Correctional programs for the development of cognitive processes in preschool children. The work program of correctional and developmental classes for the development of cognitive processes
Municipal budgetary educational institution
"Lyceum No. 94" of the urban district of the city of Ufa
Republic of Bashkortostan
Development program
for 1st grade students
"Intellectus"
Lomakina Vera Vasilievna, educational psychologist
1. Explanatory note
When a child enters school, significant changes occur in his life: the social situation of his development changes radically, learning activity is formed, which becomes the leading one for him. It is on the basis of educational activity that the main psychological neoplasms of primary school age develop.
L.S. Vygotsky noted the intensive development of intelligence in primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, arbitrary processes. A child of 7-8 years old usually thinks in specific categories. Then there is a transition to the stage of formal operations, which is associated with a certain level of development of the ability to generalize and abstract. By the time of the transition to the middle link, students should learn to independently reason, draw conclusions, compare, compare, analyze, find the particular and the general, and establish simple patterns. The younger schoolchild in his development proceeds from the analysis of a separate object, a separate phenomenon to the analysis of the connections and relationships between objects and phenomena.
The development of theoretical thinking, that is, thinking in concepts, contributes to the emergence of reflection by the end of primary school age, which, being a neoplasm of adolescence, transforms cognitive activity and the nature of their relationship to other people and to themselves.
Thus, one of the most important areas of psychological work with children of primary school age is the development of the cognitive sphere.
Determining the content of the program of intellectual development in elementary school, we were based on the need for the purposeful formation of psychological neoplasms in children of primary school age, as well as the need to form the psychological readiness of students for the transition to secondary school.
Relevance.
This program is addressed to the actual problem of psychological stimulation of the process of development of the cognitive sphere of the younger student. The developed developmental activities reflect the structure of cognitive abilities: an active vocabulary, cultural awareness, meaningfulness and structure of perception, arbitrariness of attention, awareness of the processes of memorization and reproduction, mastering the techniques and means of establishing logical relationships between concepts and their features necessary for mental processing.
Purpose of the program .
to form competence in the field of general intellectual activity, create conditions for students to master the methods of activity, which include general and special educational skills and, thus, make children active participants in the educational process, interested in full-fledged educational results.
The main objectives of the program.
development of mental cognitive processes: thinking, perception, attention, memory, imagination in students on the basis of developing subject-oriented training;
the formation of educational and intellectual skills, methods of mental activity, the development of rational ways of its implementation on the basis of taking into account the individual characteristics of students;
formation of own style of thinking;
the formation of educational and informational skills and the development in practice of various methods of working with various sources of information, the ability to structure information, transform it and present it in various forms;
mastering the techniques of creativity and methods for solving creative problems;
Program participants : 1st grade students.
Forms of work : group, individual.
Basic Methods : games and exercises.
Lesson duration : 35-40 min. The duration of the program is 8 lessons.
Conducting classes : once a week.
Number of people in the group : 4-8 persons.
Planned results
analyze, compare, classify, generalize, systematize, highlight the main idea, abstract, formulate conclusions, establish cause-and-effect relationships, identify patterns, draw conclusions;listen, master the techniques of rational memorization, work with sources of information (reading, note-taking, writing abstracts, bibliographic search, working with a reference book), present information in various forms (verbal, tabular, graphic, schematic, analytical), convert from one type to another ;
conduct observations, measurements, plan and conduct experiments, experiments, research, analyze and generalize the results of observations, present the results of observations in various forms;
own monologue and dialogic speech, draw up a plan of the text, convey what has been read and compressed or expanded form, draw up notes, theses, analyze the text in terms of the main features and styles, describe drawings, models, diagrams, compose a story according to carriages, schemes, models, set direct questions and answer them;
work with text information on a computer, perform operations with files and directories.
Cognitive general educational activities
the ability to consciously build a speech statement in oral form;
highlighting the cognitive goal;
choosing the most effective way to solve the problem;
the ability to search for the necessary information to complete educational tasks using educational literature;
establish causal relationships;
establish analogies, compare and classify according to specified criteria.
Communicative UUD
the ability to communicate with other people - children and adults;
the ability to express one's thoughts completely and accurately;
partner's actions management (assessment, correction);
use speech to regulate their actions.
Regulatory UUD
goal setting;
volitional self-regulation;
forecasting the level of assimilation;
grade;
correction.
Personal UUD
knowledge of basic moral norms and orientation to their implementation;
orientation to understanding the reasons for success in activities;
development of ethical feelings;
installation on a healthy lifestyle;
self-esteem;
self-determination.
Conditions for the implementation of the program
multimedia computer
MFP
multimedia projector
Telecommunication facilities
Hinged screen
System for assessing the achievement of planned results
Increasing the interest and activity of schoolchildren in the classroom;
Decrease in the help that the teacher provides to students in completing assignments;
Improved performance in school disciplines (indirect indicator);
Decrease in the level of anxiety in children;
Emotional well-being of the child in the classroom.
2. Thematic lesson plan
№ p/nTopic of the lesson
Target
Content
Travel Smeshariki. Nyusha in Japan.
Ex. "My birthday"
Ex. "Find the Difference"
Ex. "Repeat the picture"
Ex. "4 extra"
Ex. "What is missing"
Ex. "Flies - does not fly"
Reflection
Travel Smeshariki. Elk and Chinese tea
Development of the ability to long-term concentration of attention and memory, logical thinking
Ex. "My favorite fruit"
Ex. "Find the Difference"
Ex. What items are in the picture
Ex. "Repeat the picture"
Ex. "Write the first letter of the word"
Ex. "4 extra"
Ex. "What is missing in empty cells"
Ex. "In the mirror shop"
Reflection
Travel Smeshariki. Kopatych and the Egyptian force
Development of the ability to long-term concentration of attention and memory, logical thinking
Ex. "Mouse"
Ex. "Find the Difference"
Ex. What items are in the picture
Ex. "Repeat the picture"
Ex. "Write the first letter of the word"
Ex. "4 extra"
Ex. "Find a pattern and continue the series"
Ex. "4 Elements"
Reflection
Travel Smeshariki. Hedgehog and Krosh in the forest
Development of the ability to long-term concentration of attention and memory, logical thinking
Ex. "My favorite color"
Ex. "Find the Difference"
Ex. What items are in the picture
Ex. "Repeat the picture"
Ex. "Write the first letter of the word"
Ex. "4 extra"
Ex. "What should be in the empty cells"
Ex. "Look at your hands"
Reflection
Travel Smeshariki. Nyusha and Losyash are resting on the sea
Development of the ability to long-term concentration of attention and memory, logical thinking
Ex. "My favorite figure"
Ex. "Find differences"
Ex. "Puzzles"
Ex. "Repeat the drawing"
Ex. "Continue row"
Ex. "4 extra"
Ex. "Who knows, let him think further"
Reflection
Travel Smeshariki. Krosh and Nyusha in Germany
Development of the ability to long-term concentration of attention and memory, logical thinking
Ex. "My Favorite Lesson"
Ex. "Connect the shapes according to the pattern"
Ex. "Spread the Numbers"
Ex. "Find the Difference"
Ex. "4 extra"
Ex. "FROM"
Reflection
Travel Smeshariki. Krosh and Losyash on the river bank.
Development of the ability to long-term concentration of attention and memory, logical thinking
Ex. "My favorite dish"
Ex. "Find the Difference"
Ex. "4 extra"
Ex. "Find segments and circle them"
Ex. "Repeat the drawing"
Ex. "Draw things"
Ex. "Draw a circle and a triangle"
Reflection
Travel Smeshariki. Nyusha at her grandmother's in the village
Development of the ability to long-term concentration of attention and memory, logical thinking
Ex. "Broken phone"
"Read the resulting word"
Ex. "4 extra"
Ex. "Find segments and circle them"
Ex. "Count the Shapes"
Ex. "Repeat the picture"
Ex. "Find the words"
Ex. "Lay out of the sticks"
Reflection
3. List of used and recommended literature
1. Ananyeva T. Room of friends. Psychological correction of communication of children with an increased level of school anxiety.// School psychologist. 2009, No. 10.
