Ministry of Education and Science of the Republic of Kazakhstan
Communal government agency « high school No. 26"
Mini-center "Sun"
Program for the development of cognitive processes of children up to school age
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 children for the first time 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, tasks of an educational type). 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: in order to interest the child and help him master new information, you need to turn learning into a game, do not retreat 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, as well as at home.
Imagination the child develops in the game. At first, it is inseparable from the perception of objects and the performance of game actions with them. The child rides on a stick - at this moment he is a rider, and the stick is a horse. But he cannot imagine a horse in the absence of an object suitable for galloping, and he cannot mentally transform a stick into a horse at a time when he is not working with it. In the play of children of three and four years of age, the similarity of the substitute object with the object that it replaces is of essential importance. In older children, the imagination can also rely on such objects that are not at all similar to the ones being replaced. Gradually, the need for external supports disappears. Internalization takes place - a transition to a game action with an object that does not really exist, to a game transformation of the object, giving it a new meaning and representing actions with it in the mind, without real action. This is the origin of imagination as a special mental process. Being formed in the game, the imagination passes into other activities of the preschooler. It manifests itself most clearly in drawing and in composing fairy tales and poems. At the same time, the child develops voluntary imagination when he plans his activities, an original idea and focuses himself on the result. At the same time, the child learns to use involuntarily arising images. There is an opinion that the imagination of a child is richer than the imagination of an adult. This opinion is based on the fact that children fantasize for a variety of reasons. However, the imagination of a child is actually not richer, but in many respects poorer than that of an adult. A child can imagine much less than an adult, since children have more limited life experience and, therefore, less material for imagination. In the period from three to four years, with a pronounced desire to recreate, the child cannot yet retain the previously perceived images. For the most part, the images that are recreated are far from the fundamental principle and quickly leave the child. However, it is easy to lead a child into a fantasy world where there are fairy tale characters. 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. Creative thinking- the main type of thinking of a preschooler. In its simplest forms, it appears already in early childhood, manifesting itself in the decision of a narrow circle practical tasks associated with 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 representations, development of speech, preparation for learning to read and write, 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” allows you 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 developing voluntary attention, logical thinking, mathematics, development of speech and graphic skills.
Belousova L.E. Hooray! I learned! Collection of games and exercises for preschoolers: Method
manual for preschool educators. 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 given 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 designed for educators additional education working with children of preschool and primary school age in institutions of additional education, in centers early development children.
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 creative approach of the teacher to the conduct of classes and creative application children of knowledge and skills.
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 students, setting tasks for specific students in accordance with their personal characteristics, correcting 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 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.
During the course of the program, the teacher monitors the results of children with the help of tests, creative tasks, open classes, diagnostics, 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;
Diagnostics speech development child, 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”. Conducted for teachers and parents individual consultations recommendations are given.
classes
Lesson structure
exercises
Materials for
occupation
1
TARGET:
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.
Images
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
Images
2
TARGET: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.
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
TARGET:development of the emotional-volitional sphere of the child in the adaptation period
Game "Compliments"
Sitting in a circle, everyone holds hands. Looking into the eyes of a neighbor, one must say a few kind words to him, Praise him for something. The receiver nods his head and says: “Thank you, I am very pleased!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle.
Warning:
Some children cannot give a compliment, they need help. Instead of praise, you can simply say “tasty”, “sweet”, “flower”, “milk” word.
If a child finds it difficult to give a compliment, do not wait for his neighbor to be sad, say a compliment yourself.
Build positive relationships with peers.
musical
escort
Working with notebooks. P.23 (part 2). Draw the second halves of these figures.
develop fine motor skills of hands, coordination of actions;
Fizminutka-warm-up (motor-speech).
Everyone raised their hands up
And then they were dropped
And then we'll take it to ourselves
And then we separate them
And then faster, faster
Clap clap more fun
physical tension
Musical accompaniment
Game "Seasons"
Look carefully at the pictures on the page. What seasons did the artist depict? What can you tell about them? Children should recognize the seasons in the pictures, be able to tell about the signs of each of them.
Getting to know the outside world
Pictures with the seasons
4
TARGET: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
TARGET: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
TARGET: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
TARGET: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
TARGET: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
TARGET:
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
TARGET: 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)
Funny - (sad)
Cold - (hot)
Bitter - (sweet)
New - (old)
Deep - (finely)
Far - (close)
Buy - (sell)
Sick - (healthy)
Start - (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
TARGET: 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
TARGET: 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
TARGET: 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
TARGET: The development of cognitive mental processes in children
Work with notebooks.
Page 24 (part 1). What items are needed different times of the year? 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
TARGET: 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
TARGET: 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
TARGET: 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
TARGET: The development of cognitive mental processes in children
Page 26 (part 1). Which natural phenomena 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
TARGET: 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 in them their attitude to what is happening, give a correct assessment of the actions of the main characters and events.
Development
imagination
Pictures with drawings of children with different moods.
20
TARGET: 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
TARGET: 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
TARGET: 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
TARGET: 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
Images
24
TARGET: 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
TARGET: 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
TARGET: 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
A) "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
Images
27
TARGET: 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
TARGET: 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 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
TARGET: 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
TARGET: 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 drawn objects into three groups: musical instruments, sports and school supplies.
31
TARGET: 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
TARGET: 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
TARGET: 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
Images
34
TARGET: 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
Municipal budgetary educational institution
Lakinskaya average comprehensive school № 1
Sobinsky district of the Vladimir region
Correction and development program
for 2nd grade students
"Development of cognitive processes"
The program is designed for children 8-9 years old.
Teacher-psychologist: Potapova N.V.
Explanatory note
Correction and development program "Development of cognitive processes" For
2nd grade secondary school students
(within the general intellectual direction).
School failure, expressed in poor progress, is one of the the most important reasons that contribute to the violation of the psychological health of students and which teachers most often have to deal with.
The main reasons for school failure of students are:
- Psychophysiological disorders
- Pedagogical neglect
- Wrong choice of parenting style
Practice shows that most students experience the following Problems :
- Low motivation to cognitive activity.
- Difficulties in understanding causal patterns.
- Insufficient level of development of cognitive processes.
- Insufficient level of development of mental operations.
Thus, there is a need for additional work teacher-psychologist with students experiencing these difficulties.
The program "Development of cognitive processes" is aimed at developing the cognitive processes of students, as well as building social trust, teaching cooperation skills, developing social emotions, developing communicative emotions and learning to transfer acquired skills into educational activities.
The novelty of this program is determined by the federal state standard elementary general education 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. The value orientations of the organization of activities imply level assessment in achieving planned results.
4. Achievement of planned results is tracked within internal system assessments: teacher, administration, psychologist.
5. When planning the content of classes, the types of activities of students are prescribed.
Program goal:
- development of cognitive processes (perception, attention, memory, thinking, imagination);
- development of psychological prerequisites for mastering educational activities (the ability to copy a pattern given both in visual and verbal forms; the ability to obey verbal instructions; the ability to take into account a given system of requirements in one's work);
- the formation of psychological neoplasms of primary school age (internal plan of action, arbitrariness, reflection);
- promoting successful intellectual development and learning.
Program objectives:
- to teach schoolchildren not only to identify and analyze individual features or properties of perceived objects (color, shape), but also to learn to comprehend what they see, actively including mental activity in the process of perception;
- to form in students both the stability of attention and the distribution of attention, that is, the ability to control the performance of two or more actions simultaneously, such an ability is based on a dissected, differentiated reflection of various parameters and conditions of activity; with the help of systematic exercises, increase the volume, concentration of attention, improve the skills of accurately reproducing any sample;
- to form in students indirect memorization, that is, the ability to use auxiliary means for memorization, this requires the ability to divide memorized objects into parts, highlight various properties in them, establish certain connections and relationships between any of them and some system of conventional signs; improve the development of the volume of auditory, visual memory;
- comprehensively develop such operations of thinking as analysis, synthesis, generalization, classification, abstraction, comparison, inference, drawing analogies, establishing patterns, forming logical operations;
- to form in schoolchildren both recreative and creative imagination;
- to form in students the skills of visual-motor coordination, spatial orientation of movements.
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 sciencethe value of knowledge, the pursuit of truth.
Organizational and pedagogical foundations
The program is designed for classes with children 8-9 years old and is aimed at:
- students with an insufficient level of development of cognitive processes;
- students with learning difficulties;
The number of people involved is no more than 8 people (the optimal number is 6 people).
The program is designed for 12 hours.
Classes are held 2 times (permissibly 1 time) a week for 30 - 40 minutes (depending on the number of participants).
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 unity of diagnostics and correction.
- The principle of development normativity.
- The principle of systematic development.
- The activity principle of correction.
Basic forms of work:
Classes are designed for collective, group and individual work. They are built in such a way that one type of activity is replaced by another. This allows you to make the work of children dynamic, rich and less tiring.
This program includes assignments for:
- development of mental activity(Exercises: "Ask a question", "Choose a word",“Choose the main thing”, “Properties”, “Missing figure”, “Guess the number”, “Comparison”, “Name it in one word”, “What is superfluous”, “Rhyming motif”, “Decipher the sentence”, “Collect the proverb”, “Exclude superfluous concept”, “Say the opposite”, “Guess the season”, “Syllogisms”, “Riddles”, “Name the signs”, “Stable combinations”, “Insert the missing words”, “Guess the meaning of proverbs”, “Confusion”);
- development of attention(Exercises: “Alphabet”, “Animal Choir”, “Counting together”, “Singing together”, “Searching without interruption”, “Count carefully”);
Memory Development (Exercises: "Dictionary", "Name the second word",“Come on, repeat!”, “Forbidden movement”, “Locomotive”, “Memorina”, “I see, I hear, I feel”);
- development of imagination and perception(Exercises: Pick a Sound, Wizards, Three Words, Use of Objects, Etiquette, Detectives, Answering a Question, Discrimination geometric shapes”, “Story by pictures”).
The following are used in the course of this program:activities: play, cognitive, labor, artistic creativity, listening, writing, memorizing, following instructions, fantasizing.
Thematic plan
Subject | Tasks | Continue validity |
||
"Wordplay" | Development of verbal-logical thinking (analogy, highlighting essential features); | - 1 ex. "Ask a Question" 2 ex. "Choose a Word" 3 physical minutes "Sunshine" 4 ex. "Choose what's important" 5 ex. "Properties" | 30-40 minutes |
|
"I want to remember!" | Development of motor and auditory memory; The development of verbal-logical memory. | 1 ex. "Select Sound" 2 ex. "Dictionary" 3 physical minutes "Stork ..." 4 ex. "Name the second word" - 5 game "Come on, repeat!" | 30-40 minutes |
|
"Try and guess!" | Development of logical thinking (comparison, inference, establishment of patterns); Formation of group interaction skills; Development of voluntary attention (stability, switching). | 1 ex. "The Missing Figure" 2 ex. "Guess the Number" 3 physical minute "Two frogs" - 4 game "Comparison" 5 game "Sing along" | 30-40 minutes |
|
"I'm a dreamer!" | Development of creative imagination; Development of visual memory; Development of memorizing the sequence of stimuli, increasing the volume of auditory-speech memory; | 1 ex. "Wizards" 2 ex. "Three words" 3 game "Forbidden movement" 4 ex. "Locomotive" | 30-40 minutes |
|
"Who is who? What is what? | Development of voluntary attention (stability, switching); Development of thinking (generalization, highlighting essential features); The development of visual memory. | 1 ex. "Alphabet" 2 game "Animal Choir" 3 ex. "Say one word" - 4 game "Memorina" | 30-40 minutes |
|
"Creativity" | Development of sound perception; Extension vocabulary; Development of creative thinking; The development of auditory-speech memory based on the figurative sphere. | 1 ex. "Select Sound" 2 ex. "What's extra" 3 physical minutes "One-two-three-four-five" - 4 ex. "I see, I hear, I feel" 5 ex. "Rhymer" | 30-40 minutes |
|
"Let's put it in place" | Development of logical operations of thinking (analysis, synthesis); Development of creative imagination. | 1 ex. "Unscramble the sentence" 2 physical minutes 3 ex. "Collect a proverb" 4 ex. "Using Items" - 5 ex. "Rules of good manners" | 30-40 minutes |
|
"Learning to Think" | Development of logical operations of thinking (classification, generalization, identification of the relationship of opposites, establishment of logical connections). | 1 ex. "Remove the redundant concept" 2 ex. "Say the opposite" 3 physical minutes 4 ex. "Say one word" 5 ex. "Choose a Word" | 30-40 minutes |
|
"Be careful!" | Development of thinking (recognition of phenomena according to given characteristics, establishment of patterns, comparisons); Development of mathematical skills and abilities; Development of voluntary attention. | 1 ex. "Guess the Time of the Year" 2 ex. "Syllogisms" 3 physical minutes "Charging" 4 ex. "We count together" 5 game "Riddles" | 30-40 minutes |
|
"And why…?" | Development of creative thinking (search for cause-and-effect relationships); Development of observation; Imagination development; Development of the ability to distinguish geometric shapes, Formation of a kinesthetic image of different geometric shapes. | 1 ex. "Answering a Question" 2 ex. "Distinguishing Geometric Shapes" 3 physical minutes "Bunny" 4 ex. "Searching non-stop" 5 ex. "Detectives" | 30-40 minutes |
|
“I name what I know, what I don’t know - I recognize!” | Development of mental operations (analysis, synthesis, selection of essential features); The development of the imagination. | 1 ex. "Ask a Question" 2 ex. "Name the Signs" 3 physical minutes "Grasshoppers" 4 ex. "Sustainable Combinations" 5 ex. "Picture Story" | 30-40 minutes |
|
"Guess and count!" | Development of verbal thinking; Development of understanding of cause-and-effect relationships; Development of voluntary attention; Development of mathematical skills. | 1 ex. "Fill in the missing words" 2 ex. "Understand the meaning of proverbs" 3 physical minutes 4 ex. "Confusion" 5 ex. "Count Carefully" | 30-40 minutes |
Methodological support
Classes are held in the office of a psychologist or in classroom primary class.
In the process of conducting classes, various didactic material and equipment: posters, tables, individual forms with sample assignments, individual forms for completing assignments.
The lesson consists of three parts: introductory, main and final (reflection).
The introductory part includes a greeting and a positive attitude to work, a warm-up.
The main part includes directly working exercises.
The final part includes a reflection of the lesson (summing up, discussing the results of the students' work and the difficulties that they had in completing the assignments).
To solve the problems set by the program "Development of cognitive processes" the main teaching methods are used:
Literature;
visibility;
problem situation;
Game moments.
