinking in concepts, contributes to the emergence of reflection by the end of primary school age, which, being a new formation of adolescence, transforms cognitive activity and the nature of their relationships with other people and themselves.

Thus, one of the most important areas of psychological work with children of primary school age is the development of the cognitive sphere.

When determining the content of the intellectual development program in primary school, we were based on the need for the purposeful formation of psychological formations in children of primary school age, as well as the need to develop the psychological readiness of students for the transition to secondary school.

Relevance.

This program addresses the current problem of psychological stimulation of the process of development of the cognitive sphere of a primary school student. The developed developmental activities reflect the structure of cognitive abilities: active vocabulary, cultural awareness, meaningfulness and structure of perception, arbitrariness of attention, awareness of the processes of memorization and reproduction, mastering the techniques and means of establishing logical relationships between concepts and their features necessary for mental processing.

Purpose of the program .

to form competence in the field of general intellectual activity, to create conditions for students to master methods of activity, which include general and special educational skills, and, thus, to make children active participants in the educational process, interested in full-fledged educational results.

Main objectives of the program.

development of mental cognitive processes: thinking, perception, attention, memory, imagination in students on the basis of developmental subject-oriented training;

formation of educational and intellectual skills, methods of mental activity, mastering rational ways of its implementation based on taking into account the individual characteristics of students;

formation of your own thinking style;

the formation of educational and information skills and the development in practice of various techniques for working with various sources of information, the ability to structure information, transform it and present it in various forms;

mastering creative techniques and methods for solving creative problems;

Program participants : 1st grade students.

Forms of work : group, individual.

Basic methods : games and exercises.

Lesson duration : 35-40 min. The duration of the program is 8 lessons.

Conducting classes : 1 time per week.

Number of people in the group : 4-8 people.

Planned results

analyze, compare, classify, generalize, systematize, highlight the main idea, abstract, formulate conclusions, establish cause-and-effect relationships, identify patterns, draw conclusions;

listen, master the techniques of rational memorization, work with sources of information (reading, note-taking, writing abstracts, bibliographic search, working with a reference book), present information in various forms (verbal, tabular, graphic, schematic, analytical), transform from one type to another ;

conduct observations, measurements, plan and conduct experiments, experiments, research, analyze and summarize the results of observations, present the results of observations in various forms;

master monologue and dialogic speech, draw up an outline of the text, convey what has been read and condensed or expanded form, draw up notes, theses, analyze the text from the point of view of basic features and styles, describe drawings, models, diagrams, compose a story based on carriages, diagrams, models, assign direct questions and answer them;

work with text information on a computer, perform operations with files and directories.

Cognitive general educational activities

the ability to consciously construct a speech utterance in oral form;

highlighting the cognitive goal;

choosing the most effective way to solve the problem;

the ability to search for the necessary information to complete educational tasks using educational literature;

establish cause-and-effect relationships;

establish analogies, compare and classify according to given criteria.

Communicative UUD

ability to communicate with other people - children and adults;

the ability to express one’s thoughts fully and accurately;

managing the partner’s actions (assessment, correction);

use speech to regulate your actions.

Regulatory UUD

goal setting;

volitional self-regulation;

predicting the level of assimilation;

grade;

correction.

Personal UUD

knowledge of basic moral standards and orientation towards their implementation;

focus on understanding the reasons for success in activity;

development of ethical feelings;

setting for a healthy lifestyle;

self-esteem;

self-determination.

Conditions for the program

System for assessing the achievement of planned results

Increasing the interest and activity of schoolchildren in lessons;

Reducing the assistance the teacher provides to students in completing assignments;

Improved performance in school subjects (indirect indicator);

Reducing anxiety levels in children;

Child's emotional well-being in the classroom.

2. Thematic lesson plan

№ p/p

Lesson topic

Target

Content

Travels of Smeshariki. Nyusha in Japan.

Ex. "My birthday"
Ex. "Find the Difference"
Ex. “Repeat the picture”
Ex. "4 extra"
Ex. "What is missing"
Ex. "It flies - it doesn't fly"
Reflection

Travels of Smeshariki. Elk and Chinese tea

Development of the ability for long-term concentration of attention and memory, logical thinking

Ex. "My favorite fruit"
Ex. "Find the Difference"
Ex. “What objects are in the picture?”
Ex. “Repeat the picture”
Ex. “Write the word using its first letters”
Ex. "4 extra"
Ex. "What's missing from empty cells"
Ex. "In the Mirror Shop"
Reflection

Travels of Smeshariki. Kopatych and Egyptian power

Development of the ability for long-term concentration of attention and memory, logical thinking

Ex. "Mouse"
Ex. "Find the Difference"
Ex. “What objects are in the picture?”
Ex. “Repeat the picture”
Ex. “Write the word using its first letters”
Ex. "4 extra"
Ex. “Find the pattern and continue the series”
Ex. "4 Elements"
Reflection

Travels of Smeshariki. Hedgehog and Krosh in the forest

Development of the ability for long-term concentration of attention and memory, logical thinking

Ex. "My favorite color is"
Ex. "Find the Difference"
Ex. “What objects are in the picture?”
Ex. “Repeat the picture”
Ex. “Write the word using its first letters”
Ex. "4 extra"
Ex. “What should be in the empty cells”
Ex. "Look at your hands"
Reflection

Travels of Smeshariki. Nyusha and Losyash relax at sea

Development of the ability for long-term concentration of attention and memory, logical thinking

Ex. "My favorite figure"
Ex. "Find differences"
Ex. "Rebuses"
Ex. “Repeat the drawing”
Ex. "Continue the series"
Ex. "4 extra"
Ex. “Who knows, let him keep counting”
Reflection

Travels of Smeshariki. Krosh and Nyusha in Germany

Development of the ability for long-term concentration of attention and memory, logical thinking

Ex. "My favorite lesson"
Ex. “Connect the figures according to the pattern”
Ex. "Arrange the numbers"
Ex. "Find the Difference"
Ex. "4 extra"
Ex. "WITH"
Reflection

Travels of Smeshariki. Krosh and Losyash on the river bank.

Development of the ability for long-term concentration of attention and memory, logical thinking

Ex. "My favorite dish"
Ex. "Find the Difference"
Ex. "4 extra"
Ex. “Find the segments and circle them”
Ex. “Repeat the drawing”
Ex. “Complete the objects”
Ex. "Draw a circle and a triangle"
Reflection

Travels of Smeshariki. Nyusha at her grandmother's in the village

Development of the ability for long-term concentration of attention and memory, logical thinking

Ex. "Broken phone"
“Read the resulting word”
Ex. "4 extra"
Ex. “Find the segments and circle them”
Ex. "Count the Shapes"
Ex. “Repeat the picture”
Ex. "Find the Words"
Ex. "Put it out of sticks"
Reflection

3. List of used and recommended literature

1. Ananyeva T. Room of friends. Psychological correction of communication in children with increased levels of school anxiety. // School psychologist. 2009, No. 10.