2. Afonkin S.Yu. We learn to think logically. Fascinating tasks for the development of logical thinking, St. Petersburg: Litera Publishing House, 2002.
3. Vinokurova N.K. A collection of tests and exercises to develop your creative abilities. Series "Magic of intelligence". M., 1995.
4. Zak A.Z. Entertaining games for the development of intelligence in children 5-12 years old. M., 1994.
5. Lokalova N.P. How to help a low performing student. Psychodiagnostic tables: causes and correction of difficulties in teaching Russian language, reading and mathematics to younger schoolchildren. Ed. 2nd. M.: "Os-89", 1997.
6. Lokalova N.P. 120 lessons of psychological development of junior schoolchildren. (Psychological program for the development of the cognitive sphere of students in grades 1-4) Part 1, 2. A book for the teacher. - 4th ed. , ster. - M .: "Os-89", 2008.
7. Khukhlaeva O.V. The path to your Self: psychology lessons in elementary school (1-4) .- M .: "Genesis", 2006.
8. Khukhlaeva O.V., Khukhlaev O.E., Pervushina I.M. Path to your Self: how to maintain the psychological health of preschoolers. - M.: Genesis, 2004.
Municipal budgetary educational institution
Secondary school No. 1, Lakinsk
"I approve"
Supervisor
MBOU secondary school No. 1 of Lakinsk
E. T. Malchikova
Order No. 429 dated 30.08.2013
"Development of cognitive processes"
(for students of the 5th grade of the secondary school)
Potapova Natalya Vladimirovna
Considered at the meeting
methodical association
(pedagogical council)
Protocol No. 4
Lakinsk
2014
Explanatory note
Correction-developing program "Development of cognitive processes" for
students of the 5th grade of the secondary school
(within the general intellectual direction).
School failure, expressed in poor subject performance, is one of the most important reasons that contribute to the violation of the psychological health of students and which teachers most often encounter during the period of adaptation of students to the middle school.
The main reasons for the poor performance of fifth graders are:
- low motivation for cognitive activity;
- insufficient level of training with a normal and even good level of development of thinking and other cognitive processes - significant gaps in knowledge for previous periods of training, as well as the lack of formation of general educational and special educational skills and abilities;
- insufficient level of development of cognitive processes;
- insufficient level of development of mental operations;
- weak arbitrariness of behavior and activity - unwillingness, “impossibility”, according to schoolchildren, to force oneself to constantly study.
Often, all these causes do not act in isolation, but together, uniting in rather complex combinations.
Thus, there is a need for additional work of a teacher-psychologist with students who have these difficulties.
To ensure successful adaptation of underachieving fifth-graders, a correctional and developmental program "Development of cognitive processes" has been developed, which is aimed at developing cognitive processes and mental operations of students, as well as building social trust, teaching cooperation skills, developing social emotions, developing communicative emotions and learning to transfer acquired skills in educational activities.
The novelty of this program is determined by the federal state standardsecondary general education in 2010. Distinctive features are:
1. Determination of the types of organization of students' activities aimed at achievingpersonal, meta-subject and subject resultsmastering the program.
2. The implementation of the program is based onvalue orientations and educational results.
3. Achievements of the planned results are monitored within the framework of the internal evaluation system: by a teacher, administration, and a psychologist.
4. When planning the content of classes, the types of activities of students are prescribed.
The purpose of the program is creation of conditions for successful intellectual development and education of children.
Program objectives:
- To reveal the features of the cognitive development of low-achieving children.
- Organize a subject-developing environment in accordance with the tasks of correction and development.
- Form positive motivation for cognitive activity
- Develop mental operations (analysis, synthesis, classification, comparison, etc.)
- Develop an internal action plan
- Develop creative imagination, attention and memory
- develop speech
Description of value orientations of the content
Human valueas a rational being, striving for knowledge of the world and self-improvement.
The value of labor and creativityas a natural condition of human activity and life.
The value of freedomas freedom of choice and presentation by a person of his thoughts and actions, but freedom, naturally limited by the norms and rules of behavior in society.
The value of science the value of knowledge, the pursuit of truth.
Organizational and pedagogical foundations
The program is designed for classes with children aged 11-12 and is aimed at low-achieving students.
The number of people involved is no more than 10 people (the optimal number is 6 people).
The program is designed for 14 hours.
Classes are held 2 times (permissibly 1 time) a week for 40 minutes.
The schedule of classes is compiled in accordance with the "Sanitary and epidemiological requirements for institutions of additional education SanPin 2.4.4.1251-03".
This correctional development program relies mainly on the followingprinciples of psychocorrectional work:
- The principle of the unity of diagnostics and correction reflects the integrity of the process of providing psychological assistance as a special type of practical activity of a psychologist. Considered in detail in the works of D.B. Elkonina, I.V. Dubrovina and others, this principle is fundamental to all corrective work, since the effectiveness of corrective work depends on the complexity, thoroughness and depth of the previous diagnostic work by 90%.
- The principle of development normativity. Normativity of development should be understood as a sequence of successive ages, age stages of ontogenetic development.
- The principle of systematic development. This principle sets the need to take into account preventive and developmental tasks in the correctional work.
- The activity principle of correction. This principle determines the very subject of the application of corrective efforts, the choice of means and methods for achieving the goal, the tactics of corrective work, the ways and means of achieving the set goals.
Basic forms of work:
Classes are designed for collective, group and individual work.
Lesson structure:
- The introduction contains:
Greetings, positive attitude.
Introduction to the objectives of the lesson.
- The main part contains:
Exercises.
Games.
- Reflection of the lesson:
What did we develop in our lesson?
What did you especially like?
What didn't you like?
What were you having trouble with, why?
Give a verbal assessment of your activities and the activities of your neighbor (peer assessment).
- Parting
This program includes assignments for:
- development of mental activity(“Ladder of words”, “Make a sentence”, “Expression”, “Find a common”, “Connecting link”, “Disguised object”, “Guess me”, “Broken phone”, “Find the meaning”, “Insert the missing word ”, “Scattered text”, “Help the proverb”, “Find an association”, “Chain of associations”, “Find a pair”, “Sequences”, “Come on, figure it out”, “Part and whole”, “Verbal domino” , “Those who ...”, “The fourth extra”, “Group formation”, “Title”, “Logic puzzles” will move;
- development of attention("Tic-Tac-Toe", "Observers", "Stirlitz", "Title");
Memory development (“Remember by associations”, “Observers”, “Remember the words”, “Stirlitz”);
- development of creative imagination(“Collage: Me and my hobbies”, “Collage: Our achievements”);
- development of an internal action plan(“The Country of the Opposite”, “More-Less”, “Missing Letters”).
The following are used in the course of this program:activities: play, cognitive, labor, artistic creativity, listening, writing, memorizing, following instructions, fantasizing.