Expected results and how to check them
As a result of learning under this program, students should be characterizedthe following indicators:
- the ability to independently perform exercises (the less the help of the teacher, the higher the independence of the students);
- change in behavior in the classroom: liveliness, activity, interest of schoolchildren;
- the ability to successfully perform control psychological tasks, which are given as exercises that have already been performed by students, but others in their external design;
- performance improvement in various school disciplines(increase in activity, efficiency, attentiveness, improvement of mental activity, etc.) as a positive result of the effectiveness of classes.
The main forms of accounting for knowledge and skills:
testing (conducted before the start of classes and at the end):
- diagnostics of the development of cognitive processes (study of creative thinking - A short test of creative thinking (curly form) P. Torrens, a study of the level of development of attention (volume and concentration) using the "Correction test" method, a study of the level of development of verbal memory using the method "Memorizing 10 words", Luria);
- diagnostics intellectual development students (standardized methodology for determining the level mental development junior schoolchildren E. F. Zambatsevichene).
- also diagnostics personality traits students (projective test "Non-existent animal", "Ladder", Children's anxiety test R. Tamml, M. Dorki, V. Amen).
The effectiveness of classes is confirmed by the results of diagnostic studies. More than 50% of students who receive correctional and developmental services become more successful in their educational activities.
Universal learning activities
Personal | Metasubject | subject |
|
Know | On the forms of manifestation of concern for a person in group interaction; Rules of conduct in the classroom, in the game creative process; Rules of game communication, about the correct attitude to one's own mistakes, to victory, defeat. | Opportunities and role of mathematics and the Russian language in the knowledge of the world around; Understand mathematics and the Russian language as part of human culture; To have moral and ethical experience of interaction with peers, adults in accordance with generally accepted moral standards. | General techniques and methods for solving logical tasks; General techniques and methods of comparison, analysis, synthesis, generalization and classification; Necessary information about geometric figures, mathematical signs, about the sound-letter series; The necessary terminology in mathematics and the Russian language. |
Be able to | Analyze and compare, generalize, draw conclusions, persevere in achieving the goal; Comply with the rules of the game and discipline; Interact correctly with teammates (tolerant, having mutual assistance, etc.). Express yourself in various types of creative and playful activities that are accessible and most attractive to the child. | Plan your actions in accordance with the task; Adequately perceive the proposals and assessment of the teacher, friend, parents and other people; Monitor and evaluate the process and results of activities; Negotiate and come to a common decision in joint activities; Formulate own opinion and positions. | Perform logical tasks, perform computational actions, systematize and structure knowledge; Distinguish sounds and letters; Perform tasks to compare the properties of objects and phenomena, to establish cause-and-effect relationships and analogies, to find patterns. |
Apply | Be restrained, patient, polite in the process of interaction; Summing up the lesson; analyze and systematize the acquired skills and abilities. | Obtained information about mathematics and the Russian language in other fields of knowledge; Techniques for comparison, generalization and classification according to specified criteria; Techniques for establishing analogies, patterns; Speech means for solving various communicative tasks. | Initial experience of self-realization in various activities, The ability to express oneself in accessible activities, play and use the accumulated knowledge. |
Bibliographic list
- Akimova M. K., Kozlova V. T. Psychological correction mental development of schoolchildren. Proc. allowance - M .: Publishing Center "Academy", 2000. - 160 p.
- Bityanova M. R. "Workshop on psychological games with children and adolescents." - St. Petersburg: Peter, 2002.
- Gatanov Yu. B. "Course of development of creative thinking." - St. Petersburg: Imaton, 1996.
- Glozman Zh. M. Developing thinking: games, exercises, expert advice / Zh. M. Glozman, S. V. Kurdyukova, A. V. Suntsova. – M.: Eksmo, 2010. – 80 p.
- Dubrovina I. V. "Manual of a practical psychologist." – M.: Academy, 1997.
- Dubrovina IV Practical psychology of education. Textbook for students. higher and cf. specialist. educational institutions. - M .: TC "Sphere", 2000. - 528 p.
- Lokalova N.P. How to help a poor student. Publishing house Moscow "Os - 89", 2001
- Morgulets G. G., Rasulova O. V. “Overcoming anxiety and fears in first-graders. - Volgograd: Teacher, 2011. - 143 p.
- Osipova A. A. Introduction to practical psycho-correction: group methods of work. - M .: Moscow Psychological and Social Institute; Voronezh: Publishing House of NPO "MODEK", 2000. - 240 p.
- Rean A. A. “Psychology of a child from birth to 11 years. Methods and tests. – M.: AST; St. Petersburg: prime-EURO-SIGN, 2007.
- Rogov E. I. "Desk book of a practical psychologist in education." – M.: Vlados, 1996.
- Rogov E. I. Handbook of a practical psychologist: Proc. allowance: 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.
- Sirotyuk A. L. Correction, training and development of schoolchildren. Publishing house Moscow: Creative center, 2002
- Suntsova A. V. Developing memory: games, exercises, expert advice / A. V. Suntsova, S. V. Kurdyukova. – M.: Eksmo, 2010. – 64 p.
- Tukacheva S. I. Correction and developmental classes. 3 - 4 classes. Publishing house "Extremum", 2004
Lesson number 1 "Wordplay"
At the first lesson, the children get acquainted with the goals and objectives of the lessons.
Rules for working in a group are developed.
1 Exercise "Ask a question"
2 Exercise "Choose a word"
For example:
1st set of words
Father - son, mother - (daughter)
Pages - book, branches - (tree)
Beginning - end, first - (last)
Car - gasoline, trolley bus - (electricity)
Spoon - metal, notebook - (paper)
Chicken - grain, cow - (grass)
Pear - fruit, maple - (tree)
Circle - compass, square - (ruler)
Floor - carpet, table - (tablecloth)
Bird - tree, mole - (earth)
3 physical minutes "Sunshine"
The sun lifts us up to recharge.
We raise our hands on command - one!
And above us the leaves rustle cheerfully.
We lower our hands on command - two!
4 Exercise "Choose the main thing"
The facilitator writes a series of words on the board. Of these words, you need to choose only the two most important, without which the main subject cannot do. For example, "garden" - what are the most important words: plants, gardener, dog, fence, earth? What can't a garden be without? Can there be a garden without plants? Why?.. No gardener…dog…fence…land?..
Why? The correct words would be "plants" and "earth". Each of the proposed words is dealt with in detail with the children. The main thing is that children understand why this or that word is the main, essential feature of this concept.
Sample tasks:
Boots (laces, sole, heel, zipper, bootleg).
City (car, building, crowd, street, bike).
Game (cards, players , fines, punishments, rules ).
Reading (eyes , book, picture, print, word ).
Cube (corners, drawing, side , stone, wood).
5 Exercise "Properties"
An object or phenomenon is called, for example, a "helicopter". It is necessary to come up with as many analogues as possible, that is, other objects similar to it in various essential features. It is also necessary to systematize these analogues into groups, depending on what property of a given object they were selected for. For example, for the word "helicopter" can be called "bird", "butterfly" (they fly and sit down), "bus", "train" ( vehicles), "corkscrew" and "fan" (important parts rotate). The one who calls wins the largest number analog groups.
Examples of words for the selection of analogues:
1) helicopter
2) sun
3) watermelon
4) telephone
5) swing, etc.
Lesson number 2 "I want to remember!"
1 Exercise "Highlight the sound"
2 Exercise "Dictionary"
The facilitator invites the children to remember and write down as many words as possible related to a particular topic. For example, the theme "Forest".
These can be words denoting everything that can be found in the forest: trees, berries, moss, swamp, mushrooms, animals ...
You have 5 minutes to complete the task. The task can be carried out in the form of a competition, who will write the most words.
Sample topics:
- Family
- School
3 physical minutes "Stork ..."
Stork, long-legged stork,
Show me the way home.
Stomp with your right foot
Right foot again
Stomp with your left foot
After the right foot
After the left foot
That's when you come home.
4 Exercise "Name the second word"
The children are reading the words. You have to memorize them in pairs. Then the facilitator reads only the first word from each pair, and the children write down the second.
Presentation words:
- Doll - play
- Chicken - egg
- Scissors - cut
- Horse - sleigh
- book - read
- Butterfly - fly
- The sun is summer
- Brush - teeth
- Pear - compote
- Lamp - evening
5 game "Come on, repeat!"
In this game, children must correctly repeat a sequence of several movements shown by adults. It is better to start with a series of two or three movements with a gradual increase in the number of consecutive movements. For example, an adult puts his right leg forward, then puts his hands on his belt and then turns his head to the left. All movements are voiced. The child, watching an adult, remembers what he did and repeats in the same sequence.
Movement series options:
- Touch your nose with your right hand, take one step forward, sit down.
- Jump on two legs to the right, turn your head to the left, put your hands on your head, stomp with your right foot.
- Jump three times on your right leg to the left, nod your head twice, put your hands on your belt and turn around you once.
Lesson number 3 "Try, guess!"
The guys need to determine the pattern of the arrangement of the figures and draw in the empty window the figure that should stand there (see the application).
2 Exercise "Guess the number"
On the wheels of the first locomotive, the leader writes numbers, and on his pipe the sum of these numbers. On the wheels of the second locomotive, the host also writes down the numbers, and leaves the pipe empty. Further, the guys are working with the second locomotive. They must guess what computational action is represented on the first locomotive, how the number written on the pipe came about. After that, the children enter the missing number into the empty pipe.
For work, the guys can be offered several trains with different numbers.
3 physical minute "Two frogs"
Two girlfriends in the swamp
Two green frogs.
Washed early in the morning
Rubbed with a towel
They stamped their feet,
hands clapped,
Leaning left, right,
And they returned back.
Here is the secret of health!
To all friends - physical education hello!
4 game "Comparison"
In this game, you need to compare objects with each other: how they are similar and how they differ. Whoever comes up with the most comparisons wins. For example, an apple and a ball are similar in that they are both round, can roll, do not sink in water, etc.; the apple and the ball differ in that the apple can be eaten, but the ball cannot, the ball is blue, but the apple is not, if you pierce with a needle, the ball will “deflate”, but the apple will not, etc. This game is also encouraged disputes and diversity of versions. It is necessary that children do not obediently agree with the proposed similarity or difference, but be aware of the proposed basis for comparison, evaluate its correctness and reasonableness. This game, in addition to the development of thinking, well forms the skills of group interaction: the ability to evaluate and accept the opinion of another, correctly object to him, defend his own opinion within reasonable limits, etc.
Possible pairs for comparison:
- Wardrobe and refrigerator
- Wood and log
- Crow and plane
- Pencil and pen
- birch and tree
- girl and doll
- Helicopter and train
- Tiger and cow
- sun and lemon
- Cat and TV
Then it is desirable that the children themselves suggest pairs for comparison.
5 Sing along game
The guys, together with the presenter, choose a well-known song for everyone. At the first clap of the presenter, everyone begins to sing this song, at the second clap, the singing continues, but only mentally (to oneself), at the third clap, everyone sings out loud again, etc.
Lesson number 4 "I am a dreamer!"
1 Exercise "Wizards"
The guys are invited to finish 6 circles (with a diameter of 2 - 3 cm) so that they get different drawings. For example, face, sun, ball, flower, etc.
2 Exercise "Three words"
The host offers the guys three words and asks them to write largest number meaningful phrases so that they include all three words.
Presentation words:
- Palace Granny Clown
- Rogue Mirror Puppy
- Cake Lake Bed
3 game "Forbidden movement"
Cheerful rhythmic music sounds. The leader shows several movements, one of which is forbidden. The guys must repeat all the actions, except for the forbidden. The one who makes a mistake is out of the game, and those who remain the longest become the best players. The children themselves can also act as leaders.
4 Exercise "Locomotive"
The host distributes to himself and the guys two cards (ten in total) with different pictures and explains the task: “Guys, we now have a “locomotive” on the way (a picture with the image of a steam locomotive is laid out on the table), and we will lay out for him “ wagons”, there are ten of them. The first participant shows everyone and names his first “carriage picture” and, turning it over reverse side, puts on the table. The next player must name what is drawn on this inverted picture and, show and name his picture and also turn it over and put it on the table. Each subsequent player puts his "trailer" and names what is drawn in all the previous pictures. Our task is to try to remember what each “trailer” is “carrying”. So we continue until all the pictures are over. After all the “trailers” are laid out, the children can be asked to remember the drawings of those pictures that the adult will point to (for example, what the second “trailer” is carrying, what is the fifth one, and so on ...).
Lesson #5 Who is who? What is what?
1 Exercise "Alphabet"
The letters that are present in the proposed phrases are distributed between the guys. Next, the facilitator dictates or writes a phrase on the board. And the children, like on a typewriter, must “print out” these phrases. Typing the desired letter is indicated by clapping the hands of the participant in the game to whom this letter is assigned.
Suggested phrases:
1) Black raven on oak
With a white dot on the forehead.
2) The bark shines from the rain,
A mountain is visible in the distance.
3) A window glows in the castle,
And it's already dark in the mountains.
2 game "Animal Choir"
The children are divided into small groups. Then, the children themselves choose which of the animals they will portray with their voice: a cat, a dog ... Together they determine which famous song they will sing. Only instead of words they will say “meow-meow”, “bow-wow” ... When the leader waves both hands, they all sing together, but each with his own “voice”. As soon as the leader points to a particular group, everyone falls silent and only the children of this group sing. Then the facilitator points to another group, then waves again with both hands, etc. The guys should be very attentive.
3 ex. "Say one word"
This task contains words that are united by a common meaning. This general meaning must be conveyed in one word. Answers are given in brackets.
Word sets:
- Broom - shovel (tools, tools)
- Winter - summer (season)
- Dog - bee (living beings)
- Grass - trees (plants)
- Knife - spoon (cutlery)
- House - cottage (buildings, dwellings)
- Sweets - cake (sweets)
- Plus - minus (mathematical signs)
- Rain - snow (precipitation)
- Sum - difference (the result of mathematical operations)
4 game "Memorina"
For this game, you need a set of any pair of cards with pictures. In front of the guys, all the cards are laid out in rows with pictures up. Children should look and within 2 minutes try to remember the location of the paired pictures. Then all the cards are turned over, and the guys take turns looking for pairs of pictures. One attempt is given per move. Incorrectly opened pictures are flipped again. This continues until all pairs are opened. The winner is the player who was able to open the most pairs of pictures.
Lesson number 6 "Creativity"
1 Exercise "Highlight the sound"
The host calls a letter and the sound that it gives and asks the children to take turns calling words that have this sound. You can set certain rules of the game, for example, so that this sound is at the beginning of a word, in the middle, at the end .. Sounds can be set as hard consonants and soft ones; stressed and unstressed vowels. Whoever says the most words wins.
2 Exercise "What is superfluous"
The children are offered any three words, for example:bird, fox, cucumber.Of the proposed three words, only two should be left that have somewhat similar properties. One word that does not have this property will be "superfluous". You should find as many features as possible that unite each remaining pair of words and are not characteristic of the excluded extra word.
