Program for the development of cognitive processes in preschool children. Program for the correction and development of the emotional-personal sphere and cognitive processes The game "What is superfluous"

Municipal budgetary educational institution

Secondary school No. 1, Lakinsk

"I approve"

Supervisor

MBOU secondary school No. 1 of Lakinsk

E. T. Malchikova

Order No. 429 dated 30.08.2013

"Development of cognitive processes"

(for students of the 5th grade of the secondary school)

Potapova Natalya Vladimirovna

Considered at the meeting

methodical association

(pedagogical council)

Protocol No. 4

Lakinsk

2014

Explanatory note

Correction-developing program "Development of cognitive processes" for

students of the 5th grade of the secondary school

(within the general intellectual direction).

School failure, expressed in poor subject performance, is one of the most important reasons that contribute to the violation of the psychological health of students and which teachers most often encounter during the period of adaptation of students to the middle school.

The main reasons for the poor performance of fifth graders are:

• low motivation for cognitive activity;
• insufficient level of training with a normal and even good level of development of thinking and other cognitive processes - significant gaps in knowledge for previous periods of training, as well as the lack of formation of general educational and special educational skills and abilities;
• insufficient level of development of cognitive processes;
• insufficient level of development of mental operations;
• weak arbitrariness of behavior and activity - unwillingness, “impossibility”, according to schoolchildren, to force oneself to constantly study.

Often, all these causes do not act in isolation, but together, uniting in rather complex combinations.

Thus, there is a need for additional work of a teacher-psychologist with students who have these difficulties.

To ensure successful adaptation of underachieving fifth-graders, a correctional and developmental program "Development of cognitive processes" has been developed, which is aimed at developing cognitive processes and mental operations of students, as well as building social trust, teaching cooperation skills, developing social emotions, developing communicative emotions and learning to transfer acquired skills in educational activities.

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

1. Determination of the types of organization of students' 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. Achievements of the planned results are monitored within the framework of the internal evaluation system: by a teacher, administration, and a psychologist.

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

The purpose of the program is creation of conditions for successful intellectual development and education of children.

Program objectives:

• To reveal the features of the cognitive development of low-achieving children.
• Organize a subject-developing environment in accordance with the tasks of correction and development.
• Form positive motivation for cognitive activity
• Develop mental operations (analysis, synthesis, classification, comparison, etc.)
• Develop an internal action plan
• Develop creative imagination, attention and memory
• develop speech

Description of value orientations of the content

Human valueas a rational being, striving for knowledge of the world and self-improvement.

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

The value of freedomas freedom of choice and presentation by a person 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 designed for classes with children aged 11-12 and is aimed at low-achieving students.

The number of people involved is no more than 10 people (the optimal number is 6 people).

The program is designed for 14 hours.

Classes are held 2 times (permissibly 1 time) a week for 40 minutes.

The schedule of classes is compiled in accordance with the "Sanitary and epidemiological requirements for institutions of additional education SanPin 2.4.4.1251-03".

This correctional development program relies mainly on the followingprinciples of psychocorrectional work:

• The principle of the unity of diagnostics and correction reflects the integrity of the process of providing psychological assistance as a special type of practical activity of a psychologist. Considered in detail in the works of D.B. Elkonina, I.V. Dubrovina and others, this principle is fundamental to all corrective work, since the effectiveness of corrective work depends on the complexity, thoroughness and depth of the previous diagnostic work by 90%.
• The principle of development normativity. Normativity of development should be understood as a sequence of successive ages, age stages of ontogenetic development.
• The principle of systematic development. This principle sets the need to take into account preventive and developmental tasks in the correctional work.
• The activity principle of correction. This principle determines the very subject of the application of corrective efforts, the choice of means and methods for achieving the goal, the tactics of corrective work, the ways and means of achieving the set goals.

Basic forms of work:

Classes are designed for collective, group and individual work.

Lesson structure:

1. The introduction contains:

Greetings, positive attitude.

Introduction to the objectives of the lesson.

1. The main part contains:

Exercises.

Games.

1. Reflection of the lesson:

What did we develop in our lesson?

What did you especially like?

What didn't you like?

What were you having trouble with, why?

Give a verbal assessment of your activities and the activities of your neighbor (peer assessment).

1. Parting

This program includes assignments for:

- development of mental activity(“Ladder of words”, “Make a sentence”, “Expression”, “Find a common”, “Connecting link”, “Disguised object”, “Guess me”, “Broken phone”, “Find the meaning”, “Insert the missing word ”, “Scattered text”, “Help the proverb”, “Find an association”, “Chain of associations”, “Find a pair”, “Sequences”, “Come on, figure it out”, “Part and whole”, “Verbal domino” , “Those who ...”, “The fourth extra”, “Group formation”, “Title”, “Logic puzzles” will move;

- development of attention("Tic-Tac-Toe", "Observers", "Stirlitz", "Title");

Memory development (“Remember by associations”, “Observers”, “Remember the words”, “Stirlitz”);

- development of creative imagination(“Collage: Me and my hobbies”, “Collage: Our achievements”);

- development of an internal action plan(“The Country of the Opposite”, “More-Less”, “Missing Letters”).

The following are used in the course of this program:activities: play, cognitive, labor, artistic creativity, listening, writing, memorizing, following instructions, fantasizing.

Thematic plan

Material, technical and methodological support necessary for the implementation of the program.

The main forms of work are group and individual. Therefore, the classroom should provide both classroom work (i.e. work at a desk) and work “in a circle”.

Each student must have:

• workbook
• Pen, pencils
• Printed individual task cards

And also, whatman paper, colored pencils, felt-tip pens, paints, scissors, glue, various printed materials for collage design.

To solve the problems set by the program, the main teaching methods are used:

Literature;

visibility;

problem situation;

Game moments.

The mechanism for evaluating the results obtained.

The effectiveness of training is checked by the method of partial observation of students in the classroom and by conducting psychological diagnostics of cognitive processes and intellectual development of students before and after classes.

Expected results

• The ability to independently perform exercises (the less help from a teacher-psychologist, teacher, the higher the independence of students and, consequently, the higher the corrective effect of classes).
• Change in behavior in the classroom: activity, students' interest in learning the material.
• Ability to successfully perform control psychological tasks.
• Improved performance in various school disciplines (increased activity, efficiency, attentiveness, improved mental activity, etc.) as a positive result of the effectiveness of remedial classes.
• Changing the emotional state of each student under the influence of remedial classes.

The main forms of accounting for knowledge and skills:

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

Diagnostics of the intellectual development of students (GIT);

Diagnostics of the development of cognitive processes (study of creative thinking - Brief test of creative thinking (curly form) P. Torrens, study of the level of development of attention (Correction test, Schulte tables), memory (Learning 10 words, memorizing a number of incoherent syllables, etc.);

Diagnostics of learning motivation (method of N.V. Luskanova, method of diagnosing learning motivation and emotional attitude to learning, modified by A.D. Andreeva);

Diagnosis of the level of self-esteem (method of G.N. Kazantseva, test questionnaire by S.V. Kovalev);

As well as the study of the internal plan of action (IPAP).

This program has been tested for 3 years. The effectiveness of classes is confirmed by the results of diagnostic studies. More successful in educational activities are 50-75% of students who receive correctional and developmental services.

Universal learning activities

Bibliographic list

• Akimova M. K., Kozlova V. T. Psychological correction of the mental development of schoolchildren. Proc. Manual - M .: Publishing Center "Academy", 2000. - 160 p.
• Andriyakhina N. How to help a fifth grader? School psychologist, 2003, No. 30
• Glozman Zh. M. Developing thinking: games, exercises, expert advice / Zh. M. Glozman, S. V. Kurdyukova, A. V. Suntsova. – M.: Eksmo, 2010. – 80 p.
• Zaika E.V. A set of exercises for the development of students' logical memory. Questions of psychology, 1991. No. 6
• Zaika E.V. Games for the development of the internal plan of action for schoolchildren. Questions of psychology, 1994. No. 5
• Zaika E. V. A complex of games for the development of imagination. Issues of psychology, 1993. No. 2
• Zaika EV A complex of intellectual games for the development of students' thinking. Issues of psychology, 1990. No. 6
• Games - education, training, leisure. Ed. V. V. Petrusinsky in four books - M .: New school, 2000. - 240 p.
• Osipova A. A. Introduction to practical psycho-correction: group methods of work. - M .: Moscow Psychological and Social Institute; Voronezh: Publishing House of NPO "MODEK", 2000. - 240 p.
• Practical psychology of education. Ed. I. V. Dubrovina: Textbook for students. Higher And cf. specialist. educational institutions. - M .: TC "Sphere", 2000. - 528 p.
• Rogov E. I. Handbook of a practical psychologist: Proc. Benefit: in 2 books. Book. 2: The work of a psychologist with adults. Corrective techniques and exercises. – M.: Humanid. Ed. Center VLADOS, 2004. - 480 p.: ill.
• Samoukina N. V. "Games that are played ...". Psychological workshop - Dubna, "Phoenix +", 2000. - 128 p.
• Suntsova A. V. Developing memory: games, exercises, expert advice / A. V. Suntsova, S. V. Kurdyukova. – M.: Eksmo, 2010. – 64 p.

Lesson 1 "Introduction".

At the first lesson, the children get to know each other (children from different classes can get into the group), get acquainted with the goals and objectives of the classes.

Rules for working in a group are developed.

A group collage is being made on the topic "Me and my hobbies"

1 Exercise "Representation of a name"

Students in a circle say their name and some good personality trait.

2 Exercise "I love - I do not love"

Students in a circle name what they like (to do, eat ...) and what they do not like.

3 Exercise "Developing rules for working in a group"

Together with the children, the rules for working in the group are developed, discussed and written on the board.

4 Exercise "Collage: Me and my hobbies"

On one piece of paper, the guys, each defining a place on the sheet for themselves, create a joint collage “Me and my hobbies”.

Lesson 2 "Intellectual gymnastics".

1 Exercise "Ladder of words"

In this game, you need to take any word, preferably a long one, and using the available letters, make up as many of your words as possible. Students should also discuss the meaning of the composed words. The one with the most words wins.

For example, the word TRANSPORT:

Report Port Sort Post San

Cartridge Rosa Nast Tors Pas

Sling Nora Toast Pan Wholesale

Start Note Pora Nose Mouth

Napor Rota Stan Son Ton

Spore Cake Ston Tor Par

Trail Throne Growth Wasp

Sport Rope Sheaf Sap

Trans Spore Sota Pot

2 Exercise "Make a proposal"

Three words are taken that are not related in meaning. It is necessary to make as many sentences as possible that would necessarily include these three words, while you can change their case and use other words. Answers can be both banal and complex, going beyond the situation indicated by three words with the introduction of new objects. Original answers are especially encouraged, in which the intended words are included in non-standard connections. All proposed answers are compared and discussed by the students.

Presentation words:

1. Lake, pencil, bear.
2. Pain, pants, bike.
3. House, plane, radio.
4. Fox, berries, bee.
5. Table, apron, boots.
6. Thunderstorm, day, bed.

3 Exercise "Expression"

Students are asked to come up with a sentence of 4 words, and each word must begin with the specified letter. There are two options for completing the task:

1. the sequence of the indicated letters with which words begin cannot be changed;
2. words in a sentence can be arranged in any order.