Thematic plan
Topic | Tasks | Continue validity |
||
"Acquaintance" | Getting to know each other Acquaintance with the goals and objectives of the classes Group rallying | 1 ex. "Introducing a Name" 2 ex. "I love - I don't love" 3 ex. "Developing rules for working in a group" 4 ex. "Collage: Me and my hobbies" | 40 minutes |
|
"Intellectual gymnastics" | Development of the ability to establish a variety of relationships between objects | 1 ex. "Ladder of words" 2 ex. "Make an offer" 3 ex. "Expression" | 40 minutes |
|
"Mind games" | Stimulation of mental activity Formation of interest in classes Development of voluntary attention | 1 ex. "Find common ground" 2 ex. "Connecting Link" 3 ex. "Tic Tac Toe" | 40 minutes |
|
"Properties of Items" | Development of the ability to identify signs of animate and inanimate objects Development of the ability to recognize objects by their qualities and properties | 1 ex. "The Disguised Item" 2 ex. "Guess me" 3 ex. "Broken phone" | 40 minutes |
|
"Development of an internal plan of action" | Developing the ability to perform actions in the mind | 1 ex. "Country of the Opposite" 2 ex. "More less" 3 ex. "Missing Letters" | 40 minutes |
|
(1 part) | 1 ex. "Find the meaning" 2 ex. "Fill in the missing word" | 40 minutes |
||
"Understanding the meaning and highlighting the essential" (part 2) | Learning to understand the meaning of textual material Development of the ability to recognize the semantic relationships between words and phrases Development of the ability to highlight the general and figurative meaning | 1 ex. "Scattered Text" 2 ex. "Help the proverb" | 40 minutes |
|
"Associations" | Associative flow development Development of associative memory | 1 ex. "Find an Association" 2 ex. "Remember by associations" 3 ex. "Chain of associations" | 40 minutes |
|
"Cause and effect relationships" | Development of the ability to establish causal relationships, the ability to distinguish between a causal relationship and a consistent relationship | 1 ex. "Find a Pair" 2 ex. "Sequences" 3 ex. "Come on, figure it out" | 40 minutes |
|
“Genus and type of object. The whole is a part" | Development of the ability to define the concepts of "species" and "genus", to distinguish between these concepts Learning to Understand the Part-Whole Relationship | 1 ex. "Part and Whole" 2 ex. "Word Domino" | 40 minutes |
|
"Attention and Memory" | Development of attention Memory development | 1 ex. "Observers" 2 ex. "Memorize the words" 3 ex. "Stirlitz" | 40 minutes |
|
"Classification" | Development of the ability to classify | 1 ex. “Those who…” 2 ex. "The Fourth Extra" 3 ex. "Group Formation" | 40 minutes |
|
"Mind games" | Stimulation of cognitive activity Development of logical thinking | 1 ex. "Title" 2 ex. "Logic puzzles" | 40 minutes |
|
"Our achievements" | Development of reflection Development of creative imagination | Creating a group collage on the topic "Our achievements" | 40 minutes |
Material, technical and methodological support necessary for the implementation of the program.
The main forms of work are group and individual. Therefore, the classroom should provide both classroom work (i.e. work at a desk) and work “in a circle”.
Each student must have:
- workbook
- Pen, pencils
- Printed individual task cards
And also, whatman paper, colored pencils, felt-tip pens, paints, scissors, glue, various printed materials for collage design.
To solve the problems set by the program, the main teaching methods are used:
Literature;
visibility;
problem situation;
Game moments.
The mechanism for evaluating the results obtained.
The effectiveness of training is checked by the method of partial observation of students in the classroom and by conducting psychological diagnostics of cognitive processes and intellectual development of students before and after classes.
Expected results
- The ability to independently perform exercises (the less help from a teacher-psychologist, teacher, the higher the independence of students and, consequently, the higher the corrective effect of classes).
- Change in behavior in the classroom: activity, students' interest in learning the material.
- Ability to successfully perform control psychological tasks.
- Improved performance in various school disciplines (increased activity, efficiency, attentiveness, improved mental activity, etc.) as a positive result of the effectiveness of remedial classes.
- Changing the emotional state of each student under the influence of remedial classes.
The main forms of accounting for knowledge and skills:
testing (conducted before the start of classes and at the end):
Diagnostics of the intellectual development of students (GIT);
Diagnostics of the development of cognitive processes (study of creative thinking - Brief test of creative thinking (curly form) P. Torrens, study of the level of development of attention (Correction test, Schulte tables), memory (Learning 10 words, memorizing a number of incoherent syllables, etc.);
Diagnostics of learning motivation (method of N.V. Luskanova, method of diagnosing learning motivation and emotional attitude to learning, modified by A.D. Andreeva);
Diagnosis of the level of self-esteem (method of G.N. Kazantseva, test questionnaire by S.V. Kovalev);
As well as the study of the internal plan of action (IPAP).
This program has been tested for 3 years. The effectiveness of classes is confirmed by the results of diagnostic studies. More successful in educational activities are 50-75% of students who receive correctional and developmental services.
Universal learning activities
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. | Possibilities and role of the Russian language in the knowledge of the world around; Understand the Russian language as part of the universal 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 of establishing various relationships between objects; The necessary terminology in 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. | Establish a variety of relationships between objects; Identify signs of animate and inanimate objects; Recognize objects by their qualities and properties; Perform actions in the mind; Highlight general and figurative meaning; Establish causal relationships, distinguish between causal relationships and sequential relationships; Define the concepts of "species" and "genus", distinguish between these concepts; Distinguish between the concepts of "part" and "whole"; 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 your own opinion and positions. | Perform logical tasks, perform computational actions, systematize and structure knowledge; Establish semantic links between words and phrases; Perform tasks to compare the properties of objects and phenomena, to establish cause-and-effect and sequential relationships. |
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 the Russian language in other fields of knowledge; Techniques for comparison, generalization and classification according to specified criteria; Techniques for establishing various connections between objects; 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 of the mental development of schoolchildren. Proc. Manual - M .: Publishing Center "Academy", 2000. - 160 p.
- Andriyakhina N. How to help a fifth grader? School psychologist, 2003, No. 30
- Glozman Zh. M. Developing thinking: games, exercises, expert advice / Zh. M. Glozman, S. V. Kurdyukova, A. V. Suntsova. – M.: Eksmo, 2010. – 80 p.
- Zaika E.V. A set of exercises for the development of students' logical memory. Questions of psychology, 1991. No. 6
- Zaika E.V. Games for the development of the internal plan of action for schoolchildren. Questions of psychology, 1994. No. 5
- Zaika E. V. A complex of games for the development of imagination. Issues of psychology, 1993. No. 2
- Zaika EV A complex of intellectual games for the development of students' thinking. Issues of psychology, 1990. No. 6
- Games - education, training, leisure. Ed. V. V. Petrusinsky in four books - M .: New school, 2000. - 240 p.
- Osipova A. A. Introduction to practical psycho-correction: group methods of work. - M .: Moscow Psychological and Social Institute; Voronezh: Publishing House of NPO "MODEK", 2000. - 240 p.
- Practical psychology of education. Ed. I. V. Dubrovina: Textbook for students. Higher And cf. specialist. educational institutions. - M .: TC "Sphere", 2000. - 528 p.
- Rogov E. I. Handbook of a practical psychologist: Proc. Benefit: in 2 books. Book. 2: The work of a psychologist with adults. Corrective techniques and exercises. – M.: Humanid. Ed. Center VLADOS, 2004. - 480 p.: ill.
- Samoukina N. V. "Games that are played ...". Psychological workshop - Dubna, "Phoenix +", 2000. - 128 p.
- Suntsova A. V. Developing memory: games, exercises, expert advice / A. V. Suntsova, S. V. Kurdyukova. – M.: Eksmo, 2010. – 64 p.
Lesson 1 "Introduction".
At the first lesson, the children get to know each other (children from different classes can get into the group), get acquainted with the goals and objectives of the classes.
Rules for working in a group are developed.
A group collage is being made on the topic "Me and my hobbies"
1 Exercise "Representation of a name"
Students in a circle say their name and some good personality trait.
2 Exercise "I love - I do not love"
Students in a circle name what they like (to do, eat ...) and what they do not like.
3 Exercise "Developing rules for working in a group"
Together with the children, the rules for working in the group are developed, discussed and written on the board.
4 Exercise "Collage: Me and my hobbies"
On one piece of paper, the guys, each defining a place on the sheet for themselves, create a joint collage “Me and my hobbies”.
Lesson 2 "Intellectual gymnastics".
1 Exercise "Ladder of words"
In this game, you need to take any word, preferably a long one, and using the available letters, make up as many of your words as possible. Students should also discuss the meaning of the composed words. The one with the most words wins.