2. Afonkin S.Yu. Learning to think logically. Exciting tasks for the development of logical thinking, St. Petersburg: Litera Publishing House, 2002.

3. Vinokurova N.K. A collection of tests and exercises to develop your creative abilities. Series "Magic of Intellect". M., 1995.

4. Zak A.Z. Entertaining games for developing intelligence in children 5-12 years old. M., 1994.

5. Lokalova N.P. How to help a low-achieving student. Psychodiagnostic tables: causes and correction of difficulties in teaching primary schoolchildren the Russian language, reading and mathematics. Ed. 2nd. M.: “Os-89”, 1997.

6. 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 1-4) Part 1, 2. Book for teachers. - 4th ed. ,ster.- M.: “Os-89”, 2008.

7. Khukhlaeva O.V. The path to your Self: psychology lessons in elementary school (1-4). - M.: “Genesis”, 2006.

8. Khukhlaeva O.V., Khukhlaev O.E., Pervushina I.M. The path to your Self: how to preserve the psychological health of preschoolers. – M.: Genesis, 2004.

Municipal budgetary educational institution

Lakin Secondary School No. 1

Sobinsky district, Vladimir region

Correction and development program

for 2nd grade students

"Development of cognitive processes"

The program is designed for children 8-9 years old

Teacher-psychologist: Potapova N.V.

Explanatory note

Correctional and developmental program "Development of cognitive processes" For

2nd grade students of secondary school

(within the framework of the general intellectual direction).

School failure, expressed in academic failure, is one of the most important reasons contributing to the disruption of the psychological health of students and which teachers most often have to deal with.

The main reasons for school failure of students are:

Psychophysiological disorders
Pedagogical neglect
Wrong choice of family education style

Practice shows that most students experience the following: Problems :

Low motivation for cognitive activity.
Difficulties in understanding cause-and-effect patterns.
Insufficient level of development of cognitive processes.
Insufficient level of development of mental operations.

Thus, there is a need for additional work by an educational psychologist with students experiencing these difficulties.

The program "Development of Cognitive Processes" is aimed at developing students' cognitive processes, as well as building social trust, teaching cooperation skills, developing social emotions, developing communicative emotions and learning to transfer acquired skills into educational activities.

The novelty of this program is determined by the federal state standardprimary general education 2010. Distinctive features are:

1. Determining the types of organization of student activities aimed at achievingpersonal, meta-subject and subject resultsmastering the program.

2. The implementation of the program is based onvalue orientations and educational results.

3. The value orientations of the organization of activities presuppose level assessment in achieving the planned results.

4. Achievement of the planned results is monitored within the framework of the internal assessment system: by the teacher, administration, and psychologist.

5. When planning the content of classes, the types of activities of students are prescribed.

Purpose of the program:

development of cognitive processes (perception, attention, memory, thinking, imagination);
development of psychological prerequisites for mastering educational activities (the ability to copy a model given both in visual and verbal forms; the ability to obey verbal instructions; the ability to take into account a given system of requirements in one’s work);
formation of psychological new formations of primary school age (internal plan of action, voluntariness, reflection);
promoting successful intellectual development and learning.

Program objectives:

teach schoolchildren not only to identify and analyze individual signs or properties of perceived objects (color, shape), but also to learn to comprehend what they see, actively including mental activity in the process of perception;
to form in students both stability of attention and distribution of attention, that is, the ability to control the execution of two or more actions simultaneously; such a skill is based on a dismembered, differentiated reflection of various parameters and conditions of activity; with the help of systematic exercises, increase the volume and concentration of attention, improve the skills of accurately reproducing any sample;
to form in students indirect memorization, that is, the ability to use auxiliary means for memorization; this requires the ability to divide memorized objects into parts, highlight various properties in them, establish certain connections and relationships between any of them and a certain system of conventional signs; improve indicators of development of the volume of auditory and visual memory;
comprehensively develop such thinking operations as analysis, synthesis, generalization, classification, abstraction, comparison, inference, drawing analogies, establishing patterns, forming logical operations;
to form both reconstructive and creative imagination in schoolchildren;
to form in students the skills of visual-motor coordination and spatial orientation of movements.

Description of content values

The value of a personas a rational being striving to understand the world and self-improvement.

The value of work and creativityas a natural condition of human activity and life.

The value of freedomas freedom of choice and a person’s presentation of his thoughts and actions, but freedom naturally limited by the norms and rules of behavior in society.

The value of science -the value of knowledge, the pursuit of truth.

Organizational and pedagogical foundations

The program is intended for classes with children 8-9 years old and is aimed at:

students who have an insufficient level of development of cognitive processes;
students with learning difficulties;

The number of participants is no more than 8 people (the optimal number is 6 people).

The program lasts 12 hours.

Classes are held 2 times (acceptably 1 time) a week for 30 - 40 minutes (depending on the number of participants).

The class schedule is drawn up in accordance with the “Sanitary and epidemiological requirements for institutions of additional education SanPin 2.4.4.1251-03”.

This correctional and developmental program is based mainly on the followingprinciples of psychocorrectional work:

The principle of unity of diagnosis and correction.
The principle of normative development.
The principle of systematic development.
Activity principle of correction.

Basic forms of work:

Classes are designed for collective, group and individual work. They are structured in such a way that one type of activity is replaced by another. This makes children's work dynamic, rich and less tiring.

This program contains tasks for:

- development of mental activity(Exercises: “Ask a question”, “Choose a word”,“Choose the main thing”, “Properties”, “Missing figure”, “Guess the number”, “Comparison”, “Name in one word”, “What is extra”, “Rhyme weaving”, “Decipher the sentence”, “Collect a proverb”, “Exclude extra concept”, “Say the opposite”, “Guess the season”, “Syllogisms”, “Riddles”, “Name the signs”, “Stable combinations”, “Insert the missing words”, “Unravel the meaning of proverbs”, “Confusion”);

- development of attention(Exercises: “Alphabet”, “Animal Choir”, “Counting together”, “Singing together”, “Searching continuously”, “Count carefully”);

Memory development (Exercises: “Vocabulary”, “Name the second word”,“Come on, repeat!”, “Forbidden movement”, “Locomotive”, “Memorina”, “I see, hear, feel”);

- development of imagination and perception(Exercises: “Identify the sound”, “Wizards”, “Three words”, “Use of objects”, “Rules of good manners”, “Detectives”, “Answering a question”, “Distinguishing geometric shapes”, “Telling from pictures”) .