For example: MHO

1. Master Volodya repairs shoes.
2. Masha poured tea on Vitya.

Various sets of letters are offered for work:VSNT, ELTO, ENVSA.

The number of letters can be increased.

Lesson 3 "Intellectual games".

1 Exercise "Find a common"

For this exercise, you need to take two words (objects, phenomena) that are little related to each other. You should find and write out as many common features for these items as possible. The one with the longest list of common features wins. Also, it is useful to analyze the answers of students according to the degree of significance of the connections between objects revealed in them, so that students can learn what essential and non-essential features are.

Presentation words:

1. Game - lesson 5. Dog - teddy bear
2. Goose - cow 6. Rollers - scooter
3. House - hospital 7. Crocodile - turtle
4. Ship - bike 8. Malvina - Cinderella

2 Exercise "Connecting link"

Two objects are given that, at first glance, seem far from each other. Students need to name objects that are, as it were, a “crossing bridge” from the first to the second. The named objects must have a clear logical connection with both given objects. It is allowed to use two, three or four connecting links.

Presentation words:

1. Cloud - accident (rain, puddle, road, car)
2. School - music (teacher, lesson)
3. Forest - hollow (nuts, squirrel)
4. Shop - joy (mom, cake, holiday)
5. Game - hospital (tags, children, fall, bruise)
6. Milk - dew (cow, grass)
7. Wool - grandmother (cat, ball, thread, socks)
8. Tree - a gun (bark, hare, hunter)

3 Exercise "Tic-tac-toe"

The well-known game of tic-tac-toe, the only feature of which is the expansion of the field for moves. The game is played on the board. Students take turns putting the required “sign”.

Lesson 4 "Properties of objects".

1 Exercise "Disguised object"

Any well-known object (phenomenon, creature) is called. It is necessary to name two other objects, in general, little resembling the given one, but those whose combination of features, if possible, would unambiguously determine it, i.e., as it were, disguise it with other objects. The answers proposed by the students are necessarily discussed and justified.

Presentation words:

1. New Year (winter - holiday)
2. Bread (plant - grain)
3. Aquarium (fish - food)
4. Car (repair - speed)
5. Phone (talk - buttons)
6. Postman (home - letter)
7. Flowers (gift - fragrance)
8. Landscape (nature - colors)
9. Swan (down - neck - song)
10. Game (dice - rules)

2 Exercise "Guess me"

This game is the opposite of the previous one. The facilitator, and then the students themselves, must come up with pairs of items that uniquely encode the third item.

Presentation words:

1. Sky - water (rain)
2. Metal tail - sky (airplane)
3. Man - bed (sleep, night)
4. Fun - guests (holiday)
5. Field - cheese (mouse)
6. Mint - smile (toothpaste, chewing gum)
7. Ball - table (billiards)
8. Claws - honey (bear)
9. Grandmother - kitchen (pie)
10. Australia - jump (kangaroo)

3 Exercise "Broken phone"

Students sit down in a row. The first player receives a word from the leader, for example, "airplane". His task is to quickly encode this word using a couple of other objects (for example, a bird - it flies, with wings, a tail, etc., and a file - it is iron, heavy) and pass these two words to the second player. The second player must guess what the subject is. For example, he can assume that this is a "grenade" and, disguised, pass this word to a third player. The third one encodes the received message in its own way and passes it on to the next player, and so on. The transmission of each message is carried out in writing on strips of paper.

Session 5 "Development of the internal action plan".

1 Exercise "Country of the Opposite"

The given word (first of three, then of four, five, six, etc. letters) should be read letter by letter in reverse order, from right to left, for example, “work - atobar”. All operations must be carried out mentally, not in writing.

Presentation words:

Sleep, tiger, slippers, carriage, plane, propeller, cheburashka, emperor.

2 Exercise "More-less"

A series of numbers of three to six digits is read out. In response, you need to name other numbers - 1 (or 2) more or less. All operations must be carried out mentally.

Numbers to present:

1 7 4 more by 1 – 2 8 5

Less by 1 – 0 6 3

More by 2 – 3 9 6

2 5 6 3 more by 1 – 3 6 7 4

1 less - 1 4 5 2

More by 2 – 4 7 8 5

2 less - 0 3 4 1

3 4 2 8 more by 1 – 4 5 3 9

Down by 1 – 2 3 1 7

More by 2 – 5 6 4 1 0

2 less - 1 2 0 6

3 2 4 1 5 more by 1 – 4 3 5 2 6

Less by 1 – 2 1 3 0 4

More by 2 – 5 4 6 3 7

6 7 3 5 2 4 more by 1 – 7 8 4 6 3 5

Less by 1 – 5 6 2 4 1 3

More by 2 – 8 9 5 7 4 6

2 less - 4 5 1 3 0 2

3 Exercise "Missing Letters"

You need to come up with a word and read it so that only the first, third, fifth, etc. letters sound in it, skipping the second, fourth, etc. First, the facilitator spells out the words, and then the students themselves. The rest guess. Be sure to name the number of letters that make up the hidden word.

Presentation words:

1. Candy (7) - knea
2. Dog (6) - from b to
3. Cat (5) - ksha
4. Cow (6) - to r in
5. Rocket (6) - r to t
6. Cockroach (7) – t r k n
7. Flower (6) - c e o
8. Pistol (8) - ps o e

Lesson 6 "Understanding the meaning and highlighting the essential" (part 1).

1 Exercise "Find the value"

In this exercise, students are offered a number of polysemantic words. Their task is to find as many meanings of the following words as possible:

1. Figure (human, geometric…)
2. Address (postal, congratulatory ...)
3. Charging (battery, exercise…)
4. Shaft (earth embankment, technical detail…)
5. Fork (cutlery, part of electrical appliances…)
6. Skating rink (ice rink, asphalt paving machine…)
7. Spatula (gardening tool, body part…)
8. Braid (hairstyle, tool…)
9. Conductor (profession, electrical component…)
10. Dog (animal, zipper lock detail…)
11. Knot (rope, vessel speed…)
12. Checker (game, smoke, edged weapons ...)
13. Lamb (animal, sea wave…)
14. Shop (shop, seat ...)
15. Shot (weapon, drum, number ...)
16. Cone (spruce, tumor ...)
17. Pen (writing, door…)
18. Fight (battle, strikes of chimes ...)

2 Exercise "Insert the missing word"

To complete this exercise, it is necessary to prepare a text with missing words for each participant in advance. Each student must fill in the gaps with the missing words.

Suggestions for presentation:

1. ... bad weather, the tour took place. (in spite of)
2. It was still light in the forest, ... the sun had already set. (although)
3. Mom sent the boy to the store, ... he bought bread. (to)
4. ... ... not a late hour, there would be a lot of people on the street. (if)
5. Like yesterday, ... ... today the weather is warm. (and so)
6. I went to bed late, … … read an interesting book. (as)
7. It takes a lot of effort……, …to grow a good crop. (in order to)
8. A bright light was burning in the room, ... people were already sleeping. (although)
9. Despite the severe frost, he ... was cold. (not)
10. ... boys, ... and girls passed the sports standards. (how; so)
11. Flowers attract insects ... only by color, ... and smell. (not, but)
12. Now we live in the city, ... used to live in the countryside. (a)
13. … … with his strength, he could not overcome him. (in spite of)
14. New houses are being built ... in the city, ... ... in the countryside. (as; so and)
15. … … strong thirst, I … began to drink from the stream. (despite not)

Lesson 7 "Understanding the meaning and highlighting the essential" (part 2).

1 Exercise "Scattered text"

This exercise can be carried out as a competition of two participants or teams. Teams are simultaneously given a set of pre-prepared cards with the same task: to assemble a sentence from the available words. The execution time is fixed. The winner is the participant or team that managed to complete the task faster than others and with fewer errors.

The right column is for student responses.

2 Exercise "Help the proverb"

In this exercise, you need to collect proverbs from parts that have "lost" each other. To do this, for each beginning of the proverb from the left column, you need to select the ending from the right column.

Lesson 8 "Associations".

1 Exercise "Find an association"

Any word combination or phrase is taken. For a limited time, you need to write out in a column as many associations as possible that it causes. Associations can be either banal and unambiguous, or quite non-standard, but in any case they must be closely related in meaning to the original phrase. The winner is the one who has more such associations that are not found in other students.

Presentation words:

1. Lesson at school.
2. Trip to the museum.
3. Circus number.
4. Magic on New Year's Eve.
5. Rest at nature.
6. Small child.
7. Performance in the theatre.
8. Spring thunderstorm.
9. Fisherman on the river.
10. Village hut.

2 Exercise "Remember by associations"

Students are presented with several words for memorization, logically unrelated to each other. Then it is proposed to find associations that would connect these words. All student associations that come to mind are recorded on the board. While working, you do not need to limit the scope of their imagination. The result should be a short story. When the guys understand and learn how to complete this task, the number of words for memorization can be increased and invent situations for themselves, and say the words out loud in the right order.

For example: book, flower, sausage (I finished reading the book, picked a flower, washed my hands with soap and ate a sausage).

Words to remember:

1. apple, dog, book
2. Brush, notebook, history, brother
3. Phone, shop, cat, walk, lunch

3 Exercise "Chain of associations"

Students sit down in a row. The host gives the first player a strip of paper with a phrase written on it. The first player must quickly write down one of the associations he likes on another strip and pass it on to the second player, who writes down his association on his strip and passes it on to the third, etc. As a result, a chain of various associations is formed. When discussing the results, the participants analyze the received chains.

Presentation words:

1. Holiday
2. autumn season
3. Summer garden
4. Happy event
5. Healthy lifestyle
6. Police officer
7. The state in which we live
8. Strong friendship
9. Sport competitions
10. space travel

Lesson 9 "Causal relationships".

1 Exercise "Find a Pair"

This exercise is best done on separately prepared cards. Tasks are printed on the cards, among which you need to find pairs of concepts that are in a cause-and-effect relationship with each other.

Students are presented with words that are only in the left column of the table, the right column remains empty and is intended for answers.

2 Exercise "Sequences"

In this exercise, students must choose for the given concepts those that would be in a sequence relationship with them.

Etc…

Students are presented with the words in the left column, the right column for answers.

3 Exercise "Come on, figure it out"

The exercise should also be performed on individual cards. Here it is required to find the cause and effect of the following events.

Find the reason:

Find the consequence:

Lesson 10 “Kin and type of object. The whole is a part."

1 Exercise "Part and whole"

The exercise is presented on separate cards. In this task, you need to find concepts, the relationship between which is designated as a WHOLE - PART (in some tasks there may be not one, but several answers).

2 Exercise "Verbal Domino"

Several people can play (up to 6 people, the rest can help). Each player receives five cards prepared in advance. Two words are written on each card - one word is a private, specific concept, that is, a concept that denotes a real object. Another word on the card is necessarily a generalized concept. Generalized concepts are suitable for several specific concepts at the same time.

The rules of the game are as follows: everyone in turn must apply cards with the same concepts to each other - both specific and generalized. If there is no suitable card, then you can take the cards left on the table. The first person to lay out all the cards wins. (30 cards of 2 concepts)

General concepts:

1. Water
2. Geometric figures
3. Punctuation marks
4. Human internal organs
5. school supplies
6. Times of Day
7. Motor transport
8. Insect
9. Furniture
10. Computational actions

Cards to cut

Lesson 11 "Attention and memory".