Sample answers:
1) The word "cucumber" may be superfluous. A cucumber is an inanimate object, while a bird and a fox are animate.
2) The word “bird” may be superfluous, since it consists of two syllables, and the rest of three.
3) The word “cucumber” may be superfluous, since it begins with a vowel, and the other two with consonants, etc.
Presentation words:
- Dog - tomato - sun
- Cow - boots - grass
- Chair - car - stump
- Chicken - wheat - pillow
- Goose - frog - mud
- Water - wind - glass
3 physical minutes "One-two-three-four-five"
One two three four five!
The children went out for a walk.
Stopped in the meadow
Buttercups, chamomile, yellow porridge
Collected our friendly class -
Here is our bouquet!
4 Exercise "I see, I hear, I feel"
The adult names the words from the proposed list or invented, and the children describe aloud what they see, hear or feel when they represent the named words. The task of an adult is to create a polymodal image together with children, that is, an image evoked with the help of the participation of different senses. An adult helps children to fantasize in order to create the most complete image of a given word.
After bright images for all 10 words are thought up, the guys are invited to remember what they heard, saw or felt, and name the words from the list. If it was not possible to remember all the words, you need to tell the children the sensations, sounds or images that they created, this will certainly help to update the forgotten words. Pay attention to the images of what modality (visual, auditory or kinesthetic) helped the children to remember words better.
Word lists
First episode:
1. Toothpaste. 2. Chocolate. 3. Paper. 4. Snow. 5. Rose. 6. Wind. 7. Ice cream. 8. Tear. 9. Tea. 10. Cat.
Second series:
1. Icicle. 2. Train. 3. Puppy. 4. Porridge. 5. Thunderstorm. 6. Chalk. 7. Book. 8. Hedgehog. 9. Cartoon. 10. Swing.
5 Exercise "Rhymer"
The host offers the children given rhymes and asks them to come up with words whose endings would sound the same. For example: bridge - tail.
Suggested rhymes:
Garden - (grapes) Come on - (tram)
Glad - (acrobat) Joke - (creepy)
Summer - (cutlet) Instant - (admiration)
Cucumber - (well done) Points - (badges)
Hare - (finger) Flower - (handkerchief)
When the guys manage to rhyme words, you can offer them couplets for given rhymes, which they must complete.
Suggested couplets:
1) I will go outside
I myself ... (I will find a fox).
2) At the bear in the forest,
A lot of berries ... (I'll pick it up).
Lesson number 7 "Let's put it in place"
1 Exercise "Decipher the sentence"
The host offers the guys a sentence of 4-6 words, in which the words are so rearranged that the meaning of the sentences is completely lost. Children must write sentences with the correct meaning. For example: from, dined, Andrey, school, came, and. (Andrey came from school and had lunch).
All encrypted sentences are written on the board.
Word sets:
- Cat, yard, purrs, on.
- I love, gifts, mom, give, I.
- Good, street, on, weather.
- Store, boy, in, book, bought.
- Vase, table, standing, on, flowers, p.
2 physical minutes
Put your hands to the sides
We'll get the right one and the left one.
And then, on the contrary,
There will be a right turn.
One - clap, two - clap,
Turn around one more time!
One two three four,
Shoulders higher, arms wider!
Let's put our hands down
And squat down.
3 Exercise "Collect a proverb"
The guys need to collect proverbs from parts that have "lost" each other.
Sample proverbs:
1) You will chase two hares ... 1) ... do not say that you are not hefty.
2) Holding the tug ... 2) ... everything is looking into the forest.
3) No matter how you feed the wolf ... 3) ... you won’t catch a single one.
4 Exercise "Using objects"
The facilitator calls or shows the guys some well-known object. For example: a newspaper, a book, a tin can, a hat, etc. And invites the children to name as many ways as possible to use each item.
5 Game "Rules of good manners"
This game can be played by up to 2 players.
It's no secret that in different places you need to behave differently. There are rules of conduct that explain what can and cannot be done in a particular place.
Game participants are invited to come up with their own set of rules for behavior in unexpected places, for example:
- On the wardrobe
- Visiting the Serpent Gorynych
- In a refrigerator
- In the tower
- In the bear's den
- On the cloud
- In a flower bed
Each player is given 3-5 minutes to come up with rules of behavior in a given place. Rules can be written down or memorized. After that, the players take turns voicing their rules. The winner is the player who came up with the most ingenious rules, which is determined by a majority of votes when voting.
If a large number of people participate in the game, then they can be divided into teams.
Lesson number 8 "Learning to reflect"
1 Exercise "Exclude an extra concept"
Four of the five words can be combined into one group, called one word, and the fifth word does not fit all the others, it is superfluous. The task of the children is to eliminate the extra word and explain why it is superfluous.
Word sets:
1) Dog, cow, tit, pig, horse.
2) Yellow, green, red, bright, blue.
3) Leaf, bark, earth, bud, root.
4) Crow, bullfinch, sparrow, badger, stork.
5) Chamomile, linden, rose, ranunculus, dandelion.
6) Sofa, wardrobe, window, bed, chair.
7) Dress, trousers, coat, boots, sundress.
8) Dumplings, borscht, pasta, jar, sandwich.
2 Exercise "Say the opposite"
The facilitator offers the guys words to which they must choose the opposite in meaning.
Presentation words:
Top, joy, wet, courage, best, clean, harmful, small, rare, drop, later, quarrel, dark, fast, buy, etc.
3 physical minutes
We wrote, we wrote
And now everyone stood up together.
They stomped their feet,
They clapped their hands,
Then we squeeze our fingers
Let's sit down and start writing.
4 Exercise "Name it in one word"
This task contains words that are united by a common meaning. This general meaning must be conveyed in one word.
Word sets:
1. birch, spruce, aspen, willow (trees)
2. saw, hammer, planer, screwdriver (tools)
3. russula, fly agaric, chanterelle, butterdish (mushrooms)
4. woodpecker, duck, eagle, chicken (birds)
5. bear, lynx, jerboa, beaver (animals)
6. gingerbread man, Cinderella, teremok, Hen Ryaba (fairy tales)
7. grass, flowers, trees, shrubs (plants)
8. Pushkin, Zakhoder, Nekrasov, Chukovsky (writers)
9. peony, narcissus, lily, aster (flowers)
10. car, train, plane, tram (transport)
11. teapot, saucepan, jug, frying pan (dishes)
12. watermelon, raspberries, cranberries, cranberries (berries)
13. cucumber, carrot, radish, cabbage (vegetables)
14. boots, shoes, felt boots, sneakers (shoes)
15. yellow, red, blue, green (colors)
16. Moscow, Kyiv, Volgograd, Kostroma (cities)
17. Zinaida, Mikhail, Natalya, Elena (names)
5 Exercise "Choose a word"
In this task, the child needs to establish a logical connection between the first two words and, by analogy, add the missing word to the next one. Answers are given in brackets.
For example:
2nd set of words
Glass - glass, paper - (book)
Aircraft - pilot, car - (driver)
Nail - hammer, screw - (screwdriver)
House - roof, book - (cover)
Good - better, slowly - (slower)
Fire - fire, water - (flood)
School - education, hospital - (treatment)
Man is a child, dog is (puppy)
Bird - nest, man - (house)
Coat - buttons, boot - (lace)
Lesson number 9 "Be careful!"
1 Exercise "Guess the season"
The children need to name the time of year according to the listed signs.
Texts for presentation:
1) It's hot. The sun is baking. The day is long. The water in the river is warm. The children are swimming. The trees have green leaves. There are many flowers in the meadow. Butterflies and bees fly.
2) It's cold. Snow. Children go skating and skiing, play hockey. The day became short. It gets dark very early.
3) A cold wind is blowing, there are clouds in the sky, it often rains. Vegetables are harvested in the village. Birds fly to warmer climes. The day is getting shorter. The leaves on the trees turn yellow and fall off.
4) The day is getting longer. More sunny days. Snow is melting. Birds come from the south and start building nests. It's getting warm. Sowing work begins in the village. Green grass appears. Leaves unfurl on trees.
Then you can invite the children for each season to name the most important signs.
2 Exercise "Syllogisms"
An adult reads phrases to children and asks them to finish, or, after an explanation from an adult, the children independently complete tasks on individual cards, entering the necessary words (answers). After completion of the work, all answers are checked and sorted out together with the children. Answers are given in brackets.
Tasks:
- Petya has a brother Kolya. What is Kolya's brother's name? (Peter)
- All fish are covered with scales. Pike are slaves, which means ... (it is covered with scales)
- All my friends love to play football. Andrei is my friend, so ... (he likes to play football)
- All students in our class can write. Denis is in our class, so ... (he can write)
- Precious metals do not rust. Gold is a precious metal, which means ... (gold does not rust)
- All fruits are useful. An apple is a fruit, which means ... (it is useful)
- Cats don't like honey. Murka is a cat, which means ... (she does not like honey)
- None of my friends will betray me. Sasha is my friend, which means ... (he will not betray me)
- Oksana loves everything sweet. Cake is sweet, so... (she loves cake)
3 physical minutes "Charging"
Once - an oath,
Two - jump -
This is a rabbit load.
And the foxes, when they wake up,
They love to stretch
Be sure to yawn
Well, wag your tail.
And the cubs - bend your back
And jump lightly.
Well, the bear is clubfoot,
Paws wide apart,
One, then both together
Long time treading water.
And for whom charging is not enough -
They start all over.
4 Exercise "Count together"
The guys take turns doing the actions of single digits.
Suppose:
1st calls a number: for example, 8
2nd names the sign: for example, +
3rd says a number: for example, 7
4th name sign: =
5th name the answer, in this case the sum of the numbers
6th calls a new number, etc.
5 Game "Riddles"
The facilitator gives riddles to the children. Whoever guesses the most wins.
1) Sisters stand in the meadows:
Golden eye, white eyelashes. (chamomile)
2) A motley cracker catches frogs,
He walks in a wreck, stumbling. (duck)
3) Who in the world walks in a stone shirt?
They walk in a stone shirt ... (turtles)
4) In the linen country, along the river-sheet
The ship is sailing, then back, then forward,
And behind him such a smooth surface, not a wrinkle to be seen. (iron)
5) Who wears a hat on his leg? (mushroom)
6) They beat him with a hand and a stick, no one feels sorry for him,
And for what the poor fellow is beaten, but for the fact that he is inflated. (ball)
7) In the forest, at the stump, fuss, running around:
The working people are busy all day - they are building a city for themselves. (anthill)
8) A sieve is hanging - not twisted by hand. (web)
9) Not a beast, not a bird, but a nose like a knitting needle,
It flies - screams, sits down - is silent,
And whoever kills him sheds his own blood. (mosquito)
10) Not a king, but in a crown, not a rider, but with spurs. (rooster)
11) What kind of bird, doesn’t sing songs, doesn’t build nests, carries people and cargo? (airplane)
12) Who has eyes on horns and a house on his back? (snail)
13) This horse does not eat oats, instead of legs there are two wheels.
Sit on horseback and race on it, only better to drive. (bike)
14) A one-eared girl embroiders patterns. (needle)
Lesson #10 “Why…?”
1 Exercise "Answering the question"
The facilitator asks the guys a variety of questions that begin with the word “why”?
For example:
Why are people crying?
Why are there fish swimming in the river?
Why do flowers smell good?
etc.
Each child should try to give his own answer to the question asked. Then the most original answer is selected.
2 Exercise "Distinguishing geometric shapes"
Before the start of the game, the adult, together with the children, remembers what geometric shapes exist, how they differ from each other, while showing blanks of various geometric shapes pre-cut from colored paper. Then, the guys are divided into pairs. One person from the pair should sit and the other should stand behind him, facing his back. An adult shows the standing children any geometric figure, and they must “draw” this figure on the backs of their partners with their finger, and they, in turn, must guess what kind of figure it is. During the exercise, participants may change places.
3 physical minutes "Bunny"
It's cold for a bunny to sit
You need to warm up your paws.
Paws up, paws down
Pull up on your toes.
We put the paws on the side.
On toes, hop-hop-hop,
And then squatting
So that the paws do not freeze.
4 Exercise "Searching without interruption"
Within 10-15 seconds, the guys should see around them as many objects of the same color, size, shape, material as possible ...
At the signal of the leader, one child begins the transfer, the others complete it.
5 Exercise "Detectives"
Any situation is given. For example: "When you returned home, you found that the door of your apartment was wide open." Players, like real detectives, take turns calling possible reasons the fact that happened, the explanation of the situation that has arisen. The reasons can be named as the most obvious (“they forgot to close”, “thieves got in”), as well as unlikely, unusual (“aliens arrived”). The main thing is that all the named reasons for the situation that happened were logical.
The investigator with the most reasons wins, and the more varied they are, the better.
Situation examples:
- All the books of A. S. Pushkin disappeared in the library.
- Baba Yaga's hut stopped turning.
- You turn on the light in the apartment, but it does not burn.
- A man walks down the street in a fur coat in summer.
- The wolf and the hare became bosom friends.
Lesson number 11 “I name what I know, what I don’t know - I find out!”
1 Exercise "Ask a question"
The leader guesses the word. The task of the players is to ask various questions to guess what the word is. All possible questions are dealt with together with the host at the beginning of the game. For example, “Is it alive or inanimate?”, “Edible or not” ?, “What color ... shape ... size” ?, “Where does it live?”, “What does it eat?”, “What can it be used for?” etc. When the facilitator sees that all the participants in the game understood the rules, the children themselves begin to guess the words, one by one.
For visual support, you can think of not abstract words, but one of the objects in the office.
2 Exercise "Name the signs"
The children are invited to name the signs of the seasons according to the proposed plan.
Plan:
1) How does the length of the day change?
2) How does the air temperature change?
3) What is the precipitation like?
4) How does the state of plants change?
5) How does the condition of the soil change?
6) How does the state of water bodies change?
3 physical minutes "Grasshoppers"
Raise your shoulders
Jump grasshoppers.
Jump-jump, jump-jump,
We sat down to eat grass,
Let's listen to the silence.
Hush, hush, high
Jump on your toes easily.
4 Exercise "Stable combinations"
Stable combinations are often found in fairy tales. For example: living water, invisibility cap...
The facilitator asks the children to name as many of these phrases as possible. If children have difficulties, then their task can be facilitated by naming the first of the words, and the children themselves call the second word.
Phrase examples:
self-assembled tablecloth geese-swans
flying carpet frog-traveler
frog princess koshchei the immortal
Ivan Tsarevich is a good fellow
Baba Yaga Santa Claus
clear field red maiden
Miracle Yudo Serpent Gorynych
living (dead) water chicken Ryaba
nightingale the robber firebird
little mouse brother Ivanushka
etc.