When conducting classes in this program, the following are used:activities: gaming, cognitive, labor, artistic creativity, listening, writing, memorizing, following instructions, fantasizing.

Thematic plan

Subject	Tasks		Continue activity
"Wordplay"	Development of verbal and logical thinking (analogies, highlighting essential features);	- 1 exercise "Ask a Question" Exercise 2 "Choose a word" 3 physical minute “Sun” Exercise 4 "Choose the main thing" Exercise 5 "Properties"	30-40 minutes
“I want to remember!”	Development of motor and auditory-verbal memory; Development of verbal-logical memory.	1 exercise "Highlight the sound" Exercise 2 "Dictionary" 3 physical minute “Stork...” Exercise 4 "Say the second word" - Game 5 “Come on, repeat!”	30-40 minutes
“Try and guess!”	Development of logical thinking (comparison, inference, establishment of patterns); Formation of group interaction skills; Development of voluntary attention (stability, switching).	1 exercise "The Missing Figure" Exercise 2 "Guess the number" 3 physical minute “Two frogs” - 4 game "Comparison" 5 game “Sing together”	30-40 minutes
“I am a dreamer!”	Development of creative imagination; Development of visual memory; Development of memorization of a sequence of stimuli, an increase in the volume of auditory-verbal memory;	1 exercise "Wizards" Exercise 2 "Three words" Game 3 “Prohibited Movement” Exercise 4 "Locomotive"	30-40 minutes
"Who is who? What is what?	Development of voluntary attention (stability, switching); Development of thinking (generalization, identification of essential features); Development of visual memory.	1 exercise "Alphabet" 2 game “Animal Choir” Exercise 3 “Call it in one word” - Game 4 "Memorina"	30-40 minutes
"Creativity"	Development of sound perception; Expansion of vocabulary; Development of creative thinking; Development of auditory-verbal memory based on the figurative sphere.	1 exercise "Highlight the sound" Exercise 2 "What's extra" 3 physical minute “One-two-three-four-five” - Exercise 4 "I see, I hear, I feel" Exercise 5 "Rhymer"	30-40 minutes
"Let's put it in its place"	Development of logical thinking operations (analysis, synthesis); Development of creative imagination.	1 exercise "Decipher the sentence" 2 physical minute Exercise 3 "Collect a proverb" Exercise 4 "Using Items" - Exercise 5 "Rules of good manners"	30-40 minutes
"Learning to think"	Development of logical operations of thinking (classification, generalization, identification of relations of opposition, establishment of logical connections).	1 exercise “Eliminate the unnecessary concept” Exercise 2 "Say it the other way around" 3 physical minute Exercise 4 “Call it in one word” Exercise 5 "Choose a word"	30-40 minutes
"Be careful!"	Development of thinking (recognition of phenomena by given characteristics, establishment of patterns, comparisons); Development of mathematical skills; Development of voluntary attention.	1 exercise "Guess the time of year" Exercise 2 "Syllogisms" 3rd physical exercise “Charging” Exercise 4 "Let's count together" 5 game "Riddles"	30-40 minutes
"And why…?"	Development of creative thinking (search for cause-and-effect relationships); Development of observation skills; Development of imagination; Development of the ability to distinguish geometric shapes, Formation of a kinesthetic image of different geometric shapes.	1 exercise "We answer the question" Exercise 2 "Distinguishing geometric shapes" 3 physical minute “Bunny” Exercise 4 “We are searching continuously” Exercise 5 "Detectives"	30-40 minutes
“I name what I know, what I don’t know - I find out!”	Development of mental operations (analysis, synthesis, identification of essential features); Development of imagination.	1 exercise "Ask a Question" Exercise 2 “Name the signs” 3 physical minute “Grasshoppers” Exercise 4 "Stable combinations" Exercise 5 "Tale from pictures"	30-40 minutes
“Riddle and count!”	Development of verbal thinking; Developing an understanding of cause and effect relationships; Development of voluntary attention; Development of mathematical skills.	1 exercise “Insert the missing words” Exercise 2 “Unravel the meaning of proverbs” 3 physical minute Exercise 4 "Mix-up" Exercise 5 "Count carefully"	30-40 minutes

Methodological support

Classes are held in the psychologist's office or in the elementary classroom.

During the classes, various didactic materials and equipment are used: posters, tables, individual forms with sample tasks, individual forms for completing tasks.

The lesson consists of three parts: introductory, main and final (reflection).

The introductory part includes a greeting and a positive attitude towards work, and a warm-up.

The main part includes actual working exercises.

The final part includes reflection of the lesson (summarizing, discussing the results of students’ work and the difficulties they had while completing tasks).

To solve the problems posed by the program "Development of Cognitive Processes", the following basic teaching methods are used:

Literature;

Visibility;

Problem situation;

Game moments.

Expected results and how to check them

As a result of training in this program, students should be characterizedthe following indicators:

the ability to independently perform exercises (the less help from the teacher, the higher the independence of students);
changes in behavior in the classroom: liveliness, activity, interest of schoolchildren;
the ability to successfully perform control psychological tasks, which are given as exercises that have already been performed by students, but are different in their external design;
increased academic performance in various school disciplines (increased activity, performance, attentiveness, improved mental activity, etc.) as a positive result of the effectiveness of classes.

Basic forms of recording knowledge and skills:

testing (conducted before the start of classes and at the end):

diagnostics of the development of cognitive processes (study of creative thinking - Brief test of creative thinking (figurative form) by P. Torrens, study of the level of development of attention (volume and concentration) using the “Proofreading Test” method, study of the level of development of verbal memory using the “Learning 10 words” method, Luria);
diagnostics of intellectual development of students (standardized methodology for determining the level of mental development of junior schoolchildren E. F. Zambatsevichene).
also diagnostics of students’ personal characteristics (projective test “Non-existent animal”, “Ladder”, Children’s anxiety test R. Tamml, M. Dorki, V. Amen).

The effectiveness of classes is confirmed by the results of diagnostic studies. More than 50% of students receiving correctional and developmental services become more successful in their educational activities.

Universal learning activities

Personal

Metasubject

Subject

Know

About the forms of showing care for a person during group interaction;

Rules of behavior in the classroom, in the creative game process;

Rules of gaming communication, about the correct attitude towards one’s own mistakes, towards victory and defeat.