For example, the word TRANSPORT:
Report Port Sort Post San
Cartridge Rosa Nast Tors Pas
Sling Nora Toast Pan Wholesale
Start Note Pora Nose Mouth
Napor Rota Stan Son Ton
Spore Cake Ston Tor Par
Trail Throne Growth Wasp
Sport Rope Sheaf Sap
Trans Spore Sota Pot
2 Exercise "Make a proposal"
Three words are taken that are not related in meaning. It is necessary to make as many sentences as possible that would necessarily include these three words, while you can change their case and use other words. Answers can be both banal and complex, going beyond the situation indicated by three words with the introduction of new objects. Original answers are especially encouraged, in which the intended words are included in non-standard connections. All proposed answers are compared and discussed by the students.
Presentation words:
- Lake, pencil, bear.
- Pain, pants, bike.
- House, plane, radio.
- Fox, berries, bee.
- Table, apron, boots.
- Thunderstorm, day, bed.
3 Exercise "Expression"
Students are asked to come up with a sentence of 4 words, and each word must begin with the specified letter. There are two options for completing the task:
- the sequence of the indicated letters with which words begin cannot be changed;
- words in a sentence can be arranged in any order.
For example: MHO
- Master Volodya repairs shoes.
- Masha poured tea on Vitya.
Various sets of letters are offered for work:VSNT, ELTO, ENVSA.
The number of letters can be increased.
Lesson 3 "Intellectual games".
1 Exercise "Find a common"
For this exercise, you need to take two words (objects, phenomena) that are little related to each other. You should find and write out as many common features for these items as possible. The one with the longest list of common features wins. Also, it is useful to analyze the answers of students according to the degree of significance of the connections between objects revealed in them, so that students can learn what essential and non-essential features are.
Presentation words:
- Game - lesson 5. Dog - teddy bear
- Goose - cow 6. Rollers - scooter
- House - hospital 7. Crocodile - turtle
- Ship - bike 8. Malvina - Cinderella
2 Exercise "Connecting link"
Two objects are given that, at first glance, seem far from each other. Students need to name objects that are, as it were, a “crossing bridge” from the first to the second. The named objects must have a clear logical connection with both given objects. It is allowed to use two, three or four connecting links.
Presentation words:
- Cloud - accident (rain, puddle, road, car)
- School - music (teacher, lesson)
- Forest - hollow (nuts, squirrel)
- Shop - joy (mom, cake, holiday)
- Game - hospital (tags, children, fall, bruise)
- Milk - dew (cow, grass)
- Wool - grandmother (cat, ball, thread, socks)
- Tree - a gun (bark, hare, hunter)
3 Exercise "Tic-tac-toe"
The well-known game of tic-tac-toe, the only feature of which is the expansion of the field for moves. The game is played on the board. Students take turns putting the required “sign”.
Lesson 4 "Properties of objects".
1 Exercise "Disguised object"
Any well-known object (phenomenon, creature) is called. It is necessary to name two other objects, in general, little resembling the given one, but those whose combination of features, if possible, would unambiguously determine it, i.e., as it were, disguise it with other objects. The answers proposed by the students are necessarily discussed and justified.
Presentation words:
- New Year (winter - holiday)
- Bread (plant - grain)
- Aquarium (fish - food)
- Car (repair - speed)
- Phone (talk - buttons)
- Postman (home - letter)
- Flowers (gift - fragrance)
- Landscape (nature - colors)
- Swan (down - neck - song)
- Game (dice - rules)
2 Exercise "Guess me"
This game is the opposite of the previous one. The facilitator, and then the students themselves, must come up with pairs of items that uniquely encode the third item.
Presentation words:
- Sky - water (rain)
- Metal tail - sky (airplane)
- Man - bed (sleep, night)
- Fun - guests (holiday)
- Field - cheese (mouse)
- Mint - smile (toothpaste, chewing gum)
- Ball - table (billiards)
- Claws - honey (bear)
- Grandmother - kitchen (pie)
- Australia - jump (kangaroo)
3 Exercise "Broken phone"
Students sit down in a row. The first player receives a word from the leader, for example, "airplane". His task is to quickly encode this word using a couple of other objects (for example, a bird - it flies, with wings, a tail, etc., and a file - it is iron, heavy) and pass these two words to the second player. The second player must guess what the subject is. For example, he can assume that this is a "grenade" and, disguised, pass this word to a third player. The third one encodes the received message in its own way and passes it on to the next player, and so on. The transmission of each message is carried out in writing on strips of paper.
Session 5 "Development of the internal action plan".
1 Exercise "Country of the Opposite"
The given word (first of three, then of four, five, six, etc. letters) should be read letter by letter in reverse order, from right to left, for example, “work - atobar”. All operations must be carried out mentally, not in writing.
Presentation words:
Sleep, tiger, slippers, carriage, plane, propeller, cheburashka, emperor.
2 Exercise "More-less"
A series of numbers of three to six digits is read out. In response, you need to name other numbers - 1 (or 2) more or less. All operations must be carried out mentally.
Numbers to present:
1 7 4 more by 1 – 2 8 5
Less by 1 – 0 6 3
More by 2 – 3 9 6
2 5 6 3 more by 1 – 3 6 7 4
1 less - 1 4 5 2
More by 2 – 4 7 8 5
2 less - 0 3 4 1
3 4 2 8 more by 1 – 4 5 3 9
Down by 1 – 2 3 1 7
More by 2 – 5 6 4 1 0
2 less - 1 2 0 6
3 2 4 1 5 more by 1 – 4 3 5 2 6
Less by 1 – 2 1 3 0 4
More by 2 – 5 4 6 3 7
6 7 3 5 2 4 more by 1 – 7 8 4 6 3 5
Less by 1 – 5 6 2 4 1 3
More by 2 – 8 9 5 7 4 6
2 less - 4 5 1 3 0 2
3 Exercise "Missing Letters"
You need to come up with a word and read it so that only the first, third, fifth, etc. letters sound in it, skipping the second, fourth, etc. First, the facilitator spells out the words, and then the students themselves. The rest guess. Be sure to name the number of letters that make up the hidden word.
Presentation words:
- Candy (7) - knea
- Dog (6) - from b to
- Cat (5) - ksha
- Cow (6) - to r in
- Rocket (6) - r to t
- Cockroach (7) – t r k n
- Flower (6) - c e o
- Pistol (8) - ps o e
Lesson 6 "Understanding the meaning and highlighting the essential" (part 1).
1 Exercise "Find the value"
In this exercise, students are offered a number of polysemantic words. Their task is to find as many meanings of the following words as possible:
- Figure (human, geometric…)
- Address (postal, congratulatory ...)
- Charging (battery, exercise…)
- Shaft (earth embankment, technical detail…)
- Fork (cutlery, part of electrical appliances…)
- Skating rink (ice rink, asphalt paving machine…)
- Spatula (gardening tool, body part…)
- Braid (hairstyle, tool…)
- Conductor (profession, electrical component…)
- Dog (animal, zipper lock detail…)
- Knot (rope, vessel speed…)
- Checker (game, smoke, edged weapons ...)
- Lamb (animal, sea wave…)
- Shop (shop, seat ...)
- Shot (weapon, drum, number ...)
- Cone (spruce, tumor ...)
- Pen (writing, door…)
- Fight (battle, strikes of chimes ...)
2 Exercise "Insert the missing word"
To complete this exercise, it is necessary to prepare a text with missing words for each participant in advance. Each student must fill in the gaps with the missing words.