5 Exercise "Story through pictures"
For this exercise, you will need a set of cards with any pictures (from 5 to 10 pieces). The cards are distributed to the children. The meaning of the exercise is that the guys, laying out each of their pictures, make up a coherent story based on these pictures.
Lesson number 12 "Unravel and count"
1 Exercise "Insert the missing words"
The children are offered sentences in which it is necessary to insert the missing words. Answers are given in brackets.
Offers:
1) The guys ... (came) to the river and began to swim.
2) Mom bought ... (cake) for her birthday.
3) They bought me a doll in ... (shop) toys.
4) In the autumn from the trees ... (falls) foliage.
5) Frost ... (draws) patterns on glass.
6) An airplane flying across the sky ... (leaves) a trail.
7) Misha got ... (deuce) because he did not learn the lesson.
8) It is warm in summer, and ... (in winter) it is cold.
9) Anya could not solve the ... (difficult) problem.
10) Grandmother ... (baked) pies and invited everyone to drink tea.
2 Exercise "Unravel the meaning of proverbs"
The children are invited to formulate in their own words the general meaning of the proposed proverbs:
1) You can’t even catch a fish from a pond without difficulty.
2) To be afraid of wolves - do not go into the forest.
3) If you chase two hares, you will not catch one.
4) Every sandpiper praises his swamp.
5) Learning is light, and ignorance is darkness.
6) Business is time, and fun is an hour.
7) Not all that glitters is gold.
8) Did the job - walk boldly.
3 physical minutes
Ahead from behind a bush
Looks sly fox.
We will outwit the fox -
Let's run on toes.
The bunny jumps quickly in the field,
Lots of fun out there!
We imitate a bunny
Fidget-naughty,
But the game is over
And it's time for us to learn.
4 Exercise "Confusion"
In this game, the phrases from the story are given in a jumbled order. The task of the children is to restore their sequence. You can work with texts on the board or on individual cards.
Children can be offered such a tie for introduction to the task.
A very inattentive typist works in the printing house, he mixed up the "pieces" of stories. And now he can’t figure out in any way what sequence the phrases should be in. If he can't fix it, the kids will read the wrong stories. Help him, please put all the phrases in the correct order. Decide which should be first, second, etc.
"Smart Jackdaw"
1) She began to throw pebbles into the jug and threw so many that the water rose to the edge of the jug.
2) There was only water in the jug at the bottom.
3) There was a jug of water in the yard.
4) Jackdaw was very thirsty.
5) Now it was possible to drink.
6) Jackdaw could not get water.
7) What a smart jackdaw!
Answer: 4, 3, 2, 6, 1, 5, 7.
"Amazing Nest"
1) When the mushroom grew very tall, a boy found it.
2) A small bunting has made a nest on the ground in the forest.
3) He cut off the mushroom and carefully placed the nest with the chicks on the ground.
4) The mushroom grew, grew and raised its nest with its hat.
5) Surprisingly, a boletus began to grow under the oatmeal nest.
6) Returning from the forest, the boy told about his unusual find friends.
Answer: 2, 5, 4, 1, 3, 6.
"Fishing"
1) Dima and Misha are going to go fishing.
2) On this day, the guys went fishing, they caught a whole bucket of fish.
3) Then they came ashore and settled down comfortably.
4) He pulled the fishing rod and caught a big crucian.
5) The day before they prepared all the necessary equipment.
6) Put the worms on the hooks and cast the fishing rods.
7) Dima's float moved.
8) Misha and Dima got up early and went to dig worms.
9) They began to look at the floats and wait.
Answer: 1, 5, 8, 3, 6, 9, 7, 4, 2.
5 Exercise "Count carefully"
The host invites the guys to count in a circle from 1 to 50. But at the same time, the children should not name numbers containing the number 4. Instead, the players should clap their hands. The game can be repeated by giving a ban on any number.
Application
Lesson #3
1 Exercise "Missing Figure"
2 Exercise "Guess the number"
PROGRAM OF CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF CHILDREN OF THE OLDER PRESCHOOL AGE
Durneva Marina Alekseevna, teacher-speech therapist, MBDOU for children garden number 17, Kamensk-Shakhtinsky.Target: implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschool children of 6 years old.
Tasks:
- to teach to build logical chains, to distinguish between the general and the particular, the whole and the parts, to establish patterns and cause-and-effect relationships;
- learn to navigate in space;
Description: Senior preschool age This is a sensitive period in the development of the cognitive sphere of children. Therefore, it is so important at this age to conduct specially organized classes with children that will allow them to develop and correct their cognitive sphere. For these purposes, I systematized, supplemented and adapted to the senior preschool age the correctional and developmental program of L. I. Sorokina, aimed at developing the cognitive sphere of six-year-old children. This material will be useful to preschool psychologists and other teachers working with older preschool children.
PROGRAM OF CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF CHILDREN OF THE OLDER PRESCHOOL AGE
CONTENT.
I. Explanatory note
II. Program content
Lesson number 1: "Competition game"
Lesson number 2: "Help Dunno"
Lesson #3: "School"
Activity #4: Attention Island
Activity #5: Attention Island
Lesson number 6: "Competition game"
Lesson number 7: "Play with Pinocchio"
Lesson #8: "Competition Game"
Lesson number 9 "Forest school"
Lesson No. 10 "Forest School"
Lesson number 11 "Competition game"
Lesson number 12 "We are scouts"
Lesson number 13 "Games with the Bunny"
Lesson number 14 "Visiting the Hare"
Lesson number 15 "Let's help the Wolf"
Lesson number 16 "Let's help Pinocchio"
III. Program provision
3. 1. List of main literature
3. 1. List of additional literature
I. Explanatory note.
Preschool childhood is the first period of a child's mental development and therefore the most responsible. At this time, the foundations of all mental properties and qualities of the individual, cognitive processes and activities are laid. The active development of cognitive abilities at this age is the most important component of the mental development of the child, which is the basis for the formation of his mental development.
The mental development of a preschooler is the most important component his general mental development, preparation for school and for the whole future life. But mental development itself is a complex process: it is the formation of cognitive interests, the accumulation of various knowledge and skills, and the acquisition of speech.
The "core" of mental development, its main content is the development of the cognitive sphere. The main components of the cognitive sphere are cognitive processes and abilities - dynamic components, as well as cognitive interests and cognitive activity, which act as a motivational component of the child's cognitive sphere.
At each age stage, a preschooler develops certain cognitive abilities. So a six-year-old child should develop the following cognitive abilities:
- ability to observe;
- ability to visual and auditory perception;
- ability to creative imagination;
- the ability to arbitrarily, independently generate an idea and recreate an imaginary plan for its implementation;
- the ability to arbitrary and verbal-logical memorization;
- the ability to distribute and sustain attention;
- ability for visual-schematic thinking and organization of activities;
- the ability to classify, generalize, establish logical connections;
- the ability to navigate in space.
It is possible to determine the level of development of these processes and abilities using certain methods.
The purpose of this program:
- implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschool children of 6 years old.
Program objectives:
- learn to build logical chains, distinguish between the general and the particular, the whole and the parts, establish patterns and cause-and-effect relationships
- learn to navigate in space.
- to form the ability to observe;
- develop visual and auditory perception;
- to form the ability to creative imagination;
- to promote the development of arbitrary and verbal-logical memory;
- to form the ability to distribute and sustain attention;
- develop visual-schematic thinking and the ability to organize activities.
- cultivate curiosity, independence, accuracy;
- to educate children in the ability to respond with common sentences and listen to the answers of their comrades.
A necessary condition for the effectiveness of the program is the active participation of children in the classroom, their interest.
In accordance with these requirements, story games-classes were developed, in the content of which various educational games and exercises were used.
Program principles:
1. The principle "from simple to complex" (gradual complication of tasks, which allows you to gradually prepare the child to complete tasks of a sufficiently high level of complexity).
2. The principle of activity and freedom of self-expression of the child (putting the child in a position of self-control and self-expression).
3. The principle of sympathy and participation (an adult provides support himself and, without imposing, organizes it from peers).
The program is designed to work with children of preschool age.
Total number of classes: 16, twice a week.
Duration of each lesson: 20 - 30 minutes.
Classes are held: in the afternoon; group.
Number of children in the group: 8 people.
Lesson number 1: "The game is a competition."
Target: development of voluntary attention, the ability to navigate in space, visual, voluntary memory, visual perception, the ability to distribute and maintain attention, the ability to compare.
Equipment and material: tokens, the musical composition "The wind is blowing", a tape recorder, 10 cards with the image of objects, individual forms, a simple pencil, a poster "A boy and 5 portraits".
Lesson content.
1. Organizing time.
2. The game "Do not yawn" (development of voluntary attention, the ability to navigate in space).
Children walk in a circle to the music. At the leader’s signal (“Don’t yawn!”), they must stop and turn 180 °, and then continue to move.
You have passed this test. Well done! And now the task of attention is even more difficult.
3. Game "Animals" (development of attention).
Children are invited to choose any animal (hare, wolf, fox, etc.). The host alternately names the animals. Hearing the name of his animal, the child should clap his hands.
And everyone passed this test. Congratulations, you will all take part in the competition.
Children are offered 10 picture cards, each of which depicts 1 subject. Children look at these cards for 2 minutes. Then the cards are removed, and the guys are asked to take the pictures that they remembered in a whisper to call the host. For each correct answer, the child receives a token. Whoever has the most tokens wins.
Each child is given a worksheet with pictures. Cross out the fish and circle the apples. Who has everything right - gets 2 tokens, who has mistakes - 1 token.
6. The game "Help me find a portrait" (development of visual perception, ability to compare).
Children are invited to carefully look at the boy and 5 portraits and answer which portrait belongs to this boy. The token is given to the first person to find the portrait.
7. Bottom line.
Lesson number 2: "Help Dunno."
Target: development of visual perception, attention (the ability to distribute attention, stability of attention), dexterity and the ability to compare.
Equipment and material: a letter from Dunno, individual forms, pencils and colored pencils, a ball.
Lesson content.
1. Organizational moment.
Guys, we received a letter from Dunno. He asks us to help him complete the tasks that the teacher gave him.
2. The game "Find the object" (development of visual perception, the ability to distribute attention).
Each child is given an individual form with drawings. Among 8 drawings, the child must find the same object as the standard. The task is limited in time, children are given 30 seconds to study the picture. After that, they must put a cross next to the correct picture.
3. The game "Labyrinth" (development of stability of attention).
Each child is given an individual form with drawings. We need to help the boy to go to kindergarten, and the girl to school.
4. Fizminutka (development of attention and dexterity).
It is explained to children that the ball can be caught only when, throwing it, they say: “Catch!”. A competition is organized for the most attentive.
5. The game "Find an object not like the others" (development of attention and ability to compare).
Each child is given an individual form with drawings. Among several objects, you need to find one that is not like the others and color it (the color of the child's choice).
6. Bottom line.
All forms are collected and sent to Dunno.
Lesson number 3: "School".
Target: development of verbal-logical memory, auditory and visual perception, attention (voluntary attention, attention stability).
Equipment and material: poster for the game "Find the Hidden Animals".
Lesson content.
1. Organizational moment.
I suggest you go to school today. Close your eyes and imagine that you are already schoolchildren, you need to go to school and study in the classroom. The first lesson "Development of speech."
2. Exercise "Reproduction of the story" (development of verbal-logical memory, auditory perception, speech).
Each child is told a story. Then they are asked to reproduce what they heard as close to the text as possible. If the child did not cope with the story, you should ask him questions.
After the lesson, the break begins. And during the breaks, children play different games. We will play too.
3. The game "Follow the rules" (to develop voluntary attention).
Option 1: the players in turn must make movements: 1st - clap your hands once, 2nd - clap your hands twice, 3rd - clap your hands once, etc.
Option 2: children make the following movements: 1st - squats and stands up, 2nd - claps his hands, 3rd - squats and stands up, etc.
The next lesson is "Singing".
4. Exercise "Singing together" (development of attention).
The host offers to sing some song familiar to all children and explains what to do in this case: one clap - start singing, two clap - continue to sing, but to yourself, mentally. One clap - again continue to sing out loud.
And again change.
5. The game "Find the hidden animals" (to develop visual perception and stability of attention).
You need to look carefully at the picture and find the animals hiding there.
6. Bottom line.
Here we are at the school. Now close your eyes and go back to kindergarten. Was it interesting at school? What was the most difficult task for you?
Lesson number 4: "Island of Attention".
Target: development of verbal-logical and arbitrary memory, auditory and visual perception, attention (voluntary attention, attention stability), the ability to navigate in space.
Equipment and material: a letter from Professor Vverkh-Tormashkin, individual letterheads, pencils and colored pencils, album sheets, the musical composition “A Fantastic Journey on a Yacht”, a tape recorder.
Lesson content.
1. Organizational moment.
Guys, we received a letter again, but this time from Professor Vverkh-Tormashkin. Here is what he writes:
“Hello my little friend!
My name is Professor Vverkh-Tormashkin. I am engaged in the study of wildlife and very much want to undertake one risky sea expedition.
The fact is that quite recently I found in one old book a sea map, on which the island of Attention is indicated. It seems to me that amazing animals should live there, which simply need to be found and studied. And if you believe the inscription on the back of the map, then you can find a pirate treasure there!
All this is so interesting that I immediately began to get ready for an expedition, but here's the trouble: you see, I'm terribly absent-minded and if I set off on a journey without true friend, I’ll definitely get lost, never reaching the island.
That is why I decided to write you a letter and invite you on an exciting journey to the island of Attention.
But I want to honestly warn you, my young friend: it will be a rather dangerous journey, full of surprises and mysterious coincidences. I hope that my knowledge and your observation, attention and ingenuity will certainly lead us to the destination of the trip - the island of Attention, where amazing animals live and pirate treasures are kept.
Can we help the professor? Then go!
1. The game "Map" (to develop the ability to focus, to keep attention on one object for the required amount of time).
Professor Vverkh-Tormashkin sent us a map of the island. Crosses on it mark safe places: lakes, clearings, paths. And zeroes are dangerous: swamps, predators, sharp rocks. Help him connect all the crosses in the route so as to bypass the zeros (a card for each child).
2. The game "Pack things up" (development of the distribution and stability of attention).
Professor Vverkh-Tormashkin always carries with him a lot of different medicines and potions in small jars - and now they are scattered everywhere! Circle all the jars to make it easier for him to find them (an individual sheet for each child).
3. The game "Find a ticket" (development of visual perception, stability of attention).
Everything, the fees are over, and we go straight to the ship. But, the professor, due to his absent-mindedness, confused the new tickets with the old ones. Find two identical tickets among the tickets and color them yellow (an individual sheet for each child).