The possibilities and role of mathematics and the Russian language in understanding the world around us;

Understand mathematics and the Russian language as part of universal human culture;

Have moral and ethical experience of interaction with peers and adults in accordance with generally accepted moral standards.

General techniques and methods for solving logical tasks;

General techniques and methods of comparison, analysis, synthesis, generalization and classification;

Necessary information about geometric figures, mathematical signs, and the sound-letter series;

Necessary terminology in mathematics and Russian language.

Be able to

Analyze and compare, generalize, draw conclusions, show persistence in achieving the goal;

Follow the rules of the game and discipline;

Interact correctly with teammates (tolerant, having mutual assistance, etc.).

Express yourself in various types of creative and playful activities that are accessible and most attractive to the child.

Plan your actions in accordance with the task;

Adequately perceive the suggestions and assessment of a teacher, friend, parents and other people;

Monitor and evaluate the process and results of activities;

Negotiate and come to a common decision in joint activities;

Formulate your own opinions and positions.

Perform logical tasks, perform computational actions,

systematize and structure knowledge;

Distinguish between sounds and letters;

Perform tasks to compare the properties of objects and phenomena, to establish cause-and-effect relationships and analogies,

to find patterns.

Apply

Be restrained, patient, polite in the process of interaction;

Summarize the lesson independently; analyze and systematize acquired skills and abilities.

Obtained information about mathematics and the Russian language in other areas of knowledge;

Techniques for comparison, generalization and classification according to specified criteria;

Techniques for establishing analogies and patterns;

Speech means for solving various communication problems.

Initial experience of self-realization in various types of activities,

The ability to express oneself in accessible activities, games and use accumulated knowledge.

Bibliography

Akimova M.K., Kozlova V.T. Psychological correction of mental development of schoolchildren. Textbook manual - M.: Publishing center "Academy", 2000. - 160 p.
Bityanova M. R. “Workshop on psychological games with children and adolescents.” – St. Petersburg: Peter, 2002.
Gatanov Yu. B. “Course of development of creative thinking.” – St. Petersburg: Imaton, 1996.
Glozman Zh. M. Developing thinking: games, exercises, expert advice / Zh. M. Glozman, S. V. Kurdyukova, A. V. Suntsova. – M.: Eksmo, 2010. – 80 p.
Dubrovina I. V. “Manual of a practical psychologist.” – M.: Academy, 1997.
Dubrovina I.V. Practical psychology of education. Textbook for students. higher and Wed specialist. educational institutions. – M.: Sphere shopping center, 2000. – 528 p.
Lokalova N.P. How to help a low-performing student. Publishing house Moscow “Axis – 89”, 2001
Morgulets G. G., Rasulova O. V. “Overcoming anxiety and fears in first-graders. – Volgograd: Teacher, 2011. – 143 p.
Osipova A. A. Introduction to practical psychocorrection: group methods of work. – M.: Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 2000. – 240 p.
Rean A. A. “Psychology of a child from birth to 11 years. Methods and tests." – M.: AST; SPb.: Prime-EURO-ZNAK, 2007.
Rogov E. I. “Handbook for a practical psychologist in education.” – M.: Vlados, 1996.
Rogov E.I. Handbook for a practical psychologist: Textbook. allowance: in 2 books. Book 2: Psychologist’s work with adults. Corrective techniques and exercises. – M.: Humanid. ed. VLADOS center, 2004. – 480 pp.: ill.
Sirotyuk A. L. Correction, training and development of schoolchildren. Publishing house Moscow: Creative Center, 2002
Suntsova A.V. Developing memory: games, exercises, expert advice / A.V. Suntsova, S.V. Kurdyukova. – M.: Eksmo, 2010. – 64 p.
Tukacheva S.I. Correctional and developmental classes. 3 – 4 grades. Publishing house "Extremum", 2004

Lesson No. 1 “Play on words”

At the first lesson, the children are introduced to the goals and objectives of the lesson.

Rules for working in the group are developed.

1 Exercise “Ask a question”

2 Exercise “Choose a word”

For example:

1st set of words

Father - son, mother - (daughter)

Pages – book, branches – (tree)

Beginning - end, first - (last)

Car – gasoline, trolleybus – (electricity)

Spoon – metal, notebook – (paper)

Chicken – grain, cow – (grass)

Pear – fruit, maple – (tree)

Circle – compass, square – (ruler)

Floor – carpet, table – (tablecloth)

Bird – tree, mole – (earth)

3 physical minute “Sun”

The sun lifts us up to exercise.

We raise our hands on command - once!

And above us the foliage rustles merrily.

We lower our hands on command - two!

4 Exercise “Choose the main thing”

The presenter writes a series of words on the board. Of these words, you need to choose only the two most important ones, without which the main subject cannot do. For example, “garden” - what are the most important words: plants, gardener, dog, fence, earth? What can’t a garden exist without? Can there be a garden without plants? Why?.. Without a gardener...dog...fence...land?..

Why? The correct words would be “plants” and “earth”. Each of the suggested words is discussed in detail with the children. The main thing is for children to understand why this or that word is the main, essential feature of a given concept.

Sample tasks:

Boots (laces, sole, heel, zipper, boot).

City (car, building, crowd, street, bicycle).

Game (cards, players , fines, punishments, rules ).

Reading (eyes , book, picture, print, word ).

Cube (angles, drawing, side , stone, wood).

5 Exercise “Properties”

An object or phenomenon is called, for example, “helicopter”. It is necessary to come up with as many of its analogues as possible, that is, other objects similar to it in various essential characteristics. It is also necessary to systematize these analogues into groups depending on what property of a given object they were selected taking into account. For example, the words "helicopter" might include "bird", "butterfly" (they fly and land), "bus", "train" (vehicles), "corkscrew" and "fan" (important parts rotate). The winner is the one who named the largest number of groups of analogues.

Examples of words for selecting analogues:

1) helicopter

2) sun

3) watermelon

4) telephone

5) swings, etc.

Lesson No. 2 “I want to remember!”

1 Exercise “Isolate the sound”

2 Exercise “Vocabulary”

The presenter invites the children to remember and write down as many words as possible related to a certain topic. For example, the theme “Forest”.

These can be words that denote everything that can be found in the forest: trees, berries, moss, swamp, mushrooms, animals...

You have 5 minutes to complete the task. The task can be carried out in the form of a competition to see who can write the most words.

Sample topics:

Family
School

3 physical minute “Stork...”

Stork, long-legged stork,

Show me the way home.