Suggestions for presentation:
- ... bad weather, the tour took place. (in spite of)
- It was still light in the forest, ... the sun had already set. (although)
- Mom sent the boy to the store, ... he bought bread. (to)
- ... ... not a late hour, there would be a lot of people on the street. (if)
- Like yesterday, ... ... today the weather is warm. (and so)
- I went to bed late, … … read an interesting book. (because)
- It takes a lot of effort……, …to grow a good crop. (to)
- A bright light was burning in the room, ... people were already sleeping. (although)
- Despite the severe frost, he ... was cold. (not)
- ... boys, ... and girls passed the sports standards. (how; so)
- Flowers attract insects ... only by color, ... and smell. (not, but)
- Now we live in the city, ... used to live in the countryside. (a)
- … … with his strength, he could not overcome him. (in spite of)
- New houses are being built ... in the city, ... ... in the countryside. (as; so and)
- … … strong thirst, I … began to drink from the stream. (despite not)
Lesson 7 "Understanding the meaning and highlighting the essential" (part 2).
1 Exercise "Scattered text"
This exercise can be carried out as a competition of two participants or teams. Teams are simultaneously given a set of pre-prepared cards with the same task: to assemble a sentence from the available words. The execution time is fixed. The winner is the participant or team that managed to complete the task faster than others and with fewer errors.
1. hares, cartoons, several, Kotyonochkin, catches, like, oh, film director, volume, created, wolf. | |
2. on, motorcycle, a, highway, bicycle, hare, on, wolf, started, rode. | |
3. herbs, at, shrubs, many, and, trees, ground, in, deep, roots, go away. | |
4. in which, plants, not, trees, are located, on, light, a lot, shadows, you need. | |
5. surface, when, waves, seas, blow, arise, wind, on. | |
6. earth, live, ball, on, has, which, we, form. | |
7. without, rare, fiction, without, work, fantasy, artistic, manages. | |
8. knowledge, only, of us, strong, can, honest, make, reasonable, people, sincerely, who, love, are capable of, a person. (M. Gorky) | |
9. inhabit, only, plants, not, land, surface, and thickness, but, seas, oceans, and. | |
10. s, deeds, not the end, tail, do not put on, s, start, collar (proverb). |
The right column is for student responses.
2 Exercise "Help the proverb"
In this exercise, you need to collect proverbs from parts that have "lost" each other. To do this, for each beginning of the proverb from the left column, you need to select the ending from the right column.
| You will blow on the water |
| Love and carry sledges |
| And he looks into the forest |
| Yes, there are satiety |
| Don't go into the water |
| Don't bite |
| And everything is not the sun |
| And a cart in winter |
| So feed the dogs |
| You won't catch one |
| Until you jump |
| No matter how the cat eats |
| Get in the body |
| Don't say you don't. |
| Alien do not pester |
| Look at the bird |
Lesson 8 "Associations".
1 Exercise "Find an association"
Any word combination or phrase is taken. For a limited time, you need to write out in a column as many associations as possible that it causes. Associations can be either banal and unambiguous, or quite non-standard, but in any case they must be closely related in meaning to the original phrase. The winner is the one who has more such associations that are not found in other students.
Presentation words:
- Lesson at school.
- Trip to the museum.
- Circus number.
- Magic on New Year's Eve.
- Rest at nature.
- Small child.
- Performance in the theatre.
- Spring thunderstorm.
- Fisherman on the river.
- Village hut.
2 Exercise "Remember by associations"
Students are presented with several words for memorization, logically unrelated to each other. Then it is proposed to find associations that would connect these words. All student associations that come to mind are recorded on the board. While working, you do not need to limit the scope of their imagination. The result should be a short story. When the guys understand and learn how to complete this task, the number of words for memorization can be increased and invent situations for themselves, and say the words out loud in the right order.
For example: book, flower, sausage (I finished reading the book, picked a flower, washed my hands with soap and ate a sausage).
Words to remember:
- apple, dog, book
- Brush, notebook, history, brother
- Phone, shop, cat, walk, lunch
3 Exercise "Chain of associations"
Students sit down in a row. The host gives the first player a strip of paper with a phrase written on it. The first player must quickly write down one of the associations he likes on another strip and pass it on to the second player, who writes down his association on his strip and passes it on to the third, etc. As a result, a chain of various associations is formed. When discussing the results, the participants analyze the received chains.
Presentation words:
- Holiday
- autumn season
- Summer garden
- Happy event
- Healthy lifestyle
- Police officer
- The state in which we live
- Strong friendship
- Sport competitions
- space travel
Lesson 9 "Causal relationships".
1 Exercise "Find a Pair"
This exercise is best done on separately prepared cards. Tasks are printed on the cards, among which you need to find pairs of concepts that are in a cause-and-effect relationship with each other.
| (frost - ice formation) |
| (autumn - leaf fall) |
| (spring - melting ice) |
| (boiling water - formation of steam) |
| (pain - pill, pain - crying) |
| (gift - joy) |
| (wind - waves) |
| (danger - fear) |
| (rain - puddle) |
| (grief - tears) |
Students are presented with words that are only in the left column of the table, the right column remains empty and is intended for answers.
2 Exercise "Sequences"
In this exercise, students must choose for the given concepts those that would be in a sequence relationship with them.
| (February…) |
| (youth...) |
| (second…) |
| (Spring…) |
| (evening…) |
| (roof…) |
| (dinner…) |
| (seventh grader...) |
| (middle...) |
| (1998…) |
Etc…
Students are presented with the words in the left column, the right column for answers.
3 Exercise "Come on, figure it out"
The exercise should also be performed on individual cards. Here it is required to find the cause and effect of the following events.
Find the reason:
| (impaired vision) |
| (sun) |
| (river flood, snowmelt) |
| (hit) |
| (the fall) |
| (fire, bonfire) |
| (lesson learned) |
(shock labor) |
|
| (frost after rain) |
| (cloud) |
Find the consequence:
| (joy) |
| (dawn) |
| (fatigue) |
| (destruction) |
| (resentment, quarrel) |
| (teacher's note) |
| (pain) |
| (thunder) |
| (treatment) |
Lesson 10 “Kin and type of object. The whole is a part."
1 Exercise "Part and whole"
The exercise is presented on separate cards. In this task, you need to find concepts, the relationship between which is designated as a WHOLE - PART (in some tasks there may be not one, but several answers).
| (pot - lid, frying pan - lid) |
| (cabinet - door, bookcase - door) |
| (TV - screen, color TV - screen) |
| (shoes - sole, shoes - sole) |
| (flower - petal, poppy - petal) |
| (compass - arrow) |
| (man - nose, boy - nose) |
| (bee - wing, bumblebee - wing) |
| (fortress - wall, dacha - wall, house - wall) |
| (book - page) |
2 Exercise "Verbal Domino"
Several people can play (up to 6 people, the rest can help). Each player receives five cards prepared in advance. Two words are written on each card - one word is a private, specific concept, that is, a concept that denotes a real object. Another word on the card is necessarily a generalized concept. Generalized concepts are suitable for several specific concepts at the same time.
The rules of the game are as follows: everyone in turn must apply cards with the same concepts to each other - both specific and generalized. If there is no suitable card, then you can take the cards left on the table. The first person to lay out all the cards wins. (30 cards of 2 concepts)
General concepts:
- Water
- Geometric figures
- Punctuation marks
- Human internal organs
- school supplies
- Times of Day
- Motor transport
- Insect
- Furniture
- Computational actions
Cards to cut
| Subtraction |
| Lake |
| Sofa |
| Rhombus |
| Dragonfly |
| ! |
| Bus |
| Lungs |
| Night |
| Notebook |
| Grasshopper |
| Day |
| Stool |
| Motorbike |
| A circle |
| Multiplication |
| , |
| Pond |
| Compass |
| Heart |
| Table |
| Automobile |
| Ruler |
| ? |
| Swamp |
| Moped |
| Division |
| kidneys |
| Dash |
| Sea |
Lesson 11 "Attention and memory".
1 Exercise "Observers"
In this exercise, students are asked to describe in detail from memory the school yard or the way from home to school - that is, what they have seen hundreds of times. One of the participants describes, the other completes the missing details. You can complete this task in writing, and then compare the results. The winner is the participant who gives the most accurate description.