4. Exercise "Repeat and draw" (development of verbal-logical and arbitrary memory; auditory perception).
Here we are on the ship, but in order to set sail, the captain suggested that we complete the following task: repeat the poem and draw what it says.
"The blue sea sparkles,
The seagull circles the sky.
The sun disperses the clouds
And the boat is running away.
5. Bottom line.
We have passed all the tests and we can hit the road!
Lesson number 5: "Island of Attention".
Target: development of arbitrary memory, visual perception, attention (voluntary attention, distribution and stability of attention), the ability to navigate in space.
Equipment and material: individual forms, a simple pencil, a poster for the game "Look and remember", a treasure chest (toys from Kinder Surprises), a musical composition "A fantastic trip on a yacht", a tape recorder.
Lesson content.
1. Organizational moment.
Today we will continue our journey with Professor Vverkh-Tormashkin. We close our eyes and imagine that we are on a yacht. We can already see the island. We have reached our destination.
2. The game "Find and count" (development of visual perception, distribution and stability of attention).
Very shy parrots live on Attention Island. And now they are all hiding in a tree. Help the professor find and count all the parrots (an individual sheet for each child).
In the plan of our trip there is also a pirate treasure chest. To get to them, you need to pass a series of tests. Here is the first test.
3. The game "Repeat the picture" (development of arbitrary memory, visual perception).
Children are given individual sheets. Look at the picture and remember how the objects are located on it. Turn the sheet over and draw all the shapes in the same sequence.
Well done! Here's another test.
4. The game "Look and remember" (development of arbitrary memory, visual perception).
The children are shown a picture. Consider and memorize the picture (memorization time 10 seconds). The picture is removed, the children are given individual cards, it is necessary to circle the objects that were in the picture.
Well done! And you passed this test! And here is the treasure chest (the presenter shows the chest, opens it with the children, takes out treasures (Kinder Surprise toys for each child).
5. Bottom line.
Here our journey is over! It's time to go home!
The game "Do not yawn!" (see lesson No. 1; the musical composition “A Fantastic Journey on a Yacht” is used); (development of voluntary attention, the ability to navigate in space).
Lesson number 6: "Game-competition."
Target: development of arbitrary memory, visual and auditory perception, attention (voluntary attention, distribution and stability of attention).
Equipment and material: tokens, plot pictures for the game "Scouts", geometric figures, plates with the image of objects from geometric figures, individual forms, a simple pencil.
Lesson content.
1. Organizational moment.
Today we will have a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And in order to complete all the tasks correctly, you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. The game "Forbidden movement" (development of voluntary attention, auditory perception).
Children repeat all the movements of the leader, except for one: when the “Hands up” command follows, they should be lowered down.
3. Game "Scouts" (development of concentration, stability of visual attention, observation).
Children are invited to consider a fairly complex plot picture and remember all the details. Then the facilitator turns the picture over and asks a few questions about it. Gradually more and more complex pictures are shown. For each correct answer, the child receives a token.
4. The game "Make a figure" (development of visual perception, arbitrary visual memory).
Children are given geometric figures (for each child). A plate with an image is displayed. It is necessary to make the same figure. For each correctly completed task, the child receives a token.
5. The game "Find objects" (development of visual perception, the ability to distribute and sustain attention).
Each child is given a worksheet with pictures. Cross out the balls and circle the cubes. Who has everything right - gets 2 tokens, who has mistakes - 1 token.
6. Bottom line.
The number of tokens is counted, the winner is determined.
Lesson number 7: "Play with Pinocchio."
Target: development of arbitrary memory, visual and auditory perception, attention (arbitrariness and stability of attention).
Equipment and material: toy "Pinocchio", pictures for the game "Find the differences", 10 picture cards for the game "Remember the pictures".
Lesson content.
1. Organizational moment.
Pinocchio came to visit us. He wants to play different games in his dreams. Here is the first game.
2. The game "Find the differences" (development of visual attention).
Children are shown 2 pictures. It is proposed to find 7 differences (3-4 pictures).
3. The game "Request" (development of auditory perception, stability of attention).
The host shows any exercises, but the children should only perform those before which the word “Request” sounds. The game is played out.
4. The game "Remember the pictures" (development of visual, arbitrary memory).
Children are offered 10 picture cards, each of which depicts 1 subject. Children look at these cards for 2 minutes. Then the cards are removed, and the guys are asked to name the pictures that they remember.
Then the task becomes more difficult. Children are invited to carefully look and remember the order in which the cards are located. Then the pictures are shuffled, the children must arrange them in the same order as they lay.
5. Bottom line.
Pinocchio says goodbye to the children and offers to play the farewell game "Forbidden Movement" (see Lesson No. 6); (development of voluntary attention, auditory perception).
Lesson number 8: "Game-competition."
Target: development of arbitrary memory, visual and auditory perception, attention (stability of visual attention).
Equipment and material: tokens, pictures for the game "Find the Differences", posters and split pictures for the game "Make a picture".
Lesson content.
1. Organizational moment.
Today we will have a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And in order to complete all the tasks correctly, you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. The game "Request" (development of auditory perception, stability of attention).
The host shows any exercises, but the children should only perform those before which the word “Request” sounds.
You have passed this test. Well done! Congratulations, you will all take part in the competition.
3. The game "Find the differences" (development of visual attention).
Children are shown 2 pictures. It is proposed to find differences (3 - 4 pictures). For each correct answer, the child receives a token.
4. The game "Make a picture" (to develop visual perception, attention span, arbitrary memory).
Distribute the pictures to the children, cut into 6 - 7 parts. A reference picture is shown, which the children must remember, then it is removed. Each child must collect the same from the cut parts. For each correctly completed task, the child receives a token (6 cubes).
5. Bottom line.
The number of tokens is counted, the winner is determined.
Lesson number 9: "Forest school".
Target: development of visual perception and attention, coordination of auditory and motor analyzers, the ability to reason, compare, correlate the form with the sample, make elementary conclusions; strengthening the muscles of the hands, developing the coordination of movements of the fingers, the formation of the ability to control the movement of the hands by showing, presenting, verbal instructions.
Equipment and material: Fox toy, Gyenish blocks. Demonstration material for the exercise “Put the figures”, handout for the exercises “Find the patch”, “Scarves”, colored pencils, sticker prizes.
Lesson content.
1. Organizational moment.
Guys, guess who will come to visit us now.
Redhead, with a fluffy tail,
Lives in a hole under a bush.
(fox)
The Fox appears and invites the children to play forest school.
2. Exercise "Put the figures" (Develop visual perception and attention, learn to correlate the form with the sample)
The first lesson in the forest school is designing.
The psychologist takes turns posting cards with drawn figures. Children lay out Gyenesh blocks according to the model.
3. Exercise "Four elements" (Develop attention, coordination of auditory and motor analyzers)
And now physical education.
Children stand in a circle and perform movements in accordance with the words: "earth" - hands down, "water" - hands forward, "air" - hands up, "fire" - rotation of the hands in the wrist and elbow joints. The pace of the exercise gradually accelerates.
4. Exercise "Find the patch" (Develop visual perception and attention)
And now needlework.
Children look at the painted rugs and select patches that will allow you to restore the pattern (draw a line with a pencil connecting the rug with the desired patch).
5. Finger gymnastics "Scratch" (Strengthen the muscles of the hands, develop coordination of the movements of the fingers, form the ability to control the movement of the hands by showing, presenting, verbal instructions)
Break in the forest school.
The psychologist gives the children instructions: “Now we will turn into cats. At the expense of “one”, you need to press your fingertips to the top of your palm, hissing like an angry cat: “Shhh!”. On the count of "two" - quickly straighten and spread your fingers, meowing like a contented kitty: "Meow!" Repeat several times.
6. Exercise "Scarves" (Learn to reason, compare, make elementary conclusions)
And now the drawing lesson.
The psychologist gives the children drawings of scarves, two colored pencils each, and formulates the task: “The Fox has two scarves - red and yellow. The long scarf is not yellow, and the short one is not red. Color the scarves properly."
7. Bottom line.
The fox praises all the children and gives everyone small prizes (stickers) for correctly completed tasks. He promises to come to the children for the next lesson.
Lesson number 10: "Forest school".
Target: development of the ability to find the desired figure according to verbal instructions, classify objects according to given characteristics, work together according to a visual pattern; development of attention and visual-figurative thinking, auditory perception, coordination of movements, auditory and motor memory.
Equipment and material: Fox toy, Gyenish blocks, handout for the “Classification” exercise, demonstration material for the game “Colorful chains”, “Fables”, colored pencils, multi-colored flags.
Lesson content.
1. Organizational moment.
The fox comes to the children again and tells what classes are held in the forest school.
2. Exercise "Instructions" (Learn to find the right figure according to verbal instructions, develop auditory perception)
First, the fox checks which children are attentive.
The psychologist (on behalf of Lisa) gives the children an assignment: to find among the logical blocks all non-red, non-blue, non-circular, non-triangular, non-square, non-thick, small figures.
3. Exercise "Musicians" (Develop coordination of movements, auditory and motor memory)
And now there is a musical lesson in the forest school.
Children, together with a psychologist, pronounce poetic lines and perform movements in accordance with the text.
I play the violin
Tili-tili, tili-tili.
(Left hand - to the shoulder. With the right hand, they imitate the movements of the bow)
Bunnies jump on the lawn
Tili-tili, tili-tili.
(Tap fingertips on the table)
And now on the drum:
Boom boom, boom boom
Tram-tram, tram-tram.
(Vigorously strike the table with palms)
Bunny in fear
They ran through the bushes.
(Perform finger movements on the table, imitating running hares)
A change has come.
After completing the exercise, finger gymnastics “Scratch” is repeated (see Task No. 9).
4. Exercise "Fables" (Develop voluntary attention and visual-figurative thinking)
The psychologist shows the children confusing pictures and says: “Little Fox cub found out that the Fox was going to visit us and drew a picture for us. But he doesn't go to forest school yet, so he made a lot of mistakes. Please find all errors. Children look at the picture and take turns naming the mistakes.
5. Exercise "Classification" (Learn to classify objects according to given characteristics)
And now in the forest school drawing.
The psychologist distributes cards and asks to color the images of toys with a red pencil, items of clothing with a yellow pencil, and items of dishes with blue.
6. Bottom line. The game "Multi-colored chains" (Develop voluntary attention, learn to work together according to a visual pattern)
The fox praises the children for correctly completed tasks and plays a game with them before leaving.
The game involves five people. Each child receives a red, blue or yellow flag and faces the psychologist. Then the children should line up as shown on the card shown by the psychologist. The rest of the participants in the game - the judges - check the correctness of the task.
Lesson number 11: "The game is a competition."
Target: development of the ability to schematically depict objects with the help of sticks, the formation of the ability to abstract from minor details, highlighting the main feature of the object, the development of voluntary attention and auditory perception, short-term and long-term auditory memory, the improvement of graphomotor skills.
Equipment and material: handout for the exercises “Draw a picture with sticks”, “Copy points”, “Tracks”, counting sticks, noise orchestra instruments.
Lesson content.
1. Organizational moment.
Today we will have a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. Here is your first task.
2. Exercise "Draw a picture with sticks" (Learn to schematically depict objects with sticks. To form the ability to abstract from minor details, highlighting the main feature of an object)
The teacher distributes cards with a schematic representation of objects one by one (from simple to complex). Children lay out the forms with the help of counting sticks.
For each correct figure - a token.
3. Exercise "Copy points" (Develop voluntary attention)
The psychologist distributes empty tables and tables with dots - samples. Children must fill in the empty tables with dots in accordance with the samples.
For a correctly completed task - a token.
4. Exercise "Remember the words" (Develop short-term and long-term auditory memory)
The psychologist reads the words to the children (ball, hand, moon, sea, cat, watermelon, bull, water) and asks them to repeat those that they remember.
5. Exercise "Paths" (Develop fine motor skills of hands, improve graphomotor skills)
The psychologist distributes cards with images of tracks.
Children should draw a line with a pencil inside each track, without going beyond its borders.
For each right task- token.
6. The game "Remember your number" (Develop auditory memory, attention and auditory perception)
The psychologist distributes the instruments of the noise orchestra to the children. Each participant in the game is assigned a number that he must remember. Then the psychologist calls the number, and the child, whose number is called, knocks (waves) once with his musical instrument.
At first, the game is played at a slow pace, gradually the pace accelerates.
At the end of the game, the children remember the words that the psychologist read to them during the “Remember the words” exercise.
For each correct word- token.
7. Bottom line.
The number of tokens is counted, the winner is determined, prizes are awarded.
Lesson number 12: "We are scouts."
Target: development of the ability to read instructions, combine the signs expressed symbols, into a single image of the figure to be found; development of logical thinking, coordination of movements, memory (auditory, short-term and long-term auditory), visual perception, attention, coherent speech.
Equipment and material: Gyenes blocks; handout for the exercises "Find a figure", "What is superfluous?", "House"; pictures for the game "Snowmen"; simple pencil.
Lesson content.
1. Organizational moment.
Today we will play the game "Scout". Who are the scouts, what do you think? (children's answers)
Not everyone can be a scout. Now we will find out which of us can become a scout.
2. Exercise "Find the figure" (learn to read the instructions, combine the signs expressed by conventional symbols into a single image of the figure to be found).
Any scout can read an encrypted mission. We will now practice this skill.
Before starting work, the psychologist, together with the children, repeats the symbols for the signs of Gyenes blocks (color spots - the color of the block, houses of different sizes - size, images of little men - thickness).
You need everyone to read your encrypted letter and find the item that is indicated in your encryption. (Each child is given a card with symbols. Children find the necessary figures in a box with Gyenish blocks and all together check the correctness of the choice).
3. The game "What is superfluous?" (to develop logical thinking by eliminating an extra picture).
Each scout must be attentive in order to notice what he needs. We will now check which of you is attentive. I will give you picture cards now. You must carefully consider your card yourself and cross out the picture that is superfluous (after finishing work, everyone checks the correctness of the choice together).
4. The game "Two claps" (to develop coordination of movements and auditory memory).
All scouts must play sports to be strong. Let's do a little exercise with you. Children, together with a psychologist, form a circle on the carpet and perform movements, pronouncing poetic lines.
Two claps over the head
Two claps in front of you
Hide two hands behind your back
And we will jump on two legs.
5. Exercise "Snowmen" (to develop visual perception, attention, coherent speech).
And now you, as real scouts, will have a special task. The psychologist hangs up a picture of two snowmen. Children examine them, compare them and say in turn how they differ from each other.
6. The game "Remember the words" (to develop short-term and long-term auditory memory and thinking).
Any scout must have a good memory, as he must memorize a lot of different information. Let's check how you can memorize and play the game "Memorize words".