Stomp your right foot

Again with the right foot,

Stomp your left foot

After with the right foot,

Then with your left foot,

Then you'll come home.

4 Exercise “Name the second word”

The words are read out to the guys. You need to remember them in pairs. Then the leader reads only the first word from each pair, and the children write down the second.

Words to present:

Doll - play
Chicken - egg
Scissors - cutting
Horse - sleigh
Book - read
Butterfly - fly
Sun - summer
Brush – teeth
Pear - compote
Lamp - evening

Game 5 “Come on, repeat!”

In this game, children must correctly repeat a sequence of several movements shown to adults. It is better to start with a series of two or three movements and gradually increase the number of consecutive movements. For example, an adult puts his right leg forward, then puts his hands on his belt and then turns his head to the left. All movements are voiced. A child, watching an adult, remembers what he did and repeats it in the same sequence.

Options for series of movements:

Touch your nose with your right hand, take one step forward, sit down.
Jump on two legs to the right, turn your head to the left, put your hands on your head, stamp your right foot.
Jump to the left three times on your right foot, nod your head twice, place your hands on your waist and turn around yourself once.

Lesson No. 3 “Try, guess!”

The guys need to determine the pattern of arrangement of the figures and draw in the empty window the figure that should stand there (see appendix).

2 Exercise “Guess the number”

The presenter writes numbers on the wheels of the first locomotive, and the sum of these numbers on its pipe. The leader also writes down numbers on the wheels of the second locomotive and leaves the pipe empty. Next, the guys are working with the second locomotive. They must guess what computational action is represented on the first locomotive, how the number written on the pipe came about. After which, the children write the missing number into the empty pipe.

For children to work, you can offer several trains with different numbers.

3 physical minute “Two frogs”

There are two girlfriends in the swamp,

Two green frogs.

In the morning we washed ourselves early,

Rubbed with a towel,

They stomped their feet,

They clapped their hands,

Leaned left, right,

And they returned back.

That's the secret of health!

Hello to all friends, physical education!

4 game "Comparison"

In this game you need to compare objects with each other: how they are similar and how they differ. The one who comes up with the most comparisons wins. For example, an apple and a ball are similar in that they are both round, can roll, do not sink in water, etc.; an apple and a ball differ in that the apple can be eaten, but the ball cannot, the ball is blue, but the apple is not, if you pierce it with a needle, the ball will “deflate”, but the apple will not, etc. This game also encourages disputes and diversity of versions. It is necessary that children do not obediently agree with the proposed similarities or differences, but understand the proposed basis for comparison, evaluate its correctness and reasonableness. This game, in addition to developing thinking, is good at developing group interaction skills: the ability to evaluate and accept the opinion of another, correctly object to it, defend one’s own opinion within reasonable limits, etc.

Possible pairs for comparison:

Wardrobe and refrigerator
Tree and log
Crow and plane
Pencil and pen
Birch and Christmas tree
Girl and doll
Helicopter and train
Tiger and cow
Sun and lemon
Cat and TV

Then it is advisable that the children themselves propose pairs for comparison.

5 Game “Sing Together”

The guys, together with the presenter, choose a song that is well known to everyone. At the first clap of the leader, everyone begins to sing this song, at the second clap, the singing continues, but only mentally (to oneself), at the third clap, everyone sings out loud again, etc.

Lesson No. 4 “I am a dreamer!”

1 Exercise “Wizards”

The children are asked to complete 6 circles (2–3 cm in diameter) so that they get different drawings. For example, a face, sun, ball, flower, etc.

2 Exercise “Three words”

The presenter offers the children three words and asks them to write the greatest number of meaningful phrases so that they include all three words.

Words to present:

Palace Grandma Clown
Robber Mirror Puppy
Cake Lake Bed

Game 3 “Prohibited Movement”

Cheerful rhythmic music sounds. The presenter shows several movements, one of which is prohibited. The guys must repeat all actions except those prohibited. The one who makes a mistake is eliminated from the game, and those who remain the longest become the best players. The children themselves can act as presenters.

4 Exercise “Steam Locomotive”

The presenter gives himself and the guys two cards (ten in total) with different pictures and explains the task: “Guys, you and I are about to set off on a journey now with a “steam locomotive” (a picture with a picture of a steam locomotive is laid out on the table), and we will lay out for him “ trailers,” there are ten of them in total. The first participant shows everyone and names his first “car picture” and, turning it over, puts it on the table. The next player must name what is drawn on this inverted picture and show and name his picture and also turn it over and put it on the table. Each subsequent player puts down his “car” and names what is drawn in all the previous pictures. Our task is to try to remember what each “trailer” is “carrying.” We continue like this until all the pictures are gone.” After all the “wagons” have been laid out, the children can be asked to remember the drawings of those pictures that the adult points to (for example, what is the second “wagon” carrying, what is the fifth, and so on...).

Lesson No. 5 “Who is who? What is what?

1 Exercise “Alphabet”

The letters that are present in the proposed phrases are distributed among the children. Next, the presenter dictates or writes a phrase on the board. And children, like on a typewriter, must “print out” these phrases. Typing the required letter is indicated by clapping the hands of the participant in the game to whom this letter is assigned.

Suggested phrases:

1) Black raven on an oak tree

With a white speck on the forehead.

2) The bark shines from the rain,

A mountain is visible in the distance.

3) The window in the castle is lit,

And it’s already dark in the mountains.

2 game “Animal Choir”

The guys are divided into small groups. Then, the children themselves choose which animal they will portray with their voice: a cat, a dog... Everyone together determines which famous song they will sing. Only instead of words they will say “meow-meow”, “woof-woof”... When the leader waves both hands, they all sing together, but each in their own “voice”. As soon as the presenter points to a specific group, everyone falls silent and only the children of that group sing. Then the leader points to another group, then waves both hands again, etc. The guys must be very attentive.

Exercise 3 “Call it in one word”

This task contains words that have a common meaning. This general meaning must be conveyed in one word. The answers are given in brackets.

Word sets:

Broom – shovel (tools, tools)
Winter – summer (season)
Dog - bee (living creatures)
Grass – trees (plants)
Knife – spoon (cutlery)
House - dacha (buildings, dwellings)
Candy – cake (sweets)
Plus – minus (mathematical signs)
Rain - snow (precipitation)
Sum - difference (result of mathematical operations)

Game 4 "Memorina"

For this game you need a set of any paired cards with pictures. All the cards are laid out in rows with the pictures facing up in front of the children. Children must look and within 2 minutes try to remember the location of the paired pictures. Then all the cards are turned over, and the guys take turns looking for pairs of pictures. One attempt is given per turn. Incorrectly opened pictures are flipped again. This continues until all pairs are opened. The player who was able to open the most pairs of pictures wins.