1 Exercise "Observers"

In this exercise, students are asked to describe in detail from memory the school yard or the way from home to school - that is, what they have seen hundreds of times. One of the participants describes, the other completes the missing details. You can complete this task in writing, and then compare the results. The winner is the participant who gives the most accurate description.

2 Exercise "Memorize the words"

The psychologist gives students the task: to remember the words and phrases (12 in total) that they will be called. For better memorization, they need to schematically sketch the named objects so that the drawing later helps to remember the given words. After presenting all the words, students using drawings recall and name the given words.

3 Exercise "Stirlitz"

At the beginning of the game, a leader is chosen. The rest of the participants freeze in any poses. The facilitator should carefully examine the other participants and remember their postures, clothes, etc. Then he leaves the class. The rest of the students at this time should change something in themselves. At the beginning, there should be no more than 5-6 changes in total, then you can increase the number of changes, thereby complicating the game. The facilitator's task is to find these changes in the players.

Lesson 12 "Classification".

1 Exercise "Those who ... will move"

In this game, students must classify themselves and each other according to some criterion. The facilitator needs to name some sign by which the students should unite. Those guys who find the named sign in themselves need to change places with each other.

2 Exercise "The fourth extra"

In this exercise, you must have either a set of cards with pictures, four pictures on each card, three of which are united by something in common, and one is “extra”, or a set of words composed in a similar way. The task of students is to find this "extra" word or picture.

Presentation words:

1. Root, leaf, stem, earth.
2. Dress, jacket, sneakers, trousers.
3. Piano, drill, flute, drum.
4. Boots, boots, socks, shoes.
5. Candy, sausage, toffee, lollipop.
6. Raspberry, blackberry, watermelon, apple.
7. Milk, lemonade, kefir, yogurt.
8. Dog, cat, hare, sheep.
9. Pike, flounder, carp, crucian carp.
10. Cuckoo, magpie, ostrich, sparrow.

3 Exercise "Formation of groups"

The children are offered a set of cards (about 50 - 60 pieces, one card - one image) with images of various objects, living beings, natural phenomena ... which must be classified according to some common feature. After the formation of groups, students must justify their choice. Then, the guys should be asked to classify the same pictures according to some other feature, if possible ...

Lesson 13 "Intellectual games".

1 Exercise "Title"

For this exercise, you need to prepare a short text, about 12-15 sentences in size. In some words of the text, spelling errors must be deliberately made according to the studied rules. Then the forms with the text are given to each student, and it is proposed to come up with a title for it so that it reflects the main idea of ​​the text, and find all spelling errors. It is desirable that the guys come up with 3-5 names for one story. The number of errors in the text is agreed in advance.

Text options:

in winter

The first snow falls in late autumn. He changes everything around. Fluffy snowflakes gently touch the ground, and she dresses in a white fur coat. Multi-colored sparks of frost light up and shine. The water darkens among the coastal thickets.

What a beautiful birch grove! The twigs are covered with flakes, but snowflakes crumble at any touch. In the spruce forest, the trees were so covered with snow that you would not recognize them. The Christmas tree becomes like a fancy snowman. Everywhere you can see traces of forest animals.

On winter days, one does not sit at home. Children and adults go for a walk. Everyone wants to feel the freshness of the first frost, play snowballs.

"Hello winter!" people say happily.

Squirrel

The squirrel lived in the forest, didn’t grieve about anything. Nobody bothered her. Slept on a branch of a large spruce. She didn't care about anyone but herself. Time passed, and she had squirrels. Now the squirrel did not leave them.

Winter came. Falls began in the forest. Once a heavy snowball fell from the top of a tree onto the roof of a squirrel's dwelling. She jumped out, and her helpless children were trapped. Who to turn to for help? What if someone saves the squirrels.

The squirrel quickly began to dig up the snow. The round nest of soft moss remained intact. The forest dweller was happy. Nothing will upset her anymore!

2 Exercise "Logic puzzles"

The psychologist verbally presents the children with logical problems. You can give tasks on cards. Exercise can be carried out in a competitive way. The one who solves the most problems wins.

Task options:

1) If a camel was shorter than a hedgehog but taller than an elephant, who would be tallest? (Hedgehog)

2) If a dog were lighter than a beetle but heavier than a hippopotamus, who would be the lightest? (Hippopotamus)

3) Two sons and two fathers are walking down the street. How many people are walking down the street? (Three people - grandfather, father, son)

4) What gets lighter as it gets bigger? (Balloon)

5) Is it possible to throw a ball in such a way that, after flying for some time, it stops and starts moving in the opposite direction? (Yes, if you throw the ball up)

6) The more they take, the more it becomes. What is it? (Pit)

7) A boy was walking to school and met three girls. Each girl had one dog. How many living beings were heading towards the school? (One boy)

8) You enter a dark room. It contains a candle and a kerosene lamp. What will you light first? (match)

9) One predictor could guess the score of any football match before it started. How did he do it? (Before the match the score is always 0:0)

10) If it rains at 11 o'clock at night, is it possible to have sunny weather in 48 hours? (No, as it will be night in 48 hours)

Lesson 14 (final) "Our achievements".

A group collage on the topic "Our achievements" is being drawn up.

Correctional course program

"Development of psychomotor and cognitive processes"

for students of grades 3 - 4 of special (correctional) educational institutions

STRUCTURE OF THE PROGRAM OF THE COURSE OF CORRECTIONAL LESSONS "DEVELOPMENT OF PSYCHOMOTORICS AND SENSORY PROCESSES" FOR STUDENTS OF GRADES 3 - 4

1. EXPLANATORY NOTE

2. GOALS AND OBJECTIVES OF THE TRAINING COURSE

3. THE PLACE OF THE SUBJECT IN THE CURRICULUM

4. STRUCTURE AND CONTENT OF THE TRAINING COURSE

6. GOAL ORIENTATION OF THIS WORK PROGRAM IN THE PRACTICE OF A PARTICULAR EDUCATIONAL INSTITUTION

7. SCHEDULING

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 the formation of his sociality, the development of social relations, the enrichment of worldview and the development of personal qualities. This period of life is especially significant for children with mental disabilities, since most of them, as confirmed by statistics, are not covered by public preschool education, which means that the child does not receive qualified correctional support before school. Science has proven that of all functional deviations in the state of human health, in terms of social consequences, mental retardation is the most common and severe developmental defect. The 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, their state of health, and individual typological characteristics. This means that we are talking about the need to provide comprehensive differentiated assistance to children, aimed at overcoming the difficulties of mastering program knowledge, skills and abilities, 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 upbringing and education of children with intellectual disabilities, in turn, require the creation of the necessary conditions for their full development, becoming as subjects of educational activity.

The program of the course "Development of psychomotor and cognitive processes" was developed in connection with the inclusion of this subject in the correctional and developmental area, due to the need to provide qualified psychological and pedagogical assistance to children with disabilities, which is considered as a system of developing, corrective and rehabilitation technologies aimed at creating internal and external conditions for revealing the potential opportunities for the mental development of the child's personality and expanding the boundaries of his interaction with the environment.
This course integrates two sections: psychomotor and cognitive processes. Psychomotorics is a set of consciously controlled motor actions of a person, as well as "live" human movements, constituting a kind of unity with a muscular feeling. Psychomotor is intended for the implementation of voluntary movements, expedient actions in the process of obtaining 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 by 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 most important 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, pupils creates a prerequisite for their full participation in mastering the school curriculum and social adaptation in general.

The course "Development of psychomotor and cognitive processes" is most in demand in elementary school, since this period is sensitive for the development of the functions of emotional and 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

Program goal:

Development of psychomotor and sensory functions, cognitive processes;

Development of social - emotional well-being of children through the formation of a sense of internal stability;

Promoting successful and rapid adaptation of students to learning 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 general motor skills;

creation of 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 representations;

the formation of mental activity (mental activity, visual forms of thinking, mental operations, concrete-conceptual and elementary-conclusive thinking);

development of creative activity,

development of attention properties: concentration, stability, switching, distribution, volume;

increase in memory capacity in visual, auditory, tactile modalities;

3. Correction of the emotional and personal sphere:

development of the ability to emotionally regulate one's behavior;

development of flexibility of behavior, skills of adequate response to various life situations;

the formation of ways for effective interaction of students (the ability to negotiate, give in, see the success of others, evaluate their own merits).

As part of monitoring, a survey is conducted with students at the beginning and end of the year. The purpose of the survey is to study the level of development of higher mental functions, the emotional development of younger students.

To achieve this goal, the following methods were used:

Study of the features of memory, attention

Method "Memorizing 10 words" (A.R. Luria)

Purpose: to study the volume and speed of auditory-speech memorization of a certain number of words.

The student is invited to listen carefully to words that are not related in meaning and then repeat them. Words are read slowly and clearly. Remarks and remarks of children are not allowed. Words are read once.

Method "10 items"

Purpose: to study the features of visual memory.

The child is offered to memorize 10 cards on which different objects are drawn, quite large. Exposure time cards 15-30 sec.

Technique "Figurative memory"

Purpose: the study of short-term memory for images.

An image (an image of an object, a geometric figure, a symbol) is taken as a unit of memory capacity. Students are asked to memorize the maximum number of images from the presented table.

The technique "Indirect memorization" was proposed by L.S. Vygotsky, A.R. Luria, designed by A.N. Leontiev.

Purpose: to study the level of mediated memorization.

Children are called words (15), to which it is necessary to pick up cards (30) that will help to remember them.

Study of the characteristics of attention

Method "Correction 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 randomly arranged letters. Students scan the text row by row and cross out certain letters indicated in the instructions.

Technique "Recognition of superimposed images" (Poppelreitor figures)

The child is offered to recognize all the images of contours superimposed on each other and give each of the objects its own name.

Method "Finding missing parts"

Purpose: the study of visual perception and figurative thinking.

Students are invited to find the missing details (parts) in the drawings of various objects, sometimes quite important and clearly visible, and sometimes less pronounced, although important for the subject.

The study of visual-figurative, verbal-logical thinking

Methodology: "Houses in the clearing" (maze)

Purpose: to study the degree of mastering the actions of visual-figurative thinking.

The sheets depict "clearings" with branched trees and houses at their ends. Cards ("letters") are offered for each clearing, which conditionally depict the path to one of the houses. The children need to find the right house and mark it.

The method of "nonsense" (recognition of conflicting images of absurdities) was proposed by M.N. Zabramnaya.

Purpose: to study the features of visual gnosis, figurative-logical thinking, identifying a child's sense of humor.

Students are asked to look at "ridiculous" images and determine what the artist has confused.

Exclusion of concepts

Purpose: the study of verbal-logical thinking.

The child singles out one "inappropriate" concept and explains on what basis (principle) he did it. In addition, he must choose a generalizing word for all other words.

11. Technique "Drawing" (author: Guilford and Torrens)

Purpose: the study of figurative imagination (figurative creativity).

The child is offered to finish the picture that the "artist" did not have time to finish. To finish 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. Zambatsyavechene. The purpose of the technique: to determine the level of mental development.