The psychologist reads the words, then asks to repeat them (nose, ear, forehead, bus, mouth, eyes, train, cheek). Children take turns saying one word at a time. Then they should name the groups into which these concepts can be divided.
7. Exercise "House" (to develop perception, to teach the mental connection of parts of an object into a single whole).
Here's another task for you.
The psychologist gives each child a card. Children circle the figures that make up the house with a pencil.
8. Bottom line.
At the end of the lesson, the psychologist invites the children to remember the words that he read to them.
Lesson number 13: "Games with the Bunny."
Target: development of voluntary attention, logical and auditory memory, fine motor skills of the hand, sensorimotor coordination; the formation of the ability to classify concepts, the development of verbal-logical thinking and coherent speech; the formation in children of the ability to negotiate, help each other during the game.
Equipment and material: soft toy of a hare, equipment for the game "Bambaleo".
Lesson content.
1. Organizational moment - the game "Clap your hands" (to develop voluntary attention and auditory memory)
We have a guest coming to visit today. In the meantime, we are waiting for him, let's play the game "Clap your hands" with you.
The psychologist reads the words and asks the children to clap their hands if they hear the name of a wild animal (watermelon, lion, shoe, cat, water, thunder, tiger, dog, tree, hare, autumn, monkey, magazine, raccoon, tooth, cow , iris, ball, moon, elephant, mimosa, flour, horse, leg, scissors, squirrel, folder, mouth, pig, giraffe).
Then he proposes to list the names of these animals.
Here we are playing a game. What do you think, which of the wild animals will come to visit you today? This riddle will help you. Guess who it is.
A ball of fluff, a long ear.
Jumps deftly, loves carrots.
(hare)
The psychologist shows a soft toy hare.
2. The game "Pairs of words" (to develop logical and auditory memory)
Bunny wants to play with you.
The psychologist reads pairs of words between which there are semantic connections. Then he reads the first word of each pair, and the children take turns remembering the second word (pit-shovel, brush - paints, pear - vase, son - skates, birch - mushroom, candy - friend).
3. Finger game "Bunny-ring" (to develop attention, fine motor skills of hands, sensorimotor coordination)
Guys, our bunny knows another interesting game.
Children, together with a psychologist, form a circle and perform movements, pronouncing poetic lines.
The hare jumped from the porch
And found a ring in the grass.
(Hands are clenched into fists, index and middle fingers spread apart.)
And the ring is not simple -
Shines like gold.
(The thumb and index fingers are connected in a ring, the remaining fingers are spread apart.)
After the game, the exercise "Two Claps" is repeated.
4. The game "Extra word" (learn to classify concepts, develop verbal-logical thinking and coherent speech)
And now the bunny wants to ask you to help him solve a difficult problem that his teacher asked him in the forest school.
The psychologist asks to choose from three words superfluous (taking into account the selected feature) and explain your choice. Children take turns answering.
Color: cucumber, carrot, grass.
Shape: watermelon, ball, sofa.
Size: house, pencil, spoon.
Material: album, notebook, pen.
Taste: cake, herring, ice cream.
Weight: meat grinder, feather, dumbbell.
5. The game "Bambaleo" (to teach children to negotiate, help each other during the game, develop thinking)
Our bunny knows another very interesting game.
On an unstable plate, children take turns placing first light, then heavy figures so that the plate does not turn over.
8. Bottom line.
So our lesson has come to an end, let's thank the bunny for teaching us how to play various interesting games.
Lesson number 14: "Visiting the Hare."
Target: development of combinatorial and verbal-logical thinking, visual perception and voluntary attention, sensorimotor coordination of movements, auditory and motor memory, fine motor skills of hands.
Equipment and material: toy hare, Gyenish blocks, handout for the exercise “Houses”, “Copy by dots”, pencils, mini-maze game.
Lesson content.
1. Organizational moment.
Who was our guest at the last lesson?
Today the bunny invited us to visit him. To get to his house you need to solve not a simple problem. You are ready?
2. Exercise "Houses" (Develop combinatorial thinking, visual perception and attention)
The psychologist gives each child a picture of a house. Children must mentally combine the two signs of Gyenesh blocks and lay out the necessary blocks on free “apartments”. After completing the task, the children change houses.
3. Exercise "Old duck". (Develop motor coordination, auditory and motor memory)
Here we are visiting the bunny. And he wants to teach us how to play a new game.
The psychologist and children read the poem and perform movements corresponding to the text.
The old duck went to the market
I bought a basket for my first son,
I bought pants for my second son,
The third chick got a lollipop
I bought a comb for the fourth child.
After completing the exercise, the exercise “Two Claps” is repeated and finger game"Bunny-ring" (see Lesson No. 13).
4. Exercise "Part - whole" (Develop verbal-logical thinking)
And here's another one interesting game in which the bunny will play with you.
A psychologist (on behalf of a hare), referring to each child, names an object that is part of something (door, dial, fin, branch, stem, head, sleeve, step, leg, handle). Children name the whole.
5. Exercise "Copy by dots" (Develop fine motor skills of hands, voluntary attention)
It's time for the kids to go back. Let's thank the bunny for playing with us and draw and give him drawings.
The psychologist gives a worksheet to each child. Children copy drawings point by point. The psychologist checks the correctness of the exercise.
6. Bottom line. Exercise "Mini-maze" (Develop sensorimotor coordination)
Children give their drawings to the hare.
To get out of the hare's house, you need to go through the labyrinth.
Each child takes a mini-maze with both hands and moves the ball inside the maze so that it does not fall out.
Lesson number 15: "Let's help the Wolf."
Target: development of auditory perception, voluntary attention, creative imagination, logical and creative thinking, coordination of movements, auditory and motor memory, visual-spatial orientation, fine motor skills; formation of the ability to understand the instruction, keep it in memory and look for figures (blocks) in accordance with it.
Equipment and material: a letter from the Wolf, Gyenish blocks, handouts for the exercises “Logic pairs”, “Unfinished picture”, “Go through the maze”, pencils and colored pencils, noise orchestra instruments.
Lesson content.
1. Organizational moment.
Children, we received a letter in kindergarten, but you can guess who wrote it to us now.
Again he runs on the trail,
Looking for something for dinner.
Knows a lot about piglets
Gray and toothy...
(wolf)
The wolf writes in his letter that he studies at the forest school, but Aunt Owl gives her students such difficult tasks. Let's help the Wolf complete them so that he can get a good mark.
2. Exercise "Show the figure" (Develop auditory perception, attention, learn to understand the instruction, keep it in memory and look for figures (blocks) in accordance with it)
In front of each child is a box with Gyenes blocks. The psychologist asks to find a red big thin triangle; yellow small thick circle, etc.
Children find blocks and show them.
2. Exercise "Logical pairs" (Develop logical thinking)
The psychologist distributes worksheets with the task to each child. Children connect objects with lines that are logically related to each other. Then each child explains their choice.
3. Exercise "Unfinished picture" (Develop creative thinking and imagination).
The psychologist gives each child a drawing with an element of the picture.
Children, using colored pencils, draw this element to the whole image. Then they come up with a name for their drawing.
4. Fizminutka "House" (Develop coordination of movements, auditory and motor memory)
And now let's have a little rest with you and spend a physical minute like in a real school.
Children, together with a psychologist, perform movements, pronouncing poetic lines.
Under the mushroom - a hut-house,
(Join fingers together)
A funny gnome lives there.
We'll knock softly
(Banging the fist of one hand on the palm of the other)
Let's ring the bell.
(Imitate movement)
The gnome will open the door for us,
Will call in a hut-house.
(They call, imitating movement)
Wooden floor in the house
(They lower their palms down, press one to the other with ribs)
And on it is an oak table.
(The left hand is clenched into a fist, the palm of the right hand is placed on top of the fist)
Nearby is a chair with a high back.
(They point the left palm vertically upwards, put the fist of the right hand to its lower part)
On the table is a plate with a fork.
(Hands lie on the table: left - palm up; index and middle fingers of the right hand are extended, the remaining fingers are clenched into a fist)
And pancakes lie in a mountain -
Treat for the kids.
After completing the exercise, the exercises “Old duck” and “Two claps” are repeated (see Lessons No. 13; 14).
5. Exercise "Yes or no?" (Develop voluntary attention and auditory perception)
The psychologist reads the sentences. If the children agree with these statements, they clap their hands (yes), if they do not agree, their hands are on the table (no).
- Meat grinder grind meat.
- They cut a tree with an axe.
- It's cold in winter.
- The newspaper can be made of plastic.
- Donkey can talk.
- Water flows from the stone.
- The roof is made of straw.
- Blue tomato.
- The wheel is square.
- Sausage is made of meat.
6. Exercise "Go through the maze" (Develop visual-spatial orientation, attention, fine motor skills of the hands)
The psychologist distributes worksheets with the task to each child. Children are looking at the labyrinth, looking for a path that will lead travelers to the forest. Then mark the path with a simple pencil.
7. The game "Remember your animal" (Develop auditory memory, attention and auditory perception)
Children are given the instruments of a noise orchestra. Each child names an animal. Then the psychologist names the animals. The child whose animal is named swings his instrument once. The pace of the game gradually increases.
8. Bottom line.
This is where our lesson comes to an end. We helped the wolf complete all the tasks. Now he will know how to answer Aunt Owl's questions correctly.
Lesson number 16: "Let's help Pinocchio."
Target: development of visual-spatial orientation, visual-figurative and logical thinking, voluntary attention, coordination of movements, auditory and motor memory; the formation of the ability to concentrate and distribute attention, analyze, synthesize and combine, understand the schematic representation of a person's posture.
Equipment and material: Pinocchio toy, Nikitin's cubes "Fold the pattern", demonstration material for the exercises "Make a picture", "Fables", "Freeze", handout for the exercise "Machines", colored pencils.
Lesson content.
1. Organizational moment.
Pinocchio comes to visit and asks the children to help him complete homework, which was asked by Malvina.
2. Exercise "Make a picture" (Develop visual-spatial orientation, voluntary attention, learn to analyze, synthesize and combine)
Malvina asked Pinocchio to make such a pattern from the cubes as in the picture, but he cannot. Shall we teach him?
The psychologist gives each child 4 cubes from the "Fold the pattern" set. Then he hangs out samples of three pictures in turn, which the children will have to add up.
3. Exercise "Fables" (Develop visual-figurative thinking and voluntary attention)
Pinocchio drew a drawing, but Malvina said that it was wrong. Why?
The psychologist puts up a picture. Children examine it and take turns calling all the inconsistencies.
4. Exercise "At the deer" (Develop coordination of movements, auditory and motor memory)
Children, but Pinocchio learned something. And now he will teach us to play one game.
Children, together with a psychologist, stand on the carpet and perform movements, pronouncing poetic lines.
At the deer
(Hands depict horns)
House
(Hands represent a roof over the head)
Big.
(Spread their arms to the sides, showing how big the house is)
He looks out his window
(Bend one arm horizontally at chest level. Put the elbow of the other hand on it, prop the head with the palm of your hand)
Bunny runs through the forest
(Run in place)
There is a knock on his door:
Knock knock, open the door!
(Imitate knocking on the door)
There in the forest
(A fist with a bent thumb is waved over the shoulder, pointing back)
Evil hunter!
(Imitate aiming a gun)
- Run faster
(Imitate door opening)
Give me a paw!
(Hold out hand for a handshake)
And we also know a lot of different games. Let's teach Pinocchio to play them.
After completing the exercise, the exercises “Old duck”, “Two claps”, “House” are repeated (see Lessons No. 13; 14, 15).
5. Exercise "Machines" (Develop logical thinking)
And here is another problem that smart Malvina asked.
The psychologist gives each child a picture: “Pinocchio has two cars: red and blue. Freight - not red. What color is the car? Color the cars the right way.
6. Bottom line. Exercise "Freeze" (Learn to understand a schematic representation of a person's posture)
You helped Pinocchio complete all of Malvina's tasks. And for this he will play one more game with you.
The psychologist explains the rules to the children: “Everyone should run around the room, and at the command of the host, “One, two, three, freeze!” stop and take the pose shown on the card (shows one of the cards with a schematic representation of a person). Those who take the wrong posture are out of the game.”
At the end of the game, one or two children remain, who are considered winners.
Pinocchio says goodbye to the children and leaves.
III. Program provision
3. 1. List of main literature
1. Govorova R., Dyachenko O. Games and exercises for the development of mental abilities in children // Preschool education. 1988. No. 1. p. 23-31.
2. Govorova R., Dyachenko O. Games and exercises for the development of mental abilities in children // Preschool education. 1988. No. 4. p. 29-33.
3. Pisarenko P. V. Soon to school. Attention. - Donetsk: VEKO, 2006.
4. Tikhomirova L. F. Cognitive abilities. Children 5 - 7 years old. - Yaroslavl: Academy of Development, 2001.
5. Fomina L. V. Educational activities in kindergarten. - Yaroslavl: Academy of Development, 2008.
3. 2. List of additional literature
1. Bashkirova N. Tests and exercises to prepare children for school. - St. Petersburg: Peter, 2010.
2. Wenger L. A. Games and exercises for the development of mental abilities in preschool children. – M.: Enlightenment, 1989.
3. Gatanova N. V., Tunina E. G. The program for the development and education of a preschooler: Tests for children aged 5–6 years. - St. Petersburg: Neva Publishing House, 2004.
4. Gutkina N. I. Psychological readiness for school. - St. Petersburg: Peter, 2007.
5. Kryazheva N. L. Is the child ready for school? - Yaroslavl: Academy of Development, 1999.
Sections: School psychological service
Working at school as a teacher-psychologist for more than 10 years, and in primary school more than 3 years and testing the development of cognitive abilities of 1st grade students, it became obvious that the majority of first graders have insufficiently developed cognitive processes and their development is necessary. Having studied a lot of literature on this topic and based on them, I developed a program for the development of cognitive processes in the 1st grade.
Explanatory note
Human life is a series of endless discoveries associated with the acquisition, processing and transmission of new knowledge about oneself and the world around. A child pronouncing the word "mother" for the first time; a preschooler who has learned to read his name; a first-grader learning the basics of mathematics, or a student answering an exam, do not think about what processes contribute to the implementation of this activity.
Modern psychology refers such activity to human cognitive activity, in which the leading role is played by cognitive processes: sensation, perception, attention, memory, thinking, imagination. Despite the fact that each of these processes has its own place, they all closely interact with each other. Without attention, the perception and memorization of new material is impossible. Without perception and memory, the operations of thinking will become impossible. Therefore, developmental work, aimed primarily at improving a particular process, will also affect the level of functioning of the cognitive sphere as a whole.
School, mostly junior school, age are periods of intensive development of sensation, perception, memory, thinking, imagination, speech, attention. And in order for this process to proceed more intensively and efficiently, it is necessary to make it more organized. To do this, it is necessary to create not only social conditions, but also to select a set of exercises that are most effective, accessible and interesting for children.