2 Exercise "Memorize the words"
The psychologist gives students the task: to remember the words and phrases (12 in total) that they will be called. For better memorization, they need to schematically sketch the named objects so that the drawing later helps to remember the given words. After presenting all the words, students using drawings recall and name the given words.
3 Exercise "Stirlitz"
At the beginning of the game, a leader is chosen. The rest of the participants freeze in any poses. The facilitator should carefully examine the other participants and remember their postures, clothes, etc. Then he leaves the class. The rest of the students at this time should change something in themselves. At the beginning, there should be no more than 5-6 changes in total, then you can increase the number of changes, thereby complicating the game. The facilitator's task is to find these changes in the players.
Lesson 12 "Classification".
1 Exercise "Those who ... will move"
In this game, students must classify themselves and each other according to some criterion. The facilitator needs to name some sign by which the students should unite. Those guys who find the named sign in themselves need to change places with each other.
2 Exercise "The fourth extra"
In this exercise, you must have either a set of cards with pictures, four pictures on each card, three of which are united by something in common, and one is “extra”, or a set of words composed in a similar way. The task of students is to find this "extra" word or picture.
Presentation words:
- Root, leaf, stem, earth.
- Dress, jacket, sneakers, trousers.
- Piano, drill, flute, drum.
- Boots, boots, socks, shoes.
- Candy, sausage, toffee, lollipop.
- Raspberry, blackberry, watermelon, apple.
- Milk, lemonade, kefir, yogurt.
- Dog, cat, hare, sheep.
- Pike, flounder, carp, crucian carp.
- Cuckoo, magpie, ostrich, sparrow.
3 Exercise "Formation of groups"
The children are offered a set of cards (about 50 - 60 pieces, one card - one image) with images of various objects, living beings, natural phenomena ... which must be classified according to some common feature. After the formation of groups, students must justify their choice. Then, the guys should be asked to classify the same pictures according to some other feature, if possible ...
Lesson 13 "Intellectual games".
1 Exercise "Title"
For this exercise, you need to prepare a short text, about 12-15 sentences in size. In some words of the text, spelling errors must be deliberately made according to the studied rules. Then the forms with the text are given to each student, and it is proposed to come up with a title for it so that it reflects the main idea of the text, and find all spelling errors. It is desirable that the guys come up with 3-5 names for one story. The number of errors in the text is agreed in advance.
Text options:
in winter
The first snow falls in late autumn. He changes everything around. Fluffy snowflakes gently touch the ground, and she dresses in a white fur coat. Multi-colored sparks of frost light up and shine. The water darkens among the coastal thickets.
What a beautiful birch grove! The twigs are covered with flakes, but snowflakes crumble at any touch. In the spruce forest, the trees were so covered with snow that you would not recognize them. The Christmas tree becomes like a fancy snowman. Everywhere you can see traces of forest animals.
On winter days, one does not sit at home. Children and adults go for a walk. Everyone wants to feel the freshness of the first frost, play snowballs.
"Hello winter!" people say happily.
Squirrel
The squirrel lived in the forest, didn’t grieve about anything. Nobody bothered her. Slept on a branch of a large spruce. She didn't care about anyone but herself. Time passed, and she had squirrels. Now the squirrel did not leave them.
Winter came. Falls began in the forest. Once a heavy snowball fell from the top of a tree onto the roof of a squirrel's dwelling. She jumped out, and her helpless children were trapped. Who to turn to for help? What if someone saves the squirrels.
The squirrel quickly began to dig up the snow. The round nest of soft moss remained intact. The forest dweller was happy. Nothing will upset her anymore!
2 Exercise "Logic puzzles"
The psychologist verbally presents the children with logical problems. You can give tasks on cards. Exercise can be carried out in a competitive way. The one who solves the most problems wins.
Task options:
1) If a camel was shorter than a hedgehog but taller than an elephant, who would be tallest? (Hedgehog)
2) If a dog were lighter than a beetle but heavier than a hippopotamus, who would be the lightest? (Hippopotamus)
3) Two sons and two fathers are walking down the street. How many people are walking down the street? (Three people - grandfather, father, son)
4) What gets lighter as it gets bigger? (Balloon)
5) Is it possible to throw a ball in such a way that, after flying for some time, it stops and starts moving in the opposite direction? (Yes, if you throw the ball up)
6) The more they take, the more it becomes. What's this? (Pit)
7) A boy was walking to school and met three girls. Each girl had one dog. How many living beings were heading towards the school? (One boy)
8) You enter a dark room. It contains a candle and a kerosene lamp. What will you light first? (match)
9) One predictor could guess the score of any football match before it started. How did he do it? (Before the match the score is always 0:0)
10) If it rains at 11 o'clock at night, is it possible to have sunny weather in 48 hours? (No, as it will be night in 48 hours)
Lesson 14 (final) "Our achievements".
A group collage on the topic "Our achievements" is being drawn up.
Explanatory note
The proposed program is based on the program of Lokalova N.P. "120 lessons of psychological development of younger schoolchildren" Psychological program for the development of the cognitive sphere of students in grades I-IV.
The individual program for the development of cognitive processes is intended for classes with a 2nd grade student Ivan Ivanov, who is studying under the VII type program. This program is designed taking into account the individual characteristics of the child. The boy has a lack of formation of the motivational-volitional sphere, attention, memory, and the position of the student.
The program is designed taking into account and relying on the child's reserve capabilities: activity, working capacity, sufficient emotional contact with an adult, sufficient interest in gaming activities.
In June 2012, the boy was examined for TPMPC, as a result of which the development of the cognitive sphere of the child was recommended (correction of cognitive processes, emotional sphere).
The main goal is the correction and development of the cognitive sphere of the student.
To achieve the goal, the following tasks were set:
- development of cognitive abilities (perception, attention, memory, thinking);
- formation of the internal position of the student;
-development of communication skills.
The program includes the following blocks:
1. Diagnostic (primary diagnosis). The purpose of this stage is to identify the level of cognitive processes, communication skills.
2. Correctional / developmental block. The goal is the development and correction of cognitive processes: memory, attention, thinking, communication skills, emotional sphere.
3. Diagnostic (secondary diagnostics). The block for evaluating the effectiveness of corrective actions is aimed at analyzing changes in cognitive processes, mental states, and personal reactions in a student as a result of developing influences.
Basic techniques and methods of work: Psychological games and exercises, art therapy, fairy tale therapy, conversation.
Skill development takes place in three stages:
. obtaining information about the content of a particular skill;
. application of acquired knowledge in specific situations (skill development);
. transferring the skills learned in the classroom into the daily life of the child.
Classes are held once a week. The duration of each lesson is 45 minutes. The volume of the program material is designed for 30 lessons. Classes are held in the office of a psychologist.
Expected results:
Subject to the successful implementation of this program, there will be a positive trend in the development of cognitive activity, as well as in the motivational, emotional and communicative spheres.
The effectiveness of the program is evaluated by the results of observation, psychological examination, which is carried out at the beginning and at the end of remedial classes.