Methods used to study emotional and personal characteristics:

Projective technique "Non-existent animal";

Anxiety test (Amen, Dorki);

Methods of studying social emotions (G.A. Uruntaeva, Yu.A. Afonina);

3. DESCRIPTION OF THE PLACE OF THE TRAINING COURSE IN THE CURRICULUM

The course "Development of psychomotor and cognitive processes" is included in the correctional and developmental area. 68 hours are allocated for the study of the course "Development of psychomotor and cognitive processes" in grades 3-4. In this work program, 62 hours are allotted for the correctional and developmental course (2 hours per week, 34 academic weeks), taking into account the diagnostics of students, which is carried out for 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, kinesiology exercises, hand-eye coordination.

Section 2. Development of visual perception

Classes are aimed at developing sensory standards (color, size of objects), developing the perception of objects from an unusual perspective (superimposed, noisy, underdrawn images), spatial representations (an exercise on the formation of a stable differentiation of the left and right sides, the use of prepositions denoting the spatial relative position of objects) and temporal relations (determining the 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. Development of memory

This section is aimed at the development of visual, auditory, figurative memorization, the development of memory techniques.

Section 5. Development of thinking

Classes are aimed at the development of thought processes: generalizations, exclusions, classifications, comparisons, finding simple patterns, establishing cause-and-effect relationships, analogies

Section 6

Includes games and exercise for the development of non-verbal imagination, 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;

formation of skills of cooperation with adults and peers in different social situations;

development of ethical feelings, manifestation of benevolence, 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 grade 3:

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;

the names of the days of the week and their sequence;

Students should be able to:

group objects according to given signs of shape, 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 instructions of the teacher

Memory development

Students should be able to:

memorize multiple items (5,6) and the order in which they are placed

perform certain tasks according to the model;

keep in memory 5.6 words, objects, colors

Development of attention

Development of thinking

Students should be able to:

organize objects into groups according to essential features

establish simple patterns

select and classify items

recognize objects based on descriptive features

Imagination development:

Students should be able to:

Notice in the object under study the variety of details, properties, aspects, qualities;

Create an image based on the description.

Subject results grade 4:

Development of visual perception

Students should know:

the sequence of the seasons and their signs

names of spatial relationships

month names 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:

memorize up to 8 items and the order in which they are placed

perform a specific task according to verbal instructions

keep in memory up to 8 words, objects and play them after some time

Development of attention

In the process of corrective work with students in grades 3 and 4, such properties of attention as volume, concentration, distribution, switching, stability in setting and solving feasible tasks are developed.

Development of thinking

Students should be able to:

be able to compare objects, highlighting essential features

establish simple analogies

establish causal relationships (with the help of an adult)

use genus and species concepts when generalizing objects and phenomena

find opposite signs of objects

Imagination development:

Students should be able to:

Compare objects and phenomena, establish their similarities and differences;

To see an object in the variety of its features, the presence of several points of view on the object.

6. GOAL ORIENTATION OF THE WORK PROGRAM

This work program takes into account the characteristics of students.

Children with mental retardation are characterized by persistent disorders of all mental activity, which are especially clearly manifested in the field of cognitive processes. Moreover, there is not only a lag behind 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 hardly distinguish the main thing or the general in the picture, in the text, snatching out only separate parts and not understanding the internal connection between parts, characters. Difficulties in perceiving space and time are also characteristic, which prevents these children from orienting themselves in the environment. All mental operations (analysis, synthesis, comparison, generalization, abstraction) are not sufficiently formed. The weakness of memory is manifested in difficulties not so much in obtaining and storing information as in its reproduction (especially verbal material). In children with intellectual disabilities, attention is unstable, its switching is slow.

The program is designed for students in grades 3, 4 and includes tasks to enhance cognitive activity, finger games, kinesiology 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. In the course of the lesson, children develop speech activity, cognitive processes are activated, emotional experience is enriched, and negative tendencies are leveled.

Throughout the training, purposeful work is carried out to form basic learning activities that form a conscious attitude to learning among students and contribute to the formation of the student as a subject of conscious active learning activity at an accessible level for 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 the performance of educational tasks, assignments, agreements;

understanding of personal responsibility for one’s actions based on ideas about ethical norms and rules of behavior 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 and understand the instructions for the educational task in various activities and everyday life;

cooperate with adults and peers in different social situations; treat kindly, co-experience, con-with-t-ru-to-ti-in-but interact with people;

negotiate and change their behavior in accordance with the objective opinion of the majority in conflict or other situations of interaction with others.

Regulatory learning activities:

adequately observe the rituals of school behavior (raise your hand, get up and leave your desk, etc.);

accept goals and arbitrarily engage in activities, follow the proposed plan and work at a common pace;

actively teaching-s-t-in-vat in activity, to control and evaluate their dey-s-t-via and actions of one-to-la-s-sniks;

correlate their actions and their results with the given samples, accept an assessment of the activity, evaluate it taking into account the proposed criteria, adjust their activities taking into account the identified shortcomings.

Cognitive learning activities:

highlight some essential, common and distinctive properties of well-known objects;

establish species-generic relations of objects;

make simple generalizations, compare, classify on visual material;

use signs, symbols, substitute objects;

to observe, under the guidance of an adult, objects and phenomena of the surrounding reality

7. EDUCATIONAL - THEMATIC PLAN

3rd grade

EDUCATIONAL - THEMATIC PLAN

4th grade

8. LOGISTICS

In the correctional - developing classes are used:

· Didactic games to improve memory, attention, visual and auditory perception;

· Individual handout on the development of higher mental functions

· Split pictures into 2-4-6-8 parts

· Sets of thematic subject cards "Dishes", "Vegetables", "Trees", "Animals", "Birds", "Furniture", "Household appliances", "Plants", "Clothes", "Insects",

· Set of planar geometric figures

· Cards with emotions

· Poster "Seasons"

· Noise, musical instruments for the development of auditory perception

· Benefits for the development of fine motor skills (massage balls, cones, paper clips, clothespins, Su jock balls, lacing, counting sticks);

· Models of fruits and vegetables

toys (ball, soft toys, cubes)

· Samples of materials, different in texture, viscosity, temperature, density;

· Sets of aroma jars

plasticine

· Technical teaching aids (presentations)

INFORMATION CARD

1.Name psychologist Panova Elena Mikhailovna

2. The name of the program "Development of cognitive

children's processes

preschool age"

3. View of the program modified

4. Duration

program development 9 months

5. Age range 5-7 years old

6. Educational field of psychology

intellectual

7. The level of development is general cultural

8. Form of organization

educational process group

Explanatory note

Senior preschool age is a period of intensive mental development. At 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 content features of external impressions that provide such an increase change with age. The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding 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 - by the age of 6-7 are already quite large.

Download:

Preview:

"CHILD DEVELOPMENT CENTER" MDOU No. 95

APPROVE

Head of MDA №95

Tomaeva Z.Kh.

ADDITIONAL EDUCATION PROGRAM

"DEVELOPMENT OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN"

Educational psychologist

Panova E.M.

Vladikavkaz 2010

INFORMATION CARD

1.Name psychologist Panova Elena Mikhailovna

2. The name of the program "Development of cognitive

Processes of children

Preschool age»

3. View of the program modified

4. Duration

Mastering the program 9 months

5. Age range 5-7 years old

6. Educational field of psychology

intellectual

7. The level of development is general cultural

8. Form of organization

Educational process group

Explanatory note

Senior preschool age is a period of intensive mental development. At 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 content features of external impressions that provide such an increase change with age. The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding 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 - by the age of 6-7 are already quite large.

To a large extent, this is facilitated by the improvement of the planning function of speech, which is a "universal means" of organizing attention. Speech makes it possible to preliminarily verbally highlight objects that are significant for a particular task, to organize attention, taking into account the nature of the upcoming activity. Despite significant shifts in the development of attention, the prevailing throughout the entire preschool period remainsinvoluntary attention. Even older preschoolers still find it difficult to concentrate on monotonous and uninteresting activities; against. In the process of a game that is interesting for 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. The child remembers better what is of greatest interest to him, leaves the greatest impression. Thus, the amount of recorded material is largely determined by the emotional attitude to a given object or phenomenon. Compared with the younger and middle age, the relative role of involuntary memorization in 6-7-year-old children is somewhat reduced, at the same time, the strength of memorization increases. At the older preschool age, the child is able to reproduce the impressions received after a fairly 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. In many ways, this is facilitated by gaming activities, in which the ability to remember and reproduce the necessary information in time is one of the conditions for success.

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

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

A similar ratio of arbitrary and involuntary forms is noted in relation to such a mental function as imagination. A big leap in its development is provided by the game, the necessary condition of which is the presence of substitute activities and substitute objects. At the 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 the child's speech. Imagination at this age expands the child's capabilities in interaction with the external environment, contributes to its development, serves, together with thinking, as a means of cognizing reality.

The development of spatial representations of the child by the age of 6-7 reaches a high level. Children are characterized by attempts to analyze spatial situations. Although these attempts are always quite successful, an analysis of the children's activity points to the dissection of the image of space, reflecting not only objects, but also their mutual arrangement.

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, in connection with the assimilation of new ways of mental actions, to a large extent, it relies on the mastery of 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 figurative thinking.

Poddyakov N.N. showed that at the age of 4-6 years, intensive formation and development of skills and abilities that contribute to the study of the external environment by children, the analysis of the properties of objects, influencing them in order to change. 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, creating the basis for the formation of ideas and concepts. In the process of visual-active thinking, prerequisites appear for the formation of a more complex form of thinking - visual-figurative thinking, which is characterized by the fact that the solution of a problem situation is carried out by the child 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.

The accumulation by the senior preschool age of a large experience of practical actions, a sufficient level of development of perception, memory, imagination and thinking increase the child's sense of self-confidence.

Target direction of the program

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

Program objectives

1. Diagnostics of cognitive processes.
2. Development of attention, functions of speech, memory, imagination, thinking, fine motor skills

Forms of activity

used in the implementation of the program:

1. Lesson, psycho-gymnastics.
2. Practical exercises, games.

The program is carried out in 2 main directions:

1. Psychological education:

a) Collection of information about the child from the parents;

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

2. Correctional developmental stage aimed at the development of cognitive processes in children.

Conditions necessary for the implementation of the program

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

Expected end result

1. Formation of arbitrary activity.
2. Address-maximum level of development of mental processes.
3. Target-maximum level of development of fine motor skills of the hand and coordination in the "eye-hand" system.
4. Ability to organize your activities in accordance with the goal.

5. Ability to communicate.

Lesson structure:

1. Mindfulness exercise.
2. Exercise for the development of memory and fine motor skills.
3. Psychomuscular training.
4. Exercise for the development of thinking and imagination.
5. Exercise for the development of motor skills and spatial thinking.

Classes are held during the academic year (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 the formation of cognitive activity.

EDUCATIONAL AND THEMATIC PLAN FOR CORRECTIONAL AND DEVELOPMENT WORK UNDER THE PROGRAM "DEVELOPMENT OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN"

Used Books

1. Vachkov I.V. Basic technologies of group training. - M.: 1999
2. Vygotsky L.S. Psychology. - M., 2000.
3. Preschool education and upbringing through the eyes of a psychologist. // Psychological science and education, No. 2, 2005
4. Dubrovina I.V. “Guidelines of a practical psychologist. Readiness for school: developmental program. - M.: 1995
5. Rogov E.I. Handbook of practical psychologist in education. M.: 1995
6. Savina L.P. Finger gymnastics for the development of speech of preschoolers: - M .: LLC "Publishing House of AST", 2004. - 44 p.
7. Khryashcheva N.Yu. psychogymnastics in training. - M.: 1999

Municipal budgetary educational institution

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

Republic of Bashkortostan

Development 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 changes radically, learning activity is formed, which becomes the leading one for him. It is on the basis of educational activity that the main psychological neoplasms of primary school age develop.