It is in the early school age, when a number of higher mental functions are in a sensitive period, that it is necessary to pay great attention to the development of mental cognitive processes.
Therefore, a program was created to develop cognitive processes for first graders.
The purpose of this program is the development of cognitive processes (attention, perception, memory, imagination, thinking).
Classes are held once a week for 35 minutes. The program is designed for 30 lessons.
The result of this program should be: the ability to cooperate, work in a team, increase the level of cognitive processes.
In addition, first-graders study at home together with their parents, every day for 15-20 minutes and the teacher uses some exercises in the classroom or physical exercises.
Lesson structure:
Each lesson is 35 minutes long.
1. PSYCHO-GYMNASTICS (1-2 minutes). Doing exercises to improve brain activity is an important part of the class. Research scientists convincingly prove that under the influence of exercise indicators of various mental processes that underlie creative activity improve: the amount of memory increases, the stability of attention increases, the solution of elementary intellectual tasks accelerates, psychomotor processes accelerate.
2. TRAINING OF MENTAL MECHANISMS UNDERLYING COGNITIVE ABILITIES: MEMORY, ATTENTION, IMAGINATION, THINKING (10-15 minutes). The tasks used at this stage of the lesson not only contribute to the development of these much-needed qualities, but also allow, carrying the appropriate didactic load, to deepen the knowledge of the children, diversify the methods and techniques of cognitive activity, and perform creative exercises.
4. FUN CHANGE (3-5 minutes). A dynamic pause in the classroom not only develops the motor sphere of the child, but also contributes to the development of the ability to perform several different tasks at the same time.
6. GRAPHIC DICTATION. HATCHING (10 minutes).
In the process of working with graphic dictations, attention, eye, visual memory of the child, accuracy, fantasy are formed; internal and external speech, logical thinking develops, creative abilities are activated.
7. CORRECTIONAL GYMNASTICS FOR THE EYES (1-2 minutes).
Performing corrective exercises for the eyes contributes both to improving visual acuity and relieving visual fatigue and achieving a state of visual comfort.
Each session begins with a welcome.
Thematic lesson plan (Annex 1)
An example of a lesson with first graders
Lesson number 10.
Greetings.
1.
We perform the exercise of brain gymnastics “Cross movements” (activates the work of both hemispheres, prepares for the assimilation of knowledge).
2. Warm up
- What month is it? What other months do you know?
- What are the names of girls that begin with the letter "A".
What is your father's father's name?
What do wasps and bees sting?
- Name the largest berry.
3. The game “Draw your soulmate”
The child needs to finish the second half of the picture.
4. Game “Make a picture”
Two identical pictures. One is whole in the form of a standard, and the other is cut into 5-6 parts, then mix them, ask the child to assemble the picture according to the model. You can complicate the task by removing the standard.
5. Game “Decorate words”
The child needs to choose as many definitions for the word as possible.
- autumn (what is it?) ...
- house (what is it?) ...
- winter (what is it?) ...
- summer (what is it?) ...
- grandmother (what is she?) ...
6. The game "Fly"
This exercise requires a board with a nine-cell 3x3 playing field drawn on it and a small suction cup (or a piece of plasticine). The sucker plays the role of a “trained fly” here. The board is placed vertically, and the facilitator explains to the participants that the movement of the “fly” from one cell to another occurs by giving commands to it, which it obediently executes. According to one of the four possible commands (“up”, “down”, “right” or “left”), the fly moves to the next cell according to the command. The starting position of the “fly” is the central cell of the playing field. Teams are given by the participants in turn. The players must, relentlessly following the movements of the “fly”, prevent it from leaving the playing field.
After all these explanations, the game itself begins. It is held on an imaginary field, which each of the participants represents in front of him. If someone loses the thread of the game or “sees” that the “fly” has left the field, he gives the command “Stop” and, returning the “fly” to the central cell, starts the game again. “Fly” requires constant concentration from the players, however, after the exercise is well learned, it can be complicated. By increasing the number of game cells (for example, up to 4x4) or the number of “flies”, c. in the latter case, commands are given to each “fly” separately.
7. Dynamic pause.
"Remember the move"
Children repeat the movement of arms and legs after the leader. When they memorize the sequence of exercises, they repeat them on their own, but in reverse order. For example:
- Sit down, stand up, raise, lower your hands.
- Put your right foot to the right, put it, put your left foot to the left, put it.
- Sit down, stand up, turn your head to the right, turn your head to the left.
8. Hatching.
9. Completion of the lesson.
Used Books:
Volkova T.N. “Discover the genius within you. Development of memory and attention” Moscow, 2006
Zavyalova T.P., Starodubtseva I.V. "Collection of game lessons for the development of memory, attention, thinking and imagination in younger students." Moscow, Arkti, 2008
Simonova L.F. "Memory of children aged 5-7 years". Yaroslavl, 2000
Subbotina L.Yu. “Games for the development and learning of children aged 5-10” Yaroslavl, 2001
Tikhomirova L.F. "Cognitive abilities of children 5-7 years old". Yaroslavl, 2001
Tikhomirova L.F. “Exercises for every day: logic for younger students” Yaroslavl, 2001
Cheremoshkina L.V. "Development of children's attention" Yaroslavl, 1997
Yazykova E.V. "Learn to learn." Moscow, Chistye Prudy, 2006
Municipal budgetary educational institution of the city of Novosibirsk "Secondary school No. 000"
"Approved"
at a school meeting
methodological council
2011
individual and group lessons on the development of cognitive processes of children with disabilities
Novosibirsk city
2012.
EXPLANATORY NOTE
The development of cognitive functions is a traditional area of work for a psychologist at school. It involves the stimulation of cognitive activity as a means of forming sustainable cognitive motivation; development of attention (stability, concentration, increase in volume, switching, self-control, etc.); memory development (expansion of volume, stability, formation of memorization techniques, development of semantic memory); development of perception (spatial, auditory), spatial and temporal representations, sensorimotor coordination; formation of mental activity: stimulation of mental activity, formation of mental operations (analysis, comparison, generalization, identification of essential features and patterns), development of elementary inferential thinking and flexibility of mental processes.
Classes are conducted by a psychologist according to a plan drawn up in accordance with the program for the individual development of the child, developed by PMPk educational institution. An important condition lesson planning is the implementation of the principles of complex influence on a number of higher mental functions, with the allocation, at the same time, of the dominant objects of influence that change as cognitive activity and its self-regulation form in children with disabilities.
The main goal of the program implementation: correction and development of the cognitive sphere of students with disabilities.
Tasks:
- psychological study of the child's readiness for school; creation of conditions for the formation of components of the psychological readiness of children for school; development of intellectual abilities (thinking); development of memory, attention, imagination; development of cognitive activity; development of fine and gross motor skills; form the internal position of the student; creation in the classroom of conditions for building a system of educational cooperation - is achieved through applications in group work tasks of different quality for joint activities and reflection of its results
Program Structure
This program is designed to work with children with disabilities within the framework of an educational institution.
Diagnostic stage
1. Group lessons.
2. Individual work.
Includes initial (at the beginning of the year) and control (at the end of the year) diagnostics of cognitive processes.
3. Work with parents, educators.
· Involving parents in creating conditions in the family that contribute to the most complete assimilation of knowledge, skills and abilities acquired by children in the classroom, and their implementation in everyday life;
· Educational work with parents and educators in the form of consultations, speeches at parent-teacher meetings.
Program scope calculated for 9 months. A total of 16 classes with a frequency of meetings - 1 time per week. The duration of one lesson is from 25 to 30 minutes.
ACTIVITY 1.
Purpose: Acquaintance of a psychologist with children, children with a psychologist, children with each other. Development of the skill of working in pairs. The development of memory, attention.
Lesson progress:
1. Greeting ritual:
Goal: getting to know each other, developing the ability to listen to each other.
Move: The psychologist chooses an object (toy), shows it to the children and says that this object will be a symbol of our group, it will help us in everything. It is recommended that the children sit in a circle. The psychologist holds the object and tells the children about himself, then passes the symbol to the child sitting next to him, he also tells everything he sees fit about himself, and so on in a circle. When the acquaintance is over, the children, together with the psychologist, choose the place where their symbol will be located.
Then everyone agrees that before starting the lesson, they will take each other's hands in a circle, and in the center there is a symbol. And everyone in turn wishes everyone something good. This will be the greeting ritual in all classes.
2. "Four elements"
Purpose: to develop attention related to the coordination of the auditory apparatus.
Move: The players sit in a circle, the leader negotiates with them, if he says the word "earth", everyone should put their hands down, if the word "water" - hands forward, "air" - hands up, "fire" - rotation of the hands in the elbows joints. Whoever makes a mistake leaves the circle. All children applaud the winner.
3. "Remember the order"
Purpose: development of memory.
Move: The psychologist shows 6-7 colored pencils in his hand. After 20 seconds, removing them, asks the sequence of their location.
4. "Parrot"
Purpose: development of the skill of working in pairs, the ability to work according to the model, the development of attention, memory, to learn to understand another person.
Move: The psychologist demonstrates an exercise with one of the guys. He asks the child, for example, to name any time of the day, to talk about the events of the summer, about himself. The psychologist plays the role of a parrot, trying to pick up the intonation of the child, to repeat his voice. Children break into pairs, play, reflecting facial expressions, gestures, carefully watching their partner.
5. The result of the lesson:
What did we do today?
What did you like the most?
6. "Ritual of farewell"
Children, together with a psychologist, sit in a circle and, passing the symbol to each other, say goodbye to everyone.
ACTIVITY 2.
Purpose: formation of a positive attitude towards school. Development of the skill of working in pairs, groups. Education of observation.
Lesson progress:
1. "The Ritual of Greeting"
2. "Mood in color"
Purpose: development of imagination, emotional attitude of the child to work.
3. "Running associations"
Goal: formation of a positive attitude towards school "
Course: Children are divided into 2 groups. The psychologist asks the question: “What words come to mind when I say the word school?
Each group is responsible. Then the children talk. In the discussion, there is a search for interesting, pleasant, not only gaming, but also educational moments in the concept of "school".
4. "Image of objects"
Goal: education of observation, development of imagination, the ability to see another.
Stroke: The child depicts an object with facial expressions, gestures, the rest of the children guess it. Who guessed it - becomes the leader.
Purpose: To give children the opportunity to relax. Learning to follow instructions.
Take your seats:
Everyone raised their hands to the top.
Sit down, get up, sit down, get up
And then they took off running
Like my bouncy ball.
6. "Mirror"
Goal: developing the skill of working in pairs
Move: Children are divided into pairs. They stand face to face, look at each other and repeat the movements.
7. The result of the lesson.
8. Ritual of farewell.
ACTIVITY 3.
Purpose: to acquaint children with the inconsistency of phenomena through the concept of "good bad".
Lesson progress:
1. "The Ritual of Greeting"
2. “Help the rain find out if he is good or bad?”
There was rain. Once he was bored in a cloud and suddenly he heard someone calling him from the earth: “Help me, good rain, pour me!” The rain came down to the ground and realized that a grain was calling him from under the ground. The rain poured down on it and a tree grew. "Thank you, good rain!" the tree said. "Thank you, good rain!" the tree said. The rain jumped from pleasure over the bushes and ... doused the bird. The bird cried: “Bad rain: wet all my feathers, now I can’t fly up, the fox will catch me!” The rain got upset, went without looking at the road, and ended up in a swamp. And there the frogs were very happy with him: “Hello, good rain! Help us! We have been waiting for you for a long time - the swamp dries up completely. He let the rain fall with all his strength and wet the girl. The girl got angry: “Bad rain! Soiled my new dress, and the bow got wet and became ugly! The rain was frightened, he wanted to hide on a cloud, but he heard the boy call him: “Hey, good rain! Fields longer and stronger - I need to let the boats in the puddles! It started raining again.
And in the evening he returned to the cloud and thought: “Am I good or bad?” What do you guys think?
Offer to draw one of the episodes of the story. Encourage the personification of rain.
3. Discussion of drawings, summing up the lesson.
4. Ritual of farewell.
ACTIVITY 4.
Purpose: development of memory, thinking, skill of joint activity.
Lesson progress:
1. "The Ritual of Greeting"
2. "Pairs of words"
The goal is the development of memory. Learning to memorize by association.
Stroke: Children need to remember the second words from a pair of words: cat - milk, bun - butter, boy - car, winter - mountain, table - pie, teeth - brush, river - bridge.
Then the psychologist says the first word of the pair, and the children the second word. The psychologist explains how it is easier to remember if you establish the relationship between words.
3. Physical education "Humpty Dumpty"
Purpose: development of memory, the skill of working according to the model.
Stroke: Children turn their torso to the right, to the left, their arms dangle freely like a rag doll’s words “fell down in a dream” sharply tilt the body down.
The psychologist sets an example, the children repeat.
"Humpty Dumpty
sitting on the wall
Humpty Dumpty
Fell off in a dream"
4. "Collect a picture"
Purpose: development of thinking.
Course: Each child is given details from a cut picture. Children collect, a psychologist helps if necessary.
The second task is more difficult. You can add an element of competition. It is possible to collect pictures together.
5. "Confusion"
Purpose: development of the skill of joint activity.
Move: The leader is selected. He leaves the room. The rest of the children join hands in a circle, without unclenching their hands, they begin to get confused - who knows how. When confusion has formed, the driver “untangles” without unclasping the children.
6. The result of the lesson.
7. Ritual of farewell.
ACTIVITY 5.
Purpose: Development of communication skills, imagination, attention.
Lesson progress:
1. "The ritual of greeting."
2. "Search non-stop."
Purpose: development of attention.
Move: Within 10-15 sec. See around you as many objects of the same color (size, shape) as possible.
3. "Magic egg".
Purpose: development of imagination.
Progress: each child is given a template in the form of an egg, which is circled on a piece of paper. Then the children are invited to complete the oval, so that a new object is obtained. At the end of the lesson, you can organize an exhibition of drawings.
If you invite the child to finish drawing several ovals so that different objects are obtained, then this will contribute to the development of flexibility and fluency in thinking.
4. "Little Monkeys"
Purpose: development of attention, communication skills.
Move: each of the children standing in a row (3-6 people) takes some kind of pose. One of the players, after looking at them for 40-50 seconds, copies the pose of each, and the rest stand calmly.
5. "It happens - it doesn't happen"
Purpose: development of imagination, attention.
Move: The psychologist says sentences. If this happens, the children clap their hands; if this does not happen, they stomp their feet.
“The wolf roams the forest. The wolf sits on a tree. A cup is boiling in a saucepan. The cat is walking on the roof. The dog swims in the sky. The girl caresses the dog. The house is drawing a girl.
6. "Beep".