Lesson No. 6 “Creative approach”

1 Exercise “Isolate the sound”

The presenter names a letter and the sound it makes and asks the children to take turns naming words that contain this sound. You can set certain rules of the game, for example, so that this sound is at the beginning of the word, in the middle, at the end.. Sounds can be set as hard consonants or soft ones; stressed and unstressed vowels. Whoever names the most words wins.

2 Exercise “What’s extra”

The guys are offered any three words, for example:bird, fox, cucumber.Of the proposed three words, only two should be left that have somewhat similar properties. One word that does not have this property will be “superfluous.” You should find as many features as possible that unite each remaining pair of words and are not characteristic of the excluded extra word.

Sample answers:

1) The word “cucumber” may be redundant. A cucumber is an inanimate object, while a bird and a fox are animate.

2) The word “bird” may be redundant, since it consists of two syllables, and the rest of three.

3) The word “cucumber” may be redundant, since it begins with a vowel, and the other two begin with consonants, etc.

Words to present:

Dog – tomato – sun
Cow – boots – grass
Chair – car – tree stump
Chicken - wheat - pillow
Goose - frog - mud
Water – wind – glass

3 physical minute “One-two-three-four-five”

One two three four five!

The children went out for a walk.

We stopped in a meadow

Buttercups, daisies, yellow porridges

Our friendly class gathered -

This is the bouquet we have!

4 Exercise “I see, I hear, I feel”

The adult names words from a given list or invented ones, and the children describe out loud what they see, hear or feel when they imagine the named words. The adult’s task is to create, together with children, a multimodal image, that is, an image evoked through the participation of different senses. An adult helps children fantasize in order to create the most complete image of a given word.

After coming up with vivid images for all 10 words, the children are asked to remember what they heard, saw or felt and name the words from the list. If it was not possible to remember all the words, you need to tell the children the sensations, sounds or images that they created; this will certainly help to update the forgotten words. Pay attention to which modality images (visual, auditory or kinesthetic) helped the children remember words better.

Word lists

First episode:

1. Toothpaste. 2. Chocolate. 3. Paper. 4. Snow. 5. Rose. 6. Wind. 7. Ice cream. 8. Tear. 9. Tea. 10. Cat.

Second episode:

1. Icicle. 2. Train. 3. Puppy. 4. Porridge. 5. Thunderstorm. 6. Chalk. 7. Book. 8. Hedgehog. 9. Cartoon. 10. Swing.

5 Exercise “Rhyme weaving”

The presenter offers the children the given rhymes and asks them to come up with words whose endings would sound the same. For example: bridge - tail.

Suggested rhymes:

Garden - (grapes) Come on - (tram)

Glad – (acrobat) Joke – (creepy)

Summer – (cutlet) Moment – (admiration)

Cucumber – (well done) Glasses – (icons)

Hare – (finger) Flower – (scarf)

When the children manage to rhyme words, you can offer them couplets to the given rhymes, which they must complete.

Suggested couplets:

1) I'll go outside

I’ll... (I’ll find a fox).

2) At the bear in the forest,

Lots of berries... (I'll pick them up).

Lesson No. 7 “Putting things in place”

1 Exercise “Decipher the sentence”

The presenter offers the children a sentence of 4-6 words, in which the words are rearranged in such a way that the meaning of the sentences is completely lost. Children must write down sentences with the correct meaning. For example: from, had lunch, Andrey, school, came, and. (Andrey came from school and had lunch).

All encrypted sentences are written on the board.

Word sets:

The cat is purring in the yard.
I love, gifts, mother, giving, I.
Good weather outside.
In the store, the boy bought a book.
Vase, table, stands, on, flowers, with.

2 physical minute

Let's put our hands to the sides,

We'll get the left one with the right one.

And then - on the contrary,

There will be a right turn.

One - clap, two - clap,

Turn around one more time!

One two three four,

Shoulders higher, arms wider!

We put our hands down,

And squat down.

3 Exercise “Collect a proverb”

The guys need to collect proverbs from parts that have “lost” each other.

Sample proverbs:

1) You're chasing two hares... 1) ...don't say it's not strong.

2) Holding the tug... 2) ...everything looks into the forest.

3) No matter how you feed the wolf... 3) ...you won’t catch a single one.

4 Exercise “Using objects”

The presenter names or shows the children some well-known object. For example: a newspaper, a book, a tin can, a hat, etc. And invites the children to name as many ways as possible to use each item.

5 Game “Rules of good manners”

This game can be played by 2 players or more.

It's no secret that you need to behave differently in different places. There are rules of conduct that explain what can and cannot be done in a particular place.

Participants in the game are invited to come up with their own set of rules for behavior in unexpected places, for example:

On the wardrobe
Visiting Zmey Gorynych
In a refrigerator
In the little house
In the bear's den
On the cloud
In a flower bed

Each player is given 3-5 minutes to come up with rules of conduct in a given place. The rules can be written down or memorized. After which the players take turns voicing their rules. The winner is the player who came up with the most ingenious rules, which is determined by a majority vote during the voting.

If a large number of people are participating in the game, then you can divide them into teams.

Lesson No. 8 “Learning to think”

1 Exercise “Eliminate the unnecessary concept”

Four out of five words can be combined into one group, called one word, and the fifth word does not fit with all the others, it is superfluous. The children's task is to eliminate the extra word and explain why it is superfluous.

Word sets:

1) Dog, cow, tit, pig, horse.

2) Yellow, green, red, bright, blue.

3) Leaf, bark, earth, bud, root.

4) Crow, bullfinch, sparrow, badger, stork.

5) Chamomile, linden, rose, buttercup, dandelion.

6) Sofa, wardrobe, window, bed, chair.

7) Dress, trousers, coat, boots, sundress.

8) Dumplings, borscht, pasta, jar, sandwich.

2 Exercise “Say the opposite”

The presenter offers the children words to which they must choose opposite meanings.

Words to present:

Top, joy, wet, courage, best, clean, harmful, small, rare, drop, later, quarrel, dark, quickly, buy, etc.

3 physical minute

We wrote, we wrote,

And now everyone stood up together.

They stomped their feet,

Hands patted

Then we squeeze our fingers,

Let's sit down and start writing.

4 Exercise “Say it in one word”

This task contains words that have a common meaning. This general meaning must be conveyed in one word.