L.S. Vygotsky noted the intensive development of intelligence in primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, arbitrary processes. A child of 7-8 years old 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 the transition to the middle link, students should learn to independently reason, draw conclusions, compare, compare, analyze, find the particular and the general, and establish simple patterns. The younger schoolchild in his development proceeds from the analysis of a separate object, a separate phenomenon to the analysis of the 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 neoplasm of adolescence, transforms cognitive activity and the nature of their relationship to other people and to themselves.

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

Determining the content of the program of intellectual development in elementary school, we were based on the need for the purposeful formation of psychological neoplasms in children of primary school age, as well as the need to form the psychological readiness of students for the transition to secondary school.

Relevance.

This program is addressed to the actual problem of psychological stimulation of the process of development of the cognitive sphere of the younger student. The developed developmental activities reflect the structure of cognitive abilities: an 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, create conditions for students to master the methods of activity, which include general and special educational skills and, thus, make children active participants in the educational process, interested in full-fledged educational results.

The main objectives of the program.

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

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

formation of own style of thinking;

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

mastering the techniques of creativity 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 : once a week.

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

Planned results

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), convert from one type to another ;

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

own monologue and dialogic speech, draw up a plan of the text, convey what has been read and compressed or expanded form, draw up notes, theses, analyze the text in terms of the main features and styles, describe drawings, models, diagrams, compose a story according to carriages, schemes, models, set 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 build a speech statement 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 causal relationships;

establish analogies, compare and classify according to specified criteria.

Communicative UUD

the ability to communicate with other people - children and adults;

the ability to express one's thoughts completely and accurately;

partner's actions management (assessment, correction);

use speech to regulate their actions.

Regulatory UUD

goal setting;

volitional self-regulation;

forecasting the level of assimilation;

grade;

correction.

Personal UUD

knowledge of basic moral norms and orientation to their implementation;

orientation to understanding the reasons for success in activities;

development of ethical feelings;

installation on a healthy lifestyle;

self-esteem;

self-determination.

Conditions for the implementation of the program

• multimedia computer

  MFP

  multimedia projector

  Telecommunication facilities

  Hinged screen

System for assessing the achievement of planned results

Increasing the interest and activity of schoolchildren in the classroom;

Decrease in the help that the teacher provides to students in completing assignments;

Improved performance in school disciplines (indirect indicator);

Decrease in the level of anxiety in children;

Emotional well-being of the child in the classroom.

2. Thematic lesson plan

Topic of the lesson

Target

Content

Travel Smeshariki. Nyusha in Japan.

1. Ex. "My birthday"

   Ex. "Find the Difference"

   Ex. "Repeat the picture"

   Ex. "4 extra"

   Ex. "What is missing"

   Ex. "Flies - does not fly"

   Reflection

Travel Smeshariki. Elk and Chinese tea

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

1. Ex. "My favorite fruit"

   Ex. "Find the Difference"

   Ex. What items are in the picture

   Ex. "Repeat the picture"

   Ex. "Write the first letter of the word"

   Ex. "4 extra"

   Ex. "What is missing in empty cells"

   Ex. "In the mirror shop"

   Reflection

Travel Smeshariki. Kopatych and the Egyptian force

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

1. Ex. "Mouse"

   Ex. "Find the Difference"

   Ex. What items are in the picture

   Ex. "Repeat the picture"

   Ex. "Write the first letter of the word"

   Ex. "4 extra"

   Ex. "Find a pattern and continue the series"

   Ex. "4 Elements"

   Reflection

Travel Smeshariki. Hedgehog and Krosh in the forest

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

1. Ex. "My favorite color is"

   Ex. "Find the Difference"

   Ex. What items are in the picture

   Ex. "Repeat the picture"

   Ex. "Write the first letter of the word"

   Ex. "4 extra"

   Ex. "What should be in the empty cells"

   Ex. "Look at your hands"

   Reflection

Travel Smeshariki. Nyusha and Losyash are resting on the sea

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

1. Ex. "My favorite figure"

   Ex. "Find differences"

   Ex. "Puzzles"

   Ex. "Repeat the drawing"

   Ex. "Continue row"

   Ex. "4 extra"

   Ex. "Who knows, let him think further"

   Reflection

Travel Smeshariki. Krosh and Nyusha in Germany

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

1. Ex. "My Favorite Lesson"

   Ex. "Connect the shapes according to the pattern"

   Ex. "Spread the Numbers"

   Ex. "Find the Difference"

   Ex. "4 extra"

   Ex. "WITH"

   Reflection

Travel Smeshariki. Krosh and Losyash on the river bank.

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

1. Ex. "My favorite dish"

   Ex. "Find the Difference"

   Ex. "4 extra"

   Ex. "Find segments and circle them"

   Ex. "Repeat the drawing"

   Ex. "Draw things"

   Ex. "Draw a circle and a triangle"

   Reflection

Travel Smeshariki. Nyusha at her grandmother's in the village

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

1. Ex. "Broken phone"

   "Read the resulting word"

   Ex. "4 extra"

   Ex. "Find segments and circle them"

   Ex. "Count the Shapes"

   Ex. "Repeat the picture"

   Ex. "Find the words"

   Ex. "Lay out of the sticks"

   Reflection

3. List of used and recommended literature

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

2. Afonkin S.Yu. We learn to think logically. Fascinating 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 intelligence". M., 1995.

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

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

6. Lokalova N.P. 120 lessons of psychological development of junior schoolchildren. (Psychological program for the development of the cognitive sphere of students in grades 1-4) Part 1, 2. A book for the teacher. - 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. Path to your Self: how to maintain the psychological health of preschoolers. - M.: Genesis, 2004.

Ministry of Education and Science of the Republic of Kazakhstan

Municipal State Institution "Secondary School No. 26"

Mini-center "Sun"

Program for the development of cognitive processes in preschool children

Prepared by:

psychologist mini-center "Solnyshko"

Asylbekova A.K.

Ust-Kamenogorsk 2013

Explanatory note

Preschool age is the period of the most intensive formation of the motivational sphere. Among the various motives of preschoolers, a special place is occupied by the cognitive motive, which is one of the most specific for senior preschool age. Thanks to cognitive mental processes, the child receives knowledge about the world around him and about himself, learns new information, remembers, solves certain tasks. divide sensations and perceptions, memory, thinking, imagination. A necessary condition for the flow of mental processes is attention

Attention child at the beginning of preschool age reflects his interest in the surrounding objects and the actions performed with them. The child is focused only until the interest fades. The appearance of a new object immediately causes a switch of attention to it. Therefore, children rarely do the same thing for a long time. During preschool age, due to the complication of children's activities and their movement in general mental development, attention acquires greater concentration and stability. So, if younger preschoolers can play the same game for 30-50 minutes, then by the age of five or six, the duration of the game increases to two hours. The stability of children's attention also increases when looking at pictures, listening to stories and fairy tales. Thus, the duration of looking at a picture approximately doubles by the end of preschool age; a six-year-old child is better aware of the picture than a younger preschooler, highlights more interesting sides and details in it. Development of voluntary attention. The main change in attention at preschool age is that for the first time children begin to control their attention, consciously direct it to certain objects, phenomena, and hold on to them, using some means for this. Starting from senior preschool age, children become able to keep their attention on actions that acquire intellectually significant interest for them (puzzle games, riddles, educational tasks). The stability of attention in intellectual activity increases markedly by the age of seven.

Memory. Significant changes in children occur in the development of arbitrary memory. Initially, memory is involuntary in nature - at preschool age, children usually do not set themselves the task of remembering anything. The development of arbitrary memory in a child in the preschool period begins in the process of his upbringing and during games. The degree of memorization depends on the child's interests. Children better remember what they are interested in, and remember meaningfully, understanding what they remember. At the same time, children mainly rely on visually perceived connections between objects and phenomena, and not on abstract logical relationships between concepts. In addition, in children, the latent period is significantly lengthened, during which the child can recognize an object already known to him from past experience. So, by the end of the third year, the child can remember what he perceived a few months ago, and by the end of the fourth, what happened about a year ago.

The most amazing feature of human memory is the existence of a type of amnesia that everyone suffers from: practically no one can remember what happened to him in the first year of his life, although this time is most rich in experience.

Start work on development of fine motor skills needed from an early age. Already an infant, you can massage your fingers (finger gymnastics), thereby affecting the active points associated with the cerebral cortex. At early and younger preschool age, you need to perform simple exercises accompanied by a poetic text, do not forget about the development of elementary self-service skills: fasten and unfasten buttons, tie shoelaces, etc.

And, of course, at the senior preschool age, work on the development of fine motor skills and coordination of hand movements should become an important part of preparing for school, in particular, for writing. For more information about the methods of preparing a hand for writing with a preschooler, read the section "Developing Methods.

Why is it important for children to develop fine motor skills? The fact is that in the human brain, the centers responsible for speech and finger movements are located very close. By stimulating fine motor skills and thus activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech.

The task of teachers and child psychologists is to convey to parents the importance of games for the development of fine motor skills. Parents must understand that in order to interest the child and help him master new information, you need to turn learning into a game, do not back down if the tasks seem difficult, do not forget to praise the child. We bring to your attention games for the development of fine motor skills, which can be practiced both in kindergarten and at home.

Imagination the child develops in the game. At first, it is inseparable from the perception of objects and the performance of game actions with them. The child rides on a stick - at this moment he is a rider, and the stick is a horse. But he cannot imagine a horse in the absence of an object suitable for galloping, and he cannot mentally transform a stick into a horse at a time when he is not working with it. In the play of children of three and four years of age, the similarity of the substitute object with the object that it replaces is of essential importance. In older children, the imagination can also rely on such objects that are not at all similar to the ones being replaced. Gradually, the need for external supports disappears. Internalization takes place - a transition to a game action with an object that does not really exist, to a game transformation of the object, giving it a new meaning and representing actions with it in the mind, without real action. This is the origin of imagination as a special mental process. Being formed in the game, the imagination passes into other activities of the preschooler. It manifests itself most clearly in drawing and in composing fairy tales and poems. At the same time, the child develops an arbitrary imagination when he plans his activities, an original idea and focuses himself on the result. At the same time, the child learns to use involuntarily arising images. There is an opinion that the imagination of a child is richer than the imagination of an adult. This opinion is based on the fact that children fantasize for a variety of reasons. However, the imagination of a child is actually not richer, but in many respects poorer than that of an adult. A child can imagine much less than an adult, since children have more limited life experience and, therefore, less material for imagination. In the period from three to four years, with a pronounced desire to recreate, the child cannot yet retain the previously perceived images. For the most part, the images that are recreated are far from the fundamental principle and quickly leave the child. However, it is easy to lead a child into a fantasy world where fairy-tale characters are present. At the senior preschool age the imagination of the child becomes controlled. Imagination begins to precede practical activity, uniting with thinking in solving cognitive problems. For all the significance of the development of active imagination in the overall mental development of the child, a certain danger is also associated with it. In some children, the imagination begins to "replace" reality, creates a special world in which the child easily achieves the satisfaction of any desires. Such cases require special attention, as they lead to autism.