7. The result of the lesson.
8. "Ritual of farewell."
ACTIVITY 6.
Purpose: development of attention.
Lesson progress:
1. "The ritual of greeting."
2. "Dunno tales."
Dunno made up stories, but, as usual, he mixed everything up in them. When he began to tell his stories to his friends, everyone laughed out loud and said that this does not happen. Try to guess what Dunno got confused.
In summer, girls and boys put on warm hats, warm boots, fur coats and go sledding.
In spring, all animals prepare for a long hibernation.
In autumn, bright green leaves bloom on the trees.
In winter, we love to swim and sunbathe, admire the flowers and pick berries.
3. "Flower - seven-flower"
The psychologist draws a flower with seven petals: red, yellow, blue, pink, brown, blue, orange. The center of the flower is green. Children are invited to remember this flower and draw exactly the same.
4. "Inattentive gardener"
The gardener decided to plant new fruit trees in the garden, but he was very inattentive and bought 2 extra bags of seeds from the market. Help the gardener find extra bags if they say: "Apple", "Pear", "Cherry", "Rose", "Plum", "Birch", "Peach".
5. "Engine with clowns"
All children turn into a "train" in which "clowns" ride. "Clowns" love to play, have fun, jump, so the "train" at the signal of an adult (beep) stops, the "cars" go to different sides, children fall. The main task is to be attentive to the surrounding children when falling, try not to hurt them. After the "train" is repaired, the game continues.
6. "Flies - does not fly."
Children sit or become a semicircle. The psychologist names objects. If the object flies, the children raise their hands. If it does not fly, the children's hands are lowered. A psychologist can deliberately make mistakes, for many guys their hands will involuntarily, by virtue of imitation, will rise. It is necessary to hold back in a timely manner and not raise your hands when a non-flying object is named.
7. The result of the lesson.
8. "Ritual of farewell."
ACTIVITY 7.
Purpose: development of thinking.
Lesson progress:
1. "The ritual of greeting."
2. "Cut pictures"(folding a picture from its parts)
Any postcard is taken (it is better to use an image of the inanimate world) and cut into two equal parts. The child is asked to compose it. The other into four parts and so on. Performing the task, the child focuses on the picture depicted on the postcard.
3. "Come up with a riddle."
The logic of coming up with riddles is difficult for preschoolers, so you should start with external signs surrounding objects. For example: “Big, round, striped, and red inside” (watermelon). Then added functional signs: “Noisy, grumbles, swallows, cleans everything at home” (vacuum cleaner).
4. "What is extra?"
The psychologist names three (later four) subjects, one of which does not fit this classification. For example: cucumber, apple, tomato (vegetables - fruits); chair, table, wardrobe, dress (furniture - clothes). The child highlights the “extra” object and explains his choice. It is good to use visual support in this game - pictures and objects.
5. Pantomime.
I am an indoor flower in kindergarten. I feel good when they water me, loosen the ground, wash the leaves. I don't like it when guys scream loudly. I'm bored when the guys go home and I'm left alone.
Express joy, pleasure, boredom, irritation with body and facial expressions.
6. The result of the lesson.
7 "The Ritual of Farewell".
ACTIVITY 8.
Purpose: development of memory.
Lesson progress:
1. "The ritual of greeting."
2. "Phone"
The game involves at least three players. The verbal message is passed to each other until it returns to the first player. The message can consist of one word, gradually turning into a long sentence.
3 "Stories from pictures"
The child is asked to write a story based on the picture. Funny stories are used, you can from comics.
4. "Stories from memory"
The child is asked to retell a recently watched cartoon.
5. "Words"
Children take turns calling words, where the last letter of the previous word is the beginning of the next. For example: "watermelon-umbrella-trolley bus ..."
6. The result of the lesson.
7 "The Ritual of Farewell".
ACTIVITY 9.
Purpose: Development of students' speech, phonemic hearing.
Lesson progress:
1. "The ritual of greeting."
2. "Half a word is yours."
Stroke: The psychologist pronounces the beginning of the word, the children finish the word. Words can be selected on certain topics. Work can be carried out in pairs and frontally.
3. "Describe the subject"
Purpose: Acquaintance with the concepts of "properties and signs of objects", the formation of the ability to guess an object by its signs.
Progress: the psychologist conceives the subject, the children ask leading questions, trying to guess what they have planned by the signs.
4. "I know"
Goals: Development of children's speech, vocabulary replenishment, development of observation and attention.
Move: children, using the ball, pronounce the following text, rhythmically hitting the ball on the floor:
I know five boys' names:
Sasha - time
Dima - two,
Igor - three,
Denis - four,
5 "Guess what you showed" (pantomime)
Purpose: To develop attention, observation, speech, patience.
Move: The person who wishes depicts an object (living or inanimate) without uttering any sounds. The rest try to guess what is being depicted.
6 "Compose a fairy tale about the subject."
Purpose: Speech development, vocabulary replenishment.
Action: The psychologist and the children choose any object and try to write together a fairy tale about the adventures of this object.
7 "Day - Night"
Goal: Development of speech, the ability to focus on finding the necessary concept.
Stroke: The psychologist calls the word, the children - the opposite in meaning: “Day - night, sweet - sour”, etc.
8 Summary of the lesson.
9 "The Ritual of Farewell".
ACTIVITY 10.
Purpose: development of imagination
Lesson progress:
1. "The ritual of greeting."
2. "What kind of dog is there?"
You can ask the child to imagine a dog and tell as much as possible about it: what kind of coat it has, what it likes to eat, what shape its tail and ears have, what character it has, etc.
3. "Draw according to the description."
The psychologist reads the text: “There was a white house. Its roof is triangular. The big window is red and the small one is yellow. The door is brown. The text should be read again at a slow pace, one sentence at a time. Children at this time with their eyes closed should imagine this house, and then draw it.
4. "Desires"
Imagine, we have a real magician in our group. He says that he can fulfill any 5 wishes for everyone. What would you ask him? This old man is very wise. He can answer any questions. What would you ask him?
5. Summary of the lesson.
6. Ritual of farewell.
ACTIVITY 11.
Purpose: development of motor-motor attention.
Lesson progress:
1. "The ritual of greeting."
2. "Correction test".
Purpose: teaching the ability to concentrate, volume, switching, stability of attention.
Children are invited to arrange icons on a special form, as in the sample. The psychologist records the time spent on the task and the number of errors.
3. "Who flies?" The psychologist says the words. If he names a flying object, the child answers "flies" and pretends to flap his wings. If a non-flying object is named, then the child is silent and does not raise his hand.
4. "Edible - inedible" Depending on the named object (it is edible or not), the child must catch or beat off the ball thrown to him by the psychologist.
5. "Ear - nose" The child listens to the command: "Ear" and touches the ear. "Nose" - touches the nose. The psychologist first performs the task together with the child, then deliberately makes mistakes. The child must be careful and not make a mistake.
5. Summary of the lesson.
6. Ritual of farewell.
ACTIVITY 12.
Purpose: development of thinking.
Lesson progress:
1. "The ritual of greeting."
2. "Put it in order"
Ready-made series of plot sequential pictures are used. The child is given pictures and asked to look at them. They explain that the pictures should be arranged in the order in which events unfold. In conclusion, the child writes a story from the pictures.
3. "Guessing Fables" The psychologist talks about something, including several fables in his story. The child must notice and explain why this does not happen.
Example: Here's what I want to tell you. Yesterday, I was walking along the road, the sun was shining, it was dark, the blue leaves were rustling under my feet. And suddenly a dog jumps out from around the corner, how it growls at me: "Ku-ka-re-ku!" - and the horns have already set. I got scared and ran away. Would you be scared?
I am walking through the woods yesterday. Cars drive around, traffic lights flash. Suddenly I see a mushroom. It grows on a branch. He hid among the green leaves. I jumped up and tore it off.
I came to the river. I look - a fish sits on the shore, crosses its legs and chews sausage. I approached, and she jumped into the water - and swam away.
4. "Ridiculous"
Offer the children drawings that contain any contradictions, inconsistencies, violations in the behavior of the characters. Ask the child to find errors and inaccuracies and explain his answer. Ask how it really is.
5. Fizminutka "Roly-Vstanka"
Purpose: To give children the opportunity to relax. Learning how to act
instructions.
Move: Rest is our physical education minute
Take your seats:
Once - sat down, two - got up.
Everyone raised their hands to the top.
Sit down, get up, sit down, get up
As if they became a roly-poly,
And then they took off running
Like my bouncy ball.
6. The result of the lesson.
7. Ritual of farewell.
ACTIVITY 13.
Purpose: development of memory.
Lesson progress:
1. "The ritual of greeting."
2. "Chain of actions" The child is offered a chain of actions that must be performed sequentially. For example: "Go to the closet, take a book to read, put it in the middle of the table.
3. Sketches
Purpose: teaching techniques that help memorization.
Invite each word to draw a picture that would help the children later remember the words.
The same can be done when memorizing phrases. The child himself chooses what and how he will draw. The main thing is that it helps him then remember what he read.
For example, say seven phrases.
The boy is cold.
The girl is crying.
Dad is angry.
Grandma is resting.
Mom is reading.
Children are walking.
It's time to sleep.
For each phrase, the child makes a drawing (diagram). After that, invite him to accurately reproduce all the phrases. If there are difficulties, you can help with a hint.
If a child remembers 6-7 phrases - very good.
4. "Retelling".
To draw the attention of the children to the fact that if the child cannot retell the text, the psychologist reads the story again, but asks the children to pay attention to certain specific details. "What is this story about?" The psychologist connects what is read with what is familiar to the child, or with some similar story, compares these stories (what are the similarities and differences). Answering questions, the child thinks, generalizes, compares, expresses his thoughts in speech, and is active.
Such a conversation significantly activates the memory and thinking of the child.
5. "Beep".
Purpose: disclosure of group relations, communication skills.
Move: Children sit on chairs. The person who enters with his eyes closed walks in a circle, sits on his knees with the children and guesses on whom he is sitting. If you guessed correctly, then who was named, says "Beep".
6. The result of the lesson.
7. "Ritual of farewell."
ACTIVITY 14.
Purpose: development of logical thinking, speed of reaction.
Lesson progress:
1. "The ritual of greeting."
2. "Mood in color"
Purpose: tracking the emotional state of children. Psychological support.
Course: Children are invited to paint their mood on a piece of paper. Then the psychologist offers to support those who are in a bad mood. Children do this with a symbol in their hands.
3. "Seasons".
Psychologist shows children large paintings depicting the seasons. In turn, the children approach the psychologist and take a card from a pile of small pictures (rain, snowflakes, rainbow, flowers, mushrooms, twigs without leaves, buds, green and yellow leaves; a bird's nest with eggs, chicks, pictures of different clothes), and determine What time of year does the card belong to?
4. "I am the moon and you are the star."
All children, except for one, sit on chairs in a circle. There are three chairs in the middle, one of them is sitting on one of the children. He says, for example: "I'm the fire brigade!". One of the children, who first comes up with something suitable, sits next to a free chair and says: "I am a hose." Another hurries to the second chair and says: "And I'm a fireman." The child - "the fire brigade must choose one of the two, for example:" I take the hose ". He hugs the" hose "and they sit on chairs with other children. The remaining one child must come up with something new, for example:" I am a sewing machine !" and the game continues.
5. Summary of the lesson.
6. "Ritual of farewell."
ACTIVITY 15.
Purpose: development of visual attention.
Lesson progress:
1. "The ritual of greeting."
2. "I know ten names."
The game uses a ball. They sit in a circle. Players throw the ball to each other with the words:
- I...
- I know...
- Ten (seven, five...)
- Names ... trees! (birds, flowers, professions, fruits, animals, fish, cities...)
And then, everyone in turn should name the names of what was asked:
- Linden - time!
- Birch - two!
- Maple - three! ...
As a rule, in such a game, children quickly memorize all the names and over time the number of names increases.
3. "Find two identical objects." A card is offered with the image of five or more items, of which two items are the same. You need to find the same items, explain your choice.
4. "Exclusion of the superfluous." A card is offered with the image of 4-5 objects, one of which is different from the rest. It is necessary to find it.
5. Spot the difference.
A card is offered with the image of two pictures that have several differences. It is necessary to find these differences as soon as possible.
6. "Laying out the pattern." The child is offered to lay out a letter, number, pattern, silhouette, etc. from a mosaic (or sticks) according to the model.
7. The result of the lesson.
8. "Ritual of farewell."
ACTIVITY 16.
Target: determine the psychological climate in the group, the mood of the children.
Lesson progress:
1. "The ritual of greeting."
2. Test "Point of mood".
Before starting to write or draw, invite the children to put a mood point on their sheet in the upper right corner. The child chooses the color himself.
Test interpretation.
Yellow - dreaminess, playfulness, lightness.
Violet, lilac, blue - rich inner world, a penchant for mysticism.
Blue-green (colors of water) - overstrain, concentrated attention, will. Encourage more often, afraid to make a mistake.
Red - a huge "I", the desire for success. Openness, vulnerability, disobedience. Cholerics are more likely to choose.
Green - the child is abandoned, needs love.
Orange - mild excitability.
Brown - a feeling of discomfort.
Gray - fear, insecurity
Black is stress.
White - the starting position, the beginning of the path.
3. "Circle your palm and revive."
Children independently trace their left hand on a piece of paper. The psychologist suggests turning the silhouette into something. Shows several options on the board.
The silhouette sheet can be rotated.
4. Summary of the lesson.
5. "Ritual of farewell."
THEMATIC PLANNING
Topic | Number of hours |
|
Acquaintance of a psychologist with children, children with a psychologist, children with each other. Development of the skill of working in pairs. Development of memory, attention | ||
building a positive attitude towards school. Development of the skill of working in pairs, groups. Education of observation. | ||
to acquaint children with the inconsistency of phenomena through the concept of "good bad". | ||
development of memory, thinking, skill of joint activity. | ||
Development of communication skills, imagination, attention. | ||
attention development. | ||
development of thinking. | ||
memory development. | ||
The development of students' speech, phonemic hearing. | ||
imagination development | ||
development of motor-motor attention. | ||
development of thinking. | ||
memory development | ||
development of logical thinking, speed of reaction. | ||
development of visual attention. | ||
determine the psychological climate in the group, the mood of the children. |
BIBLIOGRAPHY
1. G. A Shirokova, . Workshop for a child psychologist. – Rostov-on-Don, 2004
2. . Want to know everything! The development of the intellect of children 5 - 7 years old. Individual lessons, games, exercises. - M., 2005.
3. . Psychological games and trainings in kindergarten. – Rostov-on-Don, 2005
4. Psychology: middle and senior preschool age. Lesson development. Comp. MM. Mironov. - Volgograd, 2006
5. . Express is a training and development program. - S.-P., 2005