Word sets:

1. birch, spruce, aspen, willow (trees)

2. saw, hammer, plane, screwdriver (tools)

3. Russula, fly agaric, chanterelle, butterdish (mushrooms)

4. woodpecker, duck, eagle, chicken (birds)

5. bear, lynx, jerboa, beaver (animals)

6. bun, Cinderella, little house, Ryaba hen (fairy tales)

7. grass, flowers, trees, shrubs (plants)

8. Pushkin, Zakhoder, Nekrasov, Chukovsky (writers)

9. peony, narcissus, lily, aster (flowers)

10. car, train, plane, tram (transport)

11. kettle, saucepan, jug, frying pan (dishes)

12. watermelon, raspberries, cranberries, lingonberries (berries)

13. cucumber, carrots, radish, cabbage (vegetables)

14. boots, shoes, felt boots, sneakers (footwear)

15. yellow, red, blue, green (colors)

16. Moscow, Kyiv, Volgograd, Kostroma (cities)

17. Zinaida, Mikhail, Natalya, Elena (names)

5 Exercise “Choose a word”

In this task, the child needs to establish a logical connection between the first two words and, by analogy, add the missing word to the next one. The answers are given in brackets.

For example:

2nd set of words

Glass – glass, paper – (book)

Airplane - pilot, car - (driver)

Nail – hammer, screw – (screwdriver)

House - roof, book - (cover)

Good - better, slow - (slower)

Fire - fire, water - (flood)

School – training, hospital – (treatment)

Man – child, dog – (puppy)

Bird – nest, man – (house)

Coat - buttons, boot - (lace)

Lesson No. 9 “Be careful!”

1 Exercise “Guess the time of year”

The guys need to name the time of year based on the listed signs.

Texts for presentation:

1) It's hot. The sun is burning. The day is long. The water in the river is warm. Children are swimming. The trees have green foliage. There are many flowers in the meadow. Butterflies and bees fly.

2) It's cold. Snow. Children skate and ski and play hockey. The day became short. It gets dark very early.

3) A cold wind is blowing, there are clouds in the sky, and it often rains. Vegetables are being harvested in the village. Birds fly to warmer climes. The day is getting shorter. The leaves on the trees turn yellow and fall off.

4) The day is getting longer. There are more and more sunny days. Snow is melting. Birds fly in from the south and begin to build nests. It's getting warm. Sowing work begins in the village. Green grass appears. The leaves are blooming on the trees.

Then you can ask the children to name the most important signs of each season.

2 Exercise “Syllogisms”

An adult reads phrases to the children and asks them to finish, or, after an explanation from an adult, the children independently complete tasks on individual cards, writing in the required words (answers). After completing the work, all answers are checked and sorted out together with the children. The answers are given in brackets.

Tasks:

Petya has a brother, Kolya. What is Kolya's brother's name? (Peter)

All fish are covered with scales. Pike are slaves, which means... (it is covered with scales)

All my friends love to play football. Andrey is my friend, that means... (he likes to play football)

All students in our class can write. Denis is in our class, which means... (he can write)

Precious metals do not rust. Gold is a precious metal, which means... (gold does not rust)

All fruits are healthy. An apple is a fruit, which means... (it is healthy)

Cats don't like honey. Murka is a cat, which means... (she doesn’t like honey)

Not a single friend of mine will betray me. Sasha is my friend, which means... (he won’t betray me)

Oksana loves everything sweet. Cake is sweet, that means... (she loves cake)

3rd physical exercise “Charging”

Once - squat,

Two - jump -

This is a rabbit exercise.

And when the little foxes wake up,

They like to stretch for a long time

Be sure to yawn

Well, wag your tail.

And the wolf cubs - arch their backs

And jump slightly.

Well, the bear is clubfooted,

With his paws spread wide,

First one, then both together,

He has been marking time for a long time.

And for those who don’t have enough charging -

They start all over again.

4 Exercise “Counting together”

The guys take turns performing the actions of single-digit numbers.

Let's assume:

1st person names a number: for example, 8

The 2nd name is the sign: for example, +

3rd person names a number: for example, 7

The 4th name is the sign: =

The 5th person names the answer, in this case the sum of numbers

The 6th calls a new number, etc.

5 Game "Riddles"

The presenter asks the children riddles. Whoever guesses the most wins.

1) Sisters are standing in the meadows:

Golden eye, white eyelashes. (daisies)

2) The motley quack catches frogs,

He walks around and stumbles. (duck)

3) Who in the world wears a stone shirt?

They walk around in a stone shirt... (turtles)

4) In a linen country, along a sheet river

The ship is sailing, now back, now forward,

And behind it there is such a smooth surface, not a wrinkle can be seen. (iron)

5) Who wears a hat on his foot? (mushroom)

6) They beat him with a hand and a stick, no one feels sorry for him,

Why are they beating the poor guy, but because he’s been fooled? (ball)

7) In the forest, near a stump, bustle, running around:

The working people are busy all day, building a city for themselves. (anthill)

8) The sieve is hanging - not twisted by hand. (web)

9) Not a beast, not a bird, but a nose like a knitting needle,

It flies - it screams, it sits - it’s silent,

And whoever kills him sheds his blood. (mosquito)

10) Not a king, but wearing a crown, not a horseman, but with spurs. (rooster)

11) What kind of bird doesn’t sing songs, doesn’t build nests, and carries people and cargo? (airplane)

12) Who has eyes on his horns and a house on his back? (snail)

13) This horse does not eat oats, instead of legs it has two wheels.

Sit on horseback and race on it, but better control the steering wheel. (bike)

14) The one-eared girl embroiders patterns. (needle)

Lesson No. 10 “Why...?”

1 Exercise “Answering a question”

The presenter asks the guys a variety of questions that begin with the word “why”?

For example:

Why do people cry?

Why do fish swim in the river?

Why do flowers smell nice?

etc.

Each child must try to give his own answer to the question asked. Then the most original answer is selected.

2 Exercise “Distinguishing geometric shapes”

Before starting the game, the adult, together with the children, remembers what geometric shapes exist, how they differ from each other, and pre-cut blanks of various geometric shapes from colored paper are demonstrated. Then the guys are divided into pairs. One person from the couple should sit and the other should stand behind him, facing his back. An adult shows the standing children any geometric figure, and they must “draw” this figure on the backs of their partners with their fingers, and they, in turn, must guess what kind of figure it is. During the exercise, participants can change places.

3 physical minute “Bunny”

It's cold for the bunny to sit

Need to warm up my paws.

Paws up, paws down,

Pull yourself up on your toes.

We put our paws on the side.

On your toes, skok-skok-skok,

And then squat down,

So that your paws don't get cold.