With the development of curiosity, cognitive interests thinking is increasingly used by children to master the world around them, which goes beyond the tasks put forward by their own practical activities. Preschoolers resort to a kind of experiment to clarify issues of interest to them, observe phenomena, reason about them and draw conclusions. Acting in the mind with images, the child imagines a real action with an object and its result, and in this way solves the problem facing him. Figurative thinking is the main type of thinking of a preschooler. In its simplest forms, it appears already in early childhood, manifesting itself in the solution of a narrow range of practical problems related to the objective activity of the child, using the simplest tools. By the beginning of preschool age, children solve in their minds only such tasks in which the action performed by a hand or a tool is directly aimed at achieving a practical result - moving an object, using it or changing it. Younger preschoolers solve similar problems with the help of external orienting actions, i.e. at the level of visual-effective thinking. In the middle preschool age, when solving simpler, and then more complex problems with indirect results, children gradually begin to move from external trials to mental trials. After the child is introduced to several versions of the problem, he can solve a new version of it, no longer resorting to external actions with objects, but obtaining the necessary result in his mind.

The "Sunshine" program is aimed at developing cognitive processes, communication skills, emotional and volitional qualities in a preschooler, as well as the formation of the foundations for the safety of one's own life and the prerequisites for environmental consciousness, the preservation and strengthening of the physical and mental health of children.

In the process of working on this program, psychological and pedagogical literature was studied and analyzed.

In the manual Zemtsova O.N. "Smart Books" presents games, exercises aimed at the development of mental processes (attention, memory, thinking, imagination), mathematical concepts, speech development, preparation for literacy, as well as the development of fine motor skills and acquaintance with the outside world.

Allowance Alyabyeva E.A. “Correctional and developmental classes for children of senior preschool age) presents practical material on the development of empathy, communication skills, the prevention of aggressiveness, conflict, isolation, anxiety.

The manual of M.M. and N.Ya Semago “Organization and content of the activities of a psychologist in special education” makes it possible to assess the formation of the prerequisites for the educational activity of the child, his readiness to start schooling. It includes tasks for a frontal examination of children, instructions for their implementation, analysis of the results, a description of the behavioral characteristics of children and their assessment.

"Developing tasks for kids" by S.V. Burdin is aimed at the development of voluntary attention, logical thinking, mathematics, the development of speech and graphic skills.

Belousova L.E. Hooray! I learned! Collection of games and exercises for preschoolers: Method

A manual for educators of a preschool educational institution. The games and exercises proposed in the collection are intended for the comprehensive development of the intellectual sphere of preschoolers based on the improvement of fine motor skills of the fingers. The book includes exercises with cereals, legumes, seeds, buttons, as well as exercises in checkered notebooks. The speech material of the tasks was selected taking into account the lexical topics of the training program at the preschool educational institution.

The structure of the program and the content of the classes are designed in such a way that they cover all aspects of preparing a preschooler for learning, taking into account the mental characteristics of children of this age. In the process of classes, children adapt more easily in a group of peers, are united by joint activities, they develop a sense of cohesion, increase self-confidence, create a safe space for communication, conditions for self-expression.

The program is intended for teachers of additional education working with children of preschool and primary school age in institutions of additional education, in centers for early childhood development.

PURPOSE: targeted development of the child's personality and cognitive mental processes that underlie successful schooling.

TASKS:

promote the development of cognitive processes: memory, attention, thinking;

develop communication skills;

promote the development of the emotional-volitional sphere;

develop the creative abilities of preschoolers;

to form skills of social behavior;

promote self-confidence and independence;

Principles of building a program

The Solar Steps program is based on the following principles:

system and planning.

Child development is a process in which all components are interconnected, interdependent and interdependent. It is impossible to develop only one function, system work is necessary. Classes are held systematically. The material is arranged sequentially, from simple to more complex.

the principle of taking into account age characteristics.

Taking into account the psychological and physiological characteristics of children, tasks, methods and teaching methods are selected, which ensures the formation of an active and creative individuality in each child.

accessibility principle.

The material is presented in an understandable form, which makes it easier to work with children, making it understandable for them.

4) the principle of creativity.

The teacher's creative approach to conducting classes and the creative application of knowledge and skills by children.

5) game principle.

For preschool and younger children, the leading activity is the game, so the classes are playful in nature. Education is conducted through logic games and game situations.

6) the principle of problematicity.

Creating a problem situation in the classroom allows children to find a solution on their own (choosing a strategy of behavior in a situation; variability in solving a problem, etc.).

7) the principle of the development of the child in activity, since the activity of the child himself is the main factor in his development.

8) the principle of holistic and harmonious formation of personality in the process of education and upbringing.

The child develops as a person in accordance with his physical characteristics and existing inclinations.

9) the principle of individuality and differentiation.

Knowing and taking into account the individual psychological characteristics of the trainees, setting tasks for specific pupils in accordance with their personal characteristics, adjusting the methods of education and training.

10) the principle of unity of the developing and diagnosing functions

Testing, diagnostic tasks, allowing to analyze the degree of mastery of knowledge and skills by children, to assess their level of development.

Implementation period

The "Sunshine" program is intended for preschool children aged 5-6 years:

This educational program is designed for one year of study: during this period, children will be prepared for school, including the development of logical thinking, memory, sensory perception, fine motor skills of the hands, the development of communication skills, as well as observation; development of the emotional-volitional sphere; development of communication skills and empathy.

Principles of building classes:

Creation of a psychologically favorable atmosphere;

Compliance with the individual characteristics of students;

Adequacy of requirements and loads;

Goodwill;

Non-estimation, indirect assessment, which characterizes only a positive result;

Interest and activity of the child himself;

Commonwealth of an adult and a child.

Forms of classes

Classes are held in the form of a travel game, research lessons, fairy tale lessons, story games, mini-training.

Organization of classes

The duration of the lessons is 30 minutes.

Between classes, children rest for 10 minutes at a break, which includes games of low mobility

Each lesson consists of two blocks.

The first block includes ethical conversations aimed at the formation of the emotional-volitional, moral sphere, empathy, exercises, studies for the development of communication skills.

The second block includes games and tasks for the development of cognitive processes, fine motor skills of hands and coordination of movements, relaxation exercises.

The following forms of work:

Individual;

Collective;

Group.

Expected results

By the end of this program, students should have:

The idea of ​​the school;

A formed system of knowledge and skills that characterizes readiness for schooling.

be able to:

Independently find a solution to the problem;

Analyze situations, explore the object proposed by the teacher;

Control your behavior restrain emotions, desires;

Communicate with peers and adults.

Diagnostic work

During the course of the program, the teacher monitors the results of children with the help of tests, creative tasks, open classes, diagnostics, and questioning of parents.

To track the dynamics of the development of the mental processes of students, an individual diagnostic map and a summary diagnostic table are compiled based on the results of the diagnosis.

Summing up the results of the program implementation is carried out in the form of diagnostic measures to determine the level of readiness of children for schooling, as well as group and individual consultations for parents

The following tests and methods are used in the work:

For the study of thinking:

- "What is superfluous?"

Game in the circle "Opposite word" (with a ball)

Notebooks for the development of a child's thinking

To study attention:

Notebooks for developing a child's attention

Game "Notice everything"

Game "Edible - inedible"

Circle the number "4"

Book with educational aids "Smart book".

For memory research:

Game "Notice everything"

- "Memorize 10 pictures"

- "Draw from memory"

Game "Remember the order"

Remember what color each item is.

Notebooks for the development of a child's memory

Book with educational aids "Smart book".

For the study of fine motor skills

- "Match picture"

Cut out shapes from folded paper.

Draw patterns by cells

Book with educational aids "Smart book".

To study the emotional state:

Observation, interviews with parents and teachers,

Diagnostics for determining readiness for learning at school:

Kern-Jirasek test;

Methods of studying voluntary attention;

Diagnostics of the development of elements of logical thinking;

Diagnostics of self-control and arbitrary memorization;

Diagnosis of the child's speech development, awareness of perception and use of speech;

Methodology "Merry - sad" to assess the emotional attitude to school.

The final diagnosis involves the implementation of the same methods using other illustrative material.

Children receive information about the result obtained at the final lesson (after the diagnosis) in the form of the game “What We Learned”. For teachers and parents, individual consultations are held, recommendations are given.

lessons

Lesson structure

The purpose of the game

exercises

Materials for

occupation

1

GOAL:

The game "What hand does the neighbor have"

Participants stand or sit in a circle holding hands. Each participant, turning to the neighbor on the right, tells what kind of hand he has (soft, warm, tender).

musical

escort

Game "Pass the ball"

Standing in a circle, the players try to pass the ball as quickly as possible without dropping it to a neighbor. You can throw the ball to each other at the fastest pace or pass it, turning your back in a circle and removing your hands from your back. You can complicate the exercise by asking children to play with their eyes closed or by using several balls in the game at the same time.

Training accuracy of movements, concentration of attention, speed of reaction.

Pictures

Pinocchio stretched

Times bent over

Two bent over

Three bent over

Spread hands on the side

Looks like I didn't find the key.

To get us the key

Gotta get on your toes

physical tension

musical

escort

Game "Remember 10 pictures."

Children are given about 15-20 seconds to study the pictures. Then, closing the book, the children should name at least seven or eight items.

Development

short term memory

Pictures

2

GOAL:development of the emotional-volitional sphere of the child in the adaptation period

The game "Who will go better"

Participants stand in a line opposite the leader and imitate walking on different surfaces that the leader offers (on ice, snow, mud, hot sand, puddle).

Build positive relationships with peers.

Working with notebooks. Page 2 (part 2). Circle the same shapes with the same color.

An exercise

for development

attention

Fizminutka-warm-up (motor-speech)

Pinocchio stretched

Times bent over

Two bent over

Three bent over

Spread hands on the side

Looks like I didn't find the key.

To get us the key

Gotta get on your toes

Physical

voltage

musical

escort

Game "Invisible".

The psychologist shows the children gnomes in hats, or you can use only hats, cardboard hat cards are gnomes in multi-colored hats. Then he says the names of the colors in sequence and asks the children to repeat them. When all the gnomes are named again, the psychologist asks the children to close their eyes and try not to peep, and closes one of the gnomes' hats with a white invisible hat. It is required to determine which gnome is closed, that is, who is under the invisible hat. Gradually, the game becomes more difficult as the number of closed colored hats increases.

Development of switchability, stability and distribution of attention;

Gnome hats cut out of colored and white cardboard

3

GOAL:development of the emotional-volitional sphere of the child in the adaptation period

Game "Compliments"

Sitting in a circle, everyone holds hands. Looking into the eyes of a neighbor, one must say a few kind words to him, Praise him for something. The receiver nods his head and says: “Thank you, I am very pleased!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle.

A warning:

Some children cannot give a compliment, they need help. Instead of praise, you can simply say “tasty”, “sweet”, “flower”, “milk” word.

If a child finds it difficult to give a compliment, do not wait for his neighbor to be sad, say a compliment yourself.