Thematic planning
Grade 2 (1-30)
Lesson topic |
Methods and tasks |
Number of hours |
|
Development of voluntary attention. |
Count it right |
||
|
Where did the bunny go? |
||
The development of visual memory. |
Flying - not flying |
||
|
Find the shapes |
||
Development of the ability to navigate in the space of the sheet. |
Above, left, right, below |
||
The development of visual-figurative thinking. |
glades |
||
Development of thinking (establishment of patterns on abstract material). |
Find the shapes |
||
Development of visual perception (allocation of letter forms). |
name the letters |
||
Cross out the letters and listen |
|||
|
Guess the words |
||
Development of the ability to obey the verbal instructions of an adult. |
Graphic dictation |
||
Development of spatial perception. |
Find the pyramid |
||
Development of thinking (establishment of patterns). |
Find the shapes |
||
Development of spatial representations. |
Balls in a tube |
||
Developing the ability to identify essential features. |
Choose the main |
||
Development of visual-verbal analysis and synthesis. |
Guess the words |
||
Development of tactile sensations. |
Rough planks |
||
The development of auditory sensations. |
Noisy boxes |
||
Development of tactile sensations. |
heavy boxes |
||
Development of voluntary attention (distribution of attention in conditions of collective activity). |
We do together |
||
The development of mediated memory. |
Encrypt the sentence |
||
Development of verbal memory and arbitrary attention. |
What changed? |
||
Development of the ability to reproduce the pattern. |
Finish the drawing |
||
Development of thinking (processes of analysis). |
Find the players in the same uniform |
||
The development of mediated memory. |
Encrypt the sentence |
||
Development of thinking (comparison operation). |
Find the same |
||
Development of thinking (generalization of visual material). |
fourth extra |
||
Development of an internal plan of action. |
Match Shapes |
||
Development of voluntary attention (distribution). |
Cross out the letters and listen |
||
Development of thinking (the ability to compare). |
Find different |
||
Correction and development program for the development of cognitive processes in children 5-6 years old
Compiled by: N.N. Pozdnyakova
The proposed program for the development of cognitive processes is part of the joint integrated work of specialists with children withindicators of the development of cognitive processes below the age norm.
Explanatory note.
Preschool age is a special, unique in its significance period in a person's life. This is the time of active knowledge of the surrounding world, meanings, human relations, self-awareness in the system of the objective and social world, the development of cognitive abilities. A.N.Leontiev considered preschool age as the time of the actual formation of the future personality. Calling the first seven years of life a period"humanization" he especially emphasized that it was at this time that the necessary generic human characteristics were mastered - articulate speech, specific forms of behavior, and the ability to productive activities. It is very important that in this significant period of life, the ability to sign transformation of reality, sign thinking (thinking of the human type) arises and intensively develops. Therefore, the problem of providing assistance to the child in the early periods of life is so acute.
A large number of scientific publications of various specialists are devoted to the problems of preschool children who do not have a pronounced clinical and pathological characteristics, but have features that prevent them from adequately adapting to social conditions of life.
Relevance: The high development of cognitive processes is relevant and significant in modern society. Children with low scores cannot fully master the preschool program. They cannot draw anything according to the program, as the fine motor skills of the hand are poorly developed, they are poorly oriented in geometric shapes and sizes. They have difficulty with such operations of thinking as analysis and synthesis, the ability to draw conclusions, generalizations. As a result, speech is poorly developed, vocabulary is depleted. Accordingly, the child may lose interest in kindergarten and other educational institutions. There is a fear of asking what the teacher does not understand.
This program allows not only to develop cognitive processes, but also to form logical thinking, to realize the individual creative potential of the individual, to establish communication with adults and peers on the basis of joint activities. The development of fine motor skills and imagination is one of the most important sources in preparing children for primary schooling. The development of cognitive processes will help children to be confident in later life. But modern society needs people who are intelligent, courageous, logically correct thinking, having the ability to communicate in communication.
Methodological basisof this program is a correctional program aimed at overcoming difficulties in the emotional, personal and cognitive spheres in children of senior preschool age Veraksa A.N., Gutorova M.F.
Orientation correctional and developmental programs.
Addressee: children 5-6 years old attending a preschool educational institution. The program involves individual and group work with children, the quantitative composition of the group is 4-5 people.Classes are held once a week, for 20-30 minutes, for 3 months.
Purpose of the program : to develop the cognitive processes of preschoolers. Help them solve personal problems: lack of attention, inability to control their emotions or overcome shyness, anxiety.
The goal is achieved through the solution of the following tasks:
Tasks:
1. Development of attention, memory, thinking, imagination.
2. Development of fine motor skills through play and exercises.
3. Development of communication skills.
- Increasing self-esteem.
Indications for conducting correctional and developmental classes:Low and below average indicators of the development of cognitive processes.
Methods that ensure effectiveness:exercises for the development of cognitive processes. Finger gymnastics. Exercises for cohesion, trust, communication.
Efficiency cut: Before and after classes, cognitive processes are diagnosed: memory, attention, visual-figurativeand logical thinking, perception, speech.
II. Psychodiagnostic methods used:
« What items are hidden?»
« What is missing from the drawings?»
"Nonsense"
"Labyrinth"
"Put down the icons"
"Image Memory"
« fourth extra»
" Find differences "
"10 words"
"Collect the Picture"
« Sequence of events»
"Finish the figure"
III. The general structure of classes.
Introduction
1. Greeting.
2. Exercises aimed at establishing mutual trusting contact, at the development of the emotional-volitional sphere.
Main part
1. game exercises aimed at the development of the cognitive sphere of the child, the assimilation of sensory standards and the expansion of horizons;
2. exercises aimed at the ability to control one's actions / to relieve internal muscle tension;
3. work with cycle tasks« preschooler folder" programs " solar steps»;
4. dynamic exercises, finger gymnastics.
Final part
1. Summing up the lesson
2. Ritual of farewell
Lesson 1.
Greetings
Hello. I am a psychologist. Every week you will come to this office, and we will play different games with you and perform interesting tasks. Do you agree? Tell me what you want me to call you? Look, there are a lot of soft toys on this shelf. Choose the one you like. Let her be your friend during class. Call her whatever name you want. Get to know her.
Game "Introduction"
Target: correction of the emotional sphere, the establishment of friendly relations.
Children pass the ball to each other and say:" My name is... " ( as they are affectionately called in the family). This stage of the lesson is especially important if the subgroup includes a child who has not previously attended kindergarten. In this case, he talks about himself, about what he loves, what interests him; establishes contact with peers.
Game What has changed? »
Target: development of attention, memory On the table 5 B toys. The psychologist asks the children to memorize them and close their eyes. At this time, he removes one toy. Children open their eyes and guess what has changed.
Exercise "Kicking"
Target : emotional discharge, removal of muscle tension.
Children lie on their backs on the carpet, legs spread freely. Then they begin to kick slowly, touching the floor with their entire feet. During the exercise, children alternate legs and raise them high, gradually increasing the speed and strength of kicking. At the same time, for each kick, the child says" Not! ", increasing the intensity of the impact. Then the children listen to calm music (relaxation).
Game "Collect the whole"
Purpose: development and correction of the cognitive sphere of the psyche; development of visual-figurative thinking.
The psychologist offers children to collect cut pictures from 3-8 parts.
Game "Paint the rug"
Goal: Development of thinking, fine motor skills
« Paint over the rug and the element that matches it with one color«
Game "Labyrinth"
A sheet with a task is placed in front of the child and instructions are given« Help the fisherman catch a fish»
Game "Icicle"
Purpose: Relax the muscles of the hands
« I want to give you a riddle:
We have a white nail hanging under our roof,
The sun will rise,
The nail will fall
(V. Seliverstov)
Correctly. This is an icicle. Let's imagine that we are preparing a performance. You will portray an icicle. When I read the first two lines, you will take a breath and raise your hands above your head, and on the third, fourth lines, you will drop your relaxed hands down. It turned out great!
Summary of the lesson.
Parting.
Lesson 2
Greetings. Hello. I'm very glad to see you again. And your friend missed you too. Take it off the shelf. Tell him what interesting things happened to you this week.
Game "Edible - - inedible"
Purpose: development of attention, acquaintance with the essential properties of objects.
Children form a circle.
The leader takes turns throwing the ball to the children and naming objects and food. If something edible is called, the child catches the ball, if it is inedible, he hides his hands.
Domino "Associations"
Purpose: development of attention, thinking, associative representations in children.
An adult offers children to decompose dominoes according to associative representations. For example, a cow is dairy products, a dog is a bone, etc.
Game "Find the Differences"
Purpose: development of attention.