4 Exercise “Searching continuously”

Within 10-15 seconds, the guys should see around them as many objects as possible of the same color, size, shape, material...

At the leader’s signal, one child begins the enumeration, the others complement it.

5 Exercise “Detectives”

A situation is given. For example: “When you returned home, you found that the door to your apartment was open.” The players, like real detectives, take turns naming possible reasons for the fact that happened and explanations for the situation that arose. The reasons can be called both the most obvious (“they forgot to close”, “thieves broke in”), and the unlikely, unusual (“aliens arrived”). The main thing is that all the reasons given for the situation that happened are logical.

The detective who offers the most reasons wins, and the more varied they are, the better.

Example situations:

All the books of A.S. Pushkin disappeared from the library.
Baba Yaga's hut stopped turning.
You turn on the light in your apartment, but it doesn’t come on.
A man walks down the street in a fur coat in summer.
The wolf and the hare became bosom friends.

Lesson No. 11 “I call what I know, what I don’t know - I find out!”

1 Exercise “Ask a question”

The presenter thinks of a word. The players' task is to guess what the word is by asking various questions. All possible questions are sorted out together with the host at the beginning of the game. For example, “Is it living or non-living?”, “Edible or not”?, “What color...shape...size”?, “Where does it live?”, “What does it eat?”, “What can it be used for?” etc. When the presenter sees that all participants in the game have understood the rules, the children themselves begin to guess the words, one by one.

For visual support, you can think not of abstract words, but of one of the objects in the office.

2 Exercise “Name the signs”

The children are asked to name the signs of the seasons according to the proposed plan.

Plan:

1) How does the length of the day change?

2) How does the air temperature change?

3) What kind of precipitation falls?

4) How does the condition of plants change?

5) How does the condition of the soil change?

6) How does the state of water bodies change?

3 physical minute “Grasshoppers”

Raise your shoulders

Jump grasshoppers.

Jump-jump, jump-jump,

Let's sit down and eat some grass,

Let's listen to the silence.

Hush, hush, high,

Jump on your toes easily.

4 Exercise “Stable combinations”

Fairy tales often contain stable combinations. For example: living water, invisible hat...

The presenter invites the children to name as many of these phrases as possible. If children have difficulties, you can make their task easier by calling out the first word, and the children themselves name the second word.

Examples of phrases:

self-assembled tablecloth geese-swans

flying carpet frog traveler

frog princess koschei the immortal

Ivan Tsarevich is a good fellow

Baba Yaga Santa Claus

clear field red girl

Miracle Yudo Serpent Gorynych

living (dead) water chicken Ryaba

nightingale the robber firebird

little mouse brother Ivanushka

etc.

5 Exercise “Telling from pictures”

For this exercise you will need a set of cards with any pictures (from 5 to 10 pieces). Cards are distributed to children. The point of the exercise is for the children, each posting their own picture, to compose a coherent story based on these pictures.

Lesson No. 12 “Unravel and count”

1 Exercise “Insert the missing words”

The children are given sentences in which they need to insert the missing words. The answers are given in brackets.

Offers:

1) The guys ... (came) to the river and began to swim.

2) Mom bought ... (cake) for her birthday.

3) They bought me a doll in ... (toy store).

4) In autumn, leaves ... (fall) from the trees.

5) Frost... (draws) patterns on the glass.

6) An airplane, flying across the sky, ... (leave) a trail.

7) Misha received ... (a bad mark) because he didn’t learn the lesson.

8) It’s warm in summer, and ... (in winter) it’s cold.

9) Anya could not solve ... (difficult) problem.

10) Grandma... (baked) pies and invited everyone to drink tea.

2 Exercise “Unravel the meaning of proverbs”

The children are invited to formulate in their own words the general meaning of the proposed proverbs:

1) You can’t catch a fish from a pond without difficulty.

2) To be afraid of wolves, don’t go into the forest.

3) If you chase two hares, you won’t catch either.

4) Every sandpiper praises its swamp.

5) Learning is light, and ignorance is darkness.

6) Time for business, time for fun.

7) All that glitters is not gold.

8) If you’ve done the job, go for a walk with confidence.

3 physical minute

Ahead from behind a bush

The sly fox is watching.

We will outwit the fox -

Let's run on our toes.

The bunny jumps quickly into the field,

Lots of fun in the wild!

We imitate the bunny

The fidgety naughty one,

But the game is over

And it's time for us to learn.

4 Exercise “Confusion”

In this game, phrases from the story are given in a mixed order. The children's task is to restore their sequence. You can work with texts on the board or on individual cards.

Children can be offered such a premise to introduce the task.

There is a very inattentive typist working at the printing house; he mixed up the “pieces” of the stories. And now he can’t figure out what sequence the phrases should be in. If he can't fix everything, the guys will read the wrong stories. Please help him put all the phrases in the correct order. Determine which one should be first, second, etc.

"Smart Jackdaw"

1) She began throwing pebbles into the jug and threw so many that the water rose to the edge of the jug.

2) In the jug there was water only at the bottom.

3) There was a jug of water in the yard.

4) Galka was very thirsty.

5) Now you could drink.

6) The jackdaw couldn’t get water.

7) What a smart jackdaw!

Answer: 4, 3, 2, 6, 1, 5, 7.

"The Amazing Nest"

1) When the mushroom grew very tall, a boy found it.

2) A small bunting has built a nest on the ground in the forest.

3) He cut the mushroom and carefully laid the nest with the chicks on the ground.

4) The mushroom grew and grew and raised a nest with its cap.

5) What’s surprising is that a boletus began to grow under the bunting’s nest.

6) Returning from the forest, the boy told his friends about his unusual find.

Answer: 2, 5, 4, 1, 3, 6.

"Fishing"

1) Dima and Misha are going to go fishing.

2) On this day, the guys’ fishing was a success; they caught a whole bucket of fish.

3) Then they came to the shore and made themselves comfortable.

4) He pulled the fishing rod and caught a large crucian carp.

5) The day before they prepared all the necessary equipment.

6) Put the worms on the hooks and cast the fishing rods.

7) Dima’s float began to move.

8) Misha and Dima got up early and went to dig for worms.

9) They began to look at the floats and wait.

Answer: 1, 5, 8, 3, 6, 9, 7, 4, 2.

5 Exercise “Count carefully”

The presenter invites the children to count in a circle from 1 to 50. But at the same time, children should not name numbers containing the number 4. Instead, the players should clap their hands. The game can be repeated by giving a ban on any number.

Application

Lesson No. 3

1 Exercise “Missing figure”

2 Exercise “Guess the number”