Build positive relationships with peers.

musical

escort

Working with notebooks. P.23 (part 2). Draw the second halves of these figures.

develop fine motor skills of hands, coordination of actions;

Fizminutka-warm-up (motor-speech).

Everyone raised their hands up

And then they were dropped

And then we'll take it to ourselves

And then we separate them

And then faster, faster

Clap clap more fun

physical tension

Musical accompaniment

Game "Seasons"

Look carefully at the pictures on the page. What seasons did the artist depict? What can you tell about them? Children should recognize the seasons in the pictures, be able to tell about the signs of each of them.

Getting to know the outside world

Pictures with the seasons

4

GOAL:development of the emotional-volitional sphere of the child in the adaptation period

A game. "Who loves what?"

Children sit in a circle and everyone says what they like from sweets, from hot food, fruits, etc.

Build positive relationships with peers.

Working with notebooks. Page 9 (part 2). Color in each group of objects only three that fit each other in meaning. Explain why one of the items does not fit?

Development

thinking

Workbook, colored pencils

Fizminutka-warm-up (motor - speech)

Everyone raised their hands up

And then they were dropped

And then we'll take it to ourselves

And then we separate them

And then faster, faster

Clap clap more fun

physical tension

Musical accompaniment

Page 16 (part 2). Remember the pictures in the table. Then turn the page.

Development of visual memory

Workbook

5

GOAL:development of the emotional-volitional sphere of the child in the adaptation period

Game "Cooks"

Everyone stands in a circle - this is a pan. Now we will prepare soup (compote, vinaigrette, salad). Everyone comes up with what he will be (meat, potatoes, carrots, onions, cabbage, parsley, salt, etc.). The host calls out in turn what he wants to put in the pan. The one who recognizes himself jumps into the circle, the next, jumping, takes the hands of the previous one. Until all the "components" are in the circle, the game continues. The result is a delicious, beautiful dish - just delicious.

develop positive relationships with peers.

Musical accompaniment, hats with drawings of vegetables

Work with notebooks. Page 3 (part 2). Circle this part of the image on each line.

Development

attention

Workbook, simple pencil

Fizminutka-warm-up (motor-speech)

physical tension

Musical accompaniment

Game "Remember the order"

There are 10 items on the table. For 15-20 sec. remember them. Then say what has changed. Children must memorize 10 objects in front of them and independently name at least 7 objects.

Development

visual

10 different items

6

GOAL:development of the emotional-volitional sphere of the child in the adaptation period

Game "Pass the ball"

Sitting or standing, the players try to pass the ball as quickly as possible without dropping it. You can throw the ball to the neighbors at the fastest pace. You can, turning your back in a circle and putting your hands behind your back, pass the ball. Who dropped - out.

Note: You can complicate the exercise by asking the children to close their eyes.

Build positive relationships with peers.

Game "Draw from memory"

The facilitator draws a figure. Children look at her for 15-20 seconds. Then draw from memory.

Development of visual memory, fine motor skills, improvement of graphic skills.

Sheet of paper, simple pencil

Fizminutka-warm-up (motor-speech)

I go and you go - one, two, three (step in place)

I sing and you sing - one, two, three (standing, conduct with both hands)

We go and we sing - one, two, three (step in place)

We live very friendly - one, two, three (clap hands).

physical tension

Musical accompaniment

Game. "What holidays do you know?"

Tell us what holidays you know. What is interesting about each of them? Children should briefly describe each holiday.

7

GOAL:development of the emotional-volitional sphere of the child in the adaptation period

A game. “Change places all those who…”

Participants sit on chairs. The host offers to swap places for those who have a birthday in the winter. Participants get up from their seats and run to any free place. The leader has the right to take an empty seat. The one who did not have enough space becomes the leader. Game continues.

Build positive relationships with peers.

Musical accompaniment

Working with notebooks. A) p. 24. (part 2). Shade the figures according to the pattern.

Development

thinking

Workbook, simple pencil

We went to the forest lawn

Raising your legs higher

Through the bushes and buds

Through branches and chiffchaff

Who walked so high

Didn't trip, didn't fall

physical tension

Musical accompaniment

Working with notebooks. Page 4 (part 2). In each row, paint over an object exactly the same as drawn in the square.

Development

attention.

Workbook, simple pencil

8

GOAL:development of the emotional-volitional sphere of the child in the adaptation period

A game. "Listen and Guess"

Audio recording of natural sounds is turned on. Participants are asked to close their eyes and listen. Then determine what the sounds are like.

Build positive relationships with peers.

Musical accompaniment

Game "Notice everything"

There are 7-10 items on the table. Children look at them for 10 seconds, then list what they remember.

attention development,

visual

10 different items

Fizminutka - warm-up (motor-speech)

We went to the forest lawn

Raising your legs higher

Through the bushes and buds

Through branches and chiffchaff

Who walked so high

Didn't trip, didn't fall

physical

voltage

Musical accompaniment

Working with notebooks. Page 25 (part 2). Draw exactly the same shapes in the empty squares.

Develop fine motor skills of hands, coordination of actions;

Workbook, simple pencil

9

GOAL:

The game "Match picture" - "House", "Chair" "

The psychologist invites the children to lay them out with counting sticks on a colored background. Children choose their own background color .

Development of imagination, perception, fine motor skills.

Sets of counting sticks, sheets of colored cardboard and pictures of "House" and "Chair".

We went to the forest lawn

Raising your legs higher

Through the bushes and buds

Through branches and chiffchaff

Who walked so high

Didn't trip, didn't fall

physical tension

Musical accompaniment

Working with notebooks. Page 10 (part 2). Choose and color the appropriate object to be depicted in the empty square. Explain the choice.

Development

thinking

Workbook, simple pencil

Game "Edible - inedible"

Edible - cotton, inedible - sit down.

Development

attention.

10

GOAL: The development of cognitive mental processes in children

Working with notebooks. Page 25 (part 2). Draw exactly the same figures in the empty squares.

Develop fine motor skills of hands, coordination of actions;

Workbook, simple pencil

Game in the circle "Opposite word"(with a ball)

Day - (night)

Black - (white)

Wet - (dry)

Cheerful - (sad)

Cold - (hot)

Bitter - (sweet)

New - (old)

Deep - (finely)

Far - (close)

Buy - (sell)

Sick - (healthy)

Start - (the end)

Development

thinking

Fizminutka - warm-up (motor-speech)

We went to the forest lawn

Raising your legs higher

Through the bushes and buds

Through branches and chiffchaff

Who walked so high

Didn't trip, didn't fall

physical

voltage

Musical accompaniment

The game "Flies - does not fly"

The facilitator names the subject. If it flies, the children flap their “wings”, and if it doesn’t fly, they hide their “wings” hands behind their backs.

Development

attention

11

GOAL: The development of cognitive mental processes in children

Working with notebooks. Page 17 (part 2). Color only those items that were on the previous page. Circle the pictures that reappear.

Development

Workbook, colored pencils

The game "Find and name domestic, bookbinding and wintering birds on the page"

Children should know and name all domestic, several wintering and bookbinding birds. And the picture is drawn; woodpecker, sparrow, duck, owl, crossbill, bullfinch, crow and goose.

Development of general awareness and social knowledge

Pictures with drawings of birds

Fizminutka - warm-up (motor-speech)

We kick top top

We clap-clap with our hands

We are the eyes of a moment

We shoulders chik-chik

One here, two there

turn around you

Once sat down, two got up

Everyone raised their hands up

One-two, one-two

It's time for us to deal

physical tension

Musical accompaniment

Working with notebooks. Page 27 (part 2). Continue pattern

Develop fine motor skills of hands, coordination of actions;

Workbook, simple pencil

12

GOAL: The development of cognitive mental processes in children

The game "Who is faster"

Match pictures to the generalizing word: clothes, furniture, animals, etc.

Development

thinking

Pictures with drawings

Fizminutka - warm-up (motor-speech)

We kick top top

We clap-clap with our hands

We are the eyes of a moment

We shoulders chik-chik

One here, two there

turn around you

Once sat down, two got up

Everyone raised their hands up

One-two, one-two

It's time for us to deal

physical tension

Musical accompaniment

Working with notebooks. Page 5(part 2). Find the same ship in the picture. color them the same.

Development

attention

Workbook, colored pencils

13

GOAL: The development of cognitive mental processes in children

The game "What can come of these drawings?"

Development

imagination

Paper

Fizminutka - warm-up (motor-speech)

We kick top top

We clap-clap with our hands

We are the eyes of a moment

We shoulders chik-chik

One here, two there

turn around you

Once sat down, two got up

Everyone raised their hands up

One-two, one-two

It's time for us to deal

physical

voltage

Musical accompaniment

Working with notebooks. Page 6 (part 2). Draw in the objects on the right all the missing details.

Development

attention

Workbook, simple pencil

14

GOAL: The development of cognitive mental processes in children

Work with notebooks.

Page 24 (part 1). What items are needed in different seasons? Match the object with the name of the season.

Development of general awareness and social knowledge

Workbook, simple pencil

The game "Lay out the same drawings from counting sticks"

Children should be able to lay out simple figures from counting sticks.

Develop fine motor skills of hands, coordination of actions;

counting sticks

Fizminutka - warm-up (motor-speech)

We kick top top

We clap-clap with our hands

We are the eyes of a moment

We shoulders chik-chik

One here, two there

turn around you

Once sat down, two got up

Everyone raised their hands up

One-two, one-two

It's time for us to deal

physical

voltage

Musical accompaniment

Exercise: Circle the number "4".

Children should among the numbers and letters should circle the number "4".

Development

attention

Workbook, simple pencil

15

GOAL: The development of cognitive mental processes in children

Working with notebooks

Development

thinking

Workbook, simple pencil

Fizminutka - warm-up (motor-speech)

Raise hands up

And then we drop them

And then we'll take it to ourselves

And then we separate them

And then faster, faster

Clap, clap more cheerfully

Physical

voltage

Musical accompaniment

A game. "Make up stories." Think of fairy tales so that these characters and objects are present in them. Children should be able to invent fairy tales on their own.

Development of the imagination

16

GOAL: The development of cognitive mental processes in children

Working with notebooks. Page 7. (part 23). Color in each row an object that is different from the rest.

Development

attention

Workbook, simple pencil

Fizminutka - warm-up (motor-speech)

Raise hands up

And then we drop them

And then we'll take it to ourselves

And then we separate them

And then faster, faster

Clap, clap more cheerfully

physical

voltage

Musical accompaniment

Working with notebooks. Page 18 (part 2). Memorize the pictures and their corresponding figures.

Memory development

Workbook

17

GOAL: The development of cognitive mental processes in children

The game "What is superfluous"

Find the object in the picture. Explain why it is redundant.

Development

thinking

Pictures with drawings of objects.

Fizminutka-warm-up (motor-speech)

Pinocchio stretched

Times bent over

Two bent over

Three bent over

Spread hands on the side

Looks like I didn't find the key.

To get us the key

Gotta get on your toes

physical

voltage

Musical accompaniment

The game "Cut out shapes from paper folded" accordion ".

Children should be able to cut out symmetrical figures from accordion-folded paper.

Develop fine motor skills of hands, coordination of actions;

Sheets of colored paper, scissors

18

GOAL: The development of cognitive mental processes in children

Page 26 (part 1). What natural phenomena are shown in the pictures?

Development of general awareness and social knowledge

Workbook

Fizminutka-warm-up (motor-speech)

Pinocchio stretched

Times bent over

Two bent over

Three bent over

Spread hands on the side

Looks like I didn't find the key.

To get us the key

Gotta get on your toes

physical

voltage

Musical accompaniment

Working with notebooks. Page 24 (part 2). Shade the figures according to the pattern.

Develop fine motor skills of hands, coordination of actions;

Workbook, simple pencil

19

GOAL: The development of cognitive mental processes in children

Working with notebooks. Page 12 (part 2). Arrange these figures in the table so that they are arranged differently in each row.

Development of thinking

Workbook, simple pencil

Fizminutka - warm-up (motor-speech)

Our rest - Fizminutka

Take your seats

Everyone raised their hands up

Sit down, get up, sit down, get up

And then they jumped

Like my bouncy ball

Physical

voltage

Musical accompaniment

The game "What mood are the guys in?"

How do you think these guys feel? How do they express their emotions? (What are they doing?).

The guys should be able to recognize and name human emotions and moods (surprise, joy, fear, resentment, anger, etc.), come up with various stories about people and reflect their attitude to what is happening in them, give a correct assessment of the actions of the main characters and events.

Development

imagination

Pictures with drawings of children with different moods.

20

GOAL: The development of cognitive mental processes in children

Working with notebooks. Page 7 (part 2). Color in each row an object that is different from the rest.

Development

attention

Workbook, colored pencils

Fizminutka - warm-up (motor-speech)

Our rest - Fizminutka

Take your seats

One - sat down, two - got up

Everyone raised their hands up

Sit down, get up, sit down, get up

Vanka - Vstanka as if they had become

And then they jumped

Like my bouncy ball

physical

voltage

Musical accompaniment

Working with notebooks. Page 16 (part 2). Remember the pictures in the table. Then turn the page.

Memory development

Workbook

GOAL: The development of cognitive mental processes in children

Working with notebooks. Page 13 (part 2). Compare two items in each frame. Name three differences between them.

Development

thinking

Workbook

Fizminutka - warm-up (motor-speech)

Our rest - Fizminutka

Take your seats

One - sat down, two - got up

Everyone raised their hands up

Sit down, get up, sit down, get up

Vanka - Vstanka as if they had become

And then they jumped

Like my bouncy ball

physical tension

Musical accompaniment

The game "Draw the patterns in the cells"

Children should be able to independently draw patterns in the cells, focusing on the sample.

Develop fine motor skills of hands, coordination of actions;

Checkered notebook, simple pencil

22

GOAL: The development of cognitive mental processes in children

"What can come out of these drawings?"

Children should come up with several examples for each case, if they wish, they can draw pictures.

Development

imagination

Sheet of paper, pencil and colored pencil

Fizminutka - warm-up (motor-speech)

Our rest - Fizminutka

Take your seats

One - sat down, two - got up

Everyone raised their hands up

Sit down, get up, sit down, get up

Vanka - Vstanka as if they had become

And then they jumped

Like my bouncy ball

physical tension

Musical accompaniment

Working with notebooks. Page 7 (part 2). Color in each row an object that is different from the rest.

Development

attention

Workbook, simple pencil

23

GOAL: The development of cognitive mental processes in children

Working with notebooks. Page 19 (part 20. Remember and draw suitable shapes.

Memory development

Workbook, simple pencil

Fizminutka - warm-up (motor-speech)

Head turned - it's "two"

Jump on "four"

physical

voltage

Musical accompaniment

The game "Name all the berries, fruits and vegetables in the picture"

Children should know the names of most berries, fruits and vegetables.

Development of general awareness and social knowledge

Pictures

24

GOAL: The development of cognitive mental processes in children

Working with notebooks.Page 13 (part 2). Compare two items in each frame. Name three differences between them.

Development

thinking

Workbook

Fizminutka - warm-up (motor-speech)

I ask you to get up - this is "one"

Head turned - it's "two"

Hands to the side, look forward - this is "three"

Jump on "four"

Press two hands to the shoulders - this is "five"

All the guys sit down quietly - this is "six"

Physical

voltage

Musical accompaniment

Working with notebooks. Page 6 (part 2). Draw on the object on the right all the missing details.

Development

attention

Workbook, simple pencil

25

GOAL: The development of cognitive mental processes in children

Working with notebooks. Page 28(part 2). Draw figurines

Develop fine motor skills of hands, coordination of actions;

Workbook, simple pencil

Fizminutka - warm-up (motor-speech)

I ask you to get up - this is "one"

Head turned - it's "two"

Hands to the side, look forward - this is "three"

Jump on "four"

Press two hands to the shoulders - this is "five"

All the guys sit down quietly - this is "six"

Physical

voltage

Musical accompaniment

Game "Merry Dwarf".

The psychologist shows the children a gnome with a bag in his hand. Children are invited to come up with what is in the gnome's bag. First, the children must find as many answers as possible about the bag of one shape, then about the bags of other shapes in turn. After that, come up with a story about how these items ended up in the gnome's bag and what could happen next.

Development

imagination

Gnome with a bag in his hands

26

GOAL: The development of cognitive mental processes in children

The game "Remember what color each item is"

Close the top of the page and those pictures from memory. Children must memorize the colors of all objects and correctly color the pictures below.

Memory development

Miscellaneous items in different colors

Fizminutka - warm-up (motor-speech)

I ask you to get up - this is "one"

Head turned - it's "two"

Hands to the side, look forward - this is "three"

Jump on "four"

Press two hands to the shoulders - this is "five"

All the guys sit down quietly - this is "six"

physical

voltage

Musical accompaniment

BUT) "Who hid in the forest?"

Find all animals. Children must quickly find and name all the animals in the picture

B) "Count all the butterflies in the picture."

Children must find eight butterflies.

Development of attention

Pictures

27

GOAL: The development of cognitive mental processes in children

Game "Extra Item"

"In each row, find the" extra "object"

Name all the other things in one word. Children must find in each row an “extra” item and summarize the rest of the items, for example: clothes, food, furniture, work tools.

Development

thinking

Fizminutka - warm-up (motor-speech)

Raise hands up

And then we drop them

And then we'll take it to ourselves

And then we separate them

And then faster, faster

Clap, clap more cheerfully

Physical

voltage

Musical accompaniment

Work with notebooks.

A) P.27 (part 1). Name the birds that are drawn here. what birds do you know?

B) P.27 (part 1). Name the insects.

Development of general awareness and social knowledge

Workbook

28

GOAL: The development of cognitive mental processes in children

Game "Wizard"

Can you use colored pencils to complete the pictures and turn these figures into a good and evil wizard? In this task, not the quality of the drawings is evaluated, but their originality, the ideas of children, the ability to emphasize the characteristic differences in the images of wizards. This can be done by changing the shape of their lips and eyebrows; by adding a skull or an asterisk on a magic wand; coloring clothes.

Development

imagination

Wizard drawing, colored pencil

Fizminutka - warm-up (motor-speech)

Raise hands up

And then we drop them

And then we'll take it to ourselves

And then we separate them

And then faster, faster

Clap, clap more cheerfully

Physical

voltage

Musical accompaniment

The game "Lay out of counting sticks" is the same drawings. Lay out the same drawings from counting sticks.

Children should be able to add simple figures from counting sticks.

Develop fine motor skills of hands, coordination of actions;

counting sticks

29

GOAL: The development of cognitive mental processes in children

Working with notebooks.

Page 20 (part 2). Remember the figures in the left column. Then cover them with a sheet of cardboard. Draw these figures side by side from memory.

Memory development

Workbook, pencil and colored pencil

Fizminutka-warm-up (motor-speech)

I go and you go - one, two, three (step in place)

I sing and you sing - one, two, three (standing, conduct with both hands)

We go and we sing - one, two, three (step in place)

We live very friendly - one, two, three (clap hands).

physical

voltage

Musical accompaniment

Work with notebooks.

Page 14 (part 2). Find in the picture exactly the same cars as in the box below. Color them the same color.

Development of attention

Workbook, colored pencils

30

GOAL: The development of cognitive mental processes in children

Work with notebooks.

A) page 29. In the bottom row, draw the figures so that the square is to the left of the circle, and the triangle is to the right of the circle.

B) p29. What is missing from the drawings? Finish it.

Development of thinking

Workbook, simple pencil

Fizminutka-warm-up (motor-speech)

I go and you go - one, two, three (step in place)

I sing and you sing - one, two, three (standing, conduct with both hands)

We go and we sing - one, two, three (step in place)

We live very friendly - one, two, three (clap hands).

Relieve physical stress

Musical accompaniment

The game "Divide objects into three groups"

Explain your choice. The guys should divide all the objects drawn into three groups: musical instruments, sports and school supplies.

31

GOAL: The development of cognitive mental processes in children

Game "Turn shapes into interesting objects"

Color them.

Square, triangle, circle, rectangle.

Development of imagination, perception, improvement of graphic skills.

Figures, colored pencils

Fizminutka - warm-up (motor-speech)

We went to the forest lawn

Raising your legs higher

Through the bushes and buds

Through branches and chiffchaff

Who walked so high

Didn't trip, didn't fall

Relieve physical stress

Musical accompaniment

The game "What has changed in the picture?"

Look carefully at the top picture. Then cover it with a sheet of paper. What has changed in the picture below? Children must independently find all the changes in the picture below.

Memory development

32

GOAL: The development of cognitive mental processes in children

Work with notebooks.

Page 29 (part 2). Put the pencil on the point, listen and draw.

Develop fine motor skills of hands, coordination of actions;

Workbook, simple pencil

Fizminutka - warm-up (motor-speech)

We went to the forest lawn

Raising your legs higher

Through the bushes and buds

Through branches and chiffchaff

Who walked so high

Didn't trip, didn't fall

physical

voltage

Musical accompaniment

Work with notebooks.

Page 30 (part 1). List the days of the week in order. On each sheet of the calendar, write the number corresponding to the place in the week.

Development of general awareness and social knowledge.

Workbook, simple pencil

33

GOAL: The development of cognitive mental processes in children

Working with notebooks.

Page 3 (part 2). Circle this part of the image on each line.

Development

attention

Workbook, simple pencil

Fizminutka - warm-up (motor-speech)

We kick top top

We clap-clap with our hands

We are the eyes of a moment

We shoulders chik-chik

One here, two there

turn around you

Once sat down, two got up

Everyone raised their hands up

One-two, one-two

It's time for us to deal

physical

voltage

Musical accompaniment

The game "What did the artist mix up?"

What did the artist get wrong? Can you come up with similar pictures?

Children should independently notice in the pictures everything that does not correspond to reality.

Development

thinking

Pictures

34

GOAL: The development of cognitive mental processes in children

Work with notebooks.

Page 30 (part 2). Continue patterns.

Develop fine motor skills of hands, coordination of actions;

Workbook, simple pencil

Fizminutka - warm-up (motor-speech)

We kick top top

We clap-clap with our hands

We are the eyes of a moment

We shoulders chik-chik

One here, two there

turn around you

Once sat down, two got up

Everyone raised their hands up

One-two, one-two

It's time for us to deal

physical tension

Musical accompaniment

Work with notebooks.

Page 21 (part 2). Read the words in the left column, memorize them, and then cover them with a sheet of cardboard. Circle the words in the right column that were in the left.

Development

Workbook, simple pencil