Two pictures are laid out on the playing field, differing from each other in the set of elements used. The child must find the differences.
Stop game
Purpose: development of attention, speed of reaction, overcoming motor automatism.
Children go to the music. Suddenly, the music stops, but the children must continue to move at the same pace until the leader says" Stop! ".
Game "Regularity"
Purpose: to develop visual perception, memory, thinking
A sheet with a task is placed in front of the child and instructions are given:« Without violating the patterns, draw figures instead of dots».
Game "What is less"
Purpose: to consolidate knowledge about the shape, size
A sheet with a task is placed in front of the child and instructions are given:« In each picture, color the item that is smaller.»
Game "Lark"
dynamic exercise
The lark sang in the sky, | Hand movements are performed |
rang the bell, | Raised hands rotation |
Frolic in the sky, Hid a song in the grass | Slightly waving your arms, lower them through the sides down |
Whoever finds the song | The child squats, wrapping his arms around his knees |
Will be fun all year round | Child clapping his hands cheerfully |
Summary of the lesson.
Parting.
Lesson 3.
Greetings.
The game " Fingers are good animals, fingers are evil animals"(O. Khukhlaeva)
Purpose: development of the emotional sphere, communication skills
An adult offers the child to turn his fingers on his right hand into good kittens, and on his left hand into evil puppies. They need to talk to each other, get to know each other, play or quarrel.
The game " Color the kitten»
Purpose: to teach to navigate in space and on a sheet of paper. Learn to correctly understand the prepositions in, on, before, behind, under, etc., develop attention, spatial thinking
A task is put in front of the child and instructions are given: color the kitten sitting on the chair with an orange pencil, the kitten under the chair with gray, and black near the chair.
Game "Who loves what"
Goal: Learn to go through mazes, develop attention, fine motor skills
The child must guide the animals along the lines to their favorite treat.
Game "Hot and cold"
Purpose: development of attention, observation. Assimilation of the diminutiveand comparative form of the word
The host hides some small toy in the office. The child has to find it according to the clues. The closer he is to the toy, the warmer, the further, the colder.
Work with assignments from the workbook« We develop attention, memory, thinking» (page 2)
Game: "Number Hide and Seek"
Purpose: development of attention, thinking, counting skills.
On a flat surface, cards with numbers from 1 to 10 are laid out in random order. The child must examine the cards and, without touching them, show the numbers in order from 1 to 10. After that, one of them turns away, and the other shuffles all the pictures, and hides one. The first one should rather say what number is missing.
Domino game
Purpose: development of attention, the ability to follow the rules of the game, fostering a sense of collectivism.
Children at the table play dominoes (with the image of various objects). The leader monitors compliance with the rules of the game.
The game " Flying, not flying»
Purpose: development of attention, ideas about the environment.
Children form a circle. The host calls various objects and animals. If an object that flies is called, the children raise their hands, if an object that does not fly is called, they squat.
Exercise "Assemble the whole"
Purpose: correction and development of the cognitive sphere of the psyche; development of visual-figurative thinking, attention.
Children collect pictures from parts (puzzles).
Summary of the lesson
Parting.
Lesson 4
Game "Two Sheep"
Purpose: reduction of mental stress, aggression and weakening of negative emotions.
Players are divided into pairs.« Early, early two sheep met on the bridge», - leader says. With legs wide apart and leaning forward, the children rest on each other's palms. They must confront each other without moving. Who moves - lost. It is possible to make sounds"Be-e-e." Then relaxation takes place.
The game: " fourth extra»
Purpose: correction and development of the cognitive sphere, development of thinking, the ability to generalize objects on a certain basis.
The psychologist shows the child tables consisting of four pictures and offers to circle an extra object. The child finds an item and tells why it is superfluous.
Game "Catch a fish"
Goal: Development of fine motor skills, dexterity, concentration.
The child is given a fishing rod with a hook. His task is to hook as many fish as possible.
Game "Parsley"
Goal: development of motor coordination, development of the emotional sphere of the child
An adult reads a poem and plays it with the child.
The game "Klub"
Purpose: development of the ability to communicate, not embarrassed to express their attitude to the environment; the formation of cohesion between children.
Children sit in a circle, the leader has a ball in his hands. He wraps
The thread around the finger and betrays the ball next to the child sitting. At
In this case, the facilitator asks the child about something, for example:" How you
name? Do you want to be friends with me? Who do you love and why?" etc.
Exercise "Pyramid"
Purpose: development of perception of magnitude, improvement of attention.
An adult offers the child to arrange various objects (matryoshka, buttons, pyramid rings) in ascending and descending order.
Game "Don't Move"
Purpose: Improvement of attention, regulation of behavior. Overcoming motor automatism.
The child jumps to the sound of a tambourine. Suddenly, the sounds cut off and the child freezes in place.
Game "Two items"
Purpose: development of thinking, imagination
The child is invited to name two items, which include three signs each:
- Sweet, light, pleasant
- Strong, kind, smart.
- Ringing, joyful, loud.
- Light, shiny, early
- Cheerful, cheerful, energetic.
Summary of the lesson.
Parting.
Lesson 5
Greetings.
The game " Good and evil cat»
Target: correction of the behavior of aggressive children; reduction of mental stress, weakening of negative emotions.
An adult invites children to first portray evil cats, then to calm music - good cats (relaxation).
The game " In the mirror shop»
Target: correction of the emotional sphere; development of self-confidence, looseness.
An adult invites children to visit a mirror shop. One child is chosen to play the role of a monkey, the rest of the children portray mirrors. A child pretending to be a monkey enters a store and sees his image in the mirrors. He thinks they are other monkeys and startsmake faces at them. Reflections are the same."Monkey" threatens them with a fist, and they threaten her from the mirrors; she stomps her foot, and the monkeys stomp too. Whatever does"monkey" reflections in the mirrors exactly repeat her movements.
The game " fourth extra»
Target: correction and development of the cognitive sphere of the psyche; development of thinking, the ability to generalize objects on a certain basis.
The facilitator shows the children tables consisting of four pictures and suggests identifying an extra item. Children find an object and tell why they are superfluous.
Game "Say the other way around"
Target: development of thinking, attention, speed of reaction.
Children form a circle. The leader throws the ball to one of the children and calls an adjective or adverb. The child returns the ball, naming a word with the opposite meaning.
Game What has changed? »
Target: development of attention, memory.
The facilitator puts in front of the children 5-7 toys and asks to close your eyes. AT this time he removes one toy. Opening their eyes, the children must guess which toy has disappeared. Summarizing.
Parting.
Lesson 6
Greetings.
Game "Kicking"
Purpose: correction of the emotional sphere; emotional release, release of muscle tension.
Children lie on the carpet on their backs, legs spread freely. Then they begin to kick slowly, touching the floor with their entire feet. During the exercise, children alternate legs and raise them high, gradually increasing the speed and strength of kicking. At the same time, for each beat, the child says" Not! ", increasing the intensity of the impact.
Then the children listen to calm music (relaxation).
The game "Zhmurki"
Purpose: correction of the emotional sphere; development of courage, self-confidence, ability to navigate in space.
The driver is blindfolded. One of the children twists it in place to make orientation difficult. Then the children scatter around the room, and the driver tries to catch them. If he succeeds, he tries by touch to determine who he has caught.
The game " ABC mood»
Purpose: acquaintance with different emotional states of the people around them, development of the ability to understand this state.
The host gives a set of cards (b pieces) to the children sitting at the table, each of which depicts different emotional states of the character. The host asks the children to find cards on which the character is happy, offended, angry, etc. Preschoolers are shown the appropriate cards. The adult then asks the children to share experiences in their lives when they experienced the same feelings.
The game " Dwarfs and giants»
Purpose: development of attention, speed of reaction.
At the command of the leader"Dwarfs! » children squat, on command"Giants! » - get up. An adult gives commands at random and at a different pace.
Exercise "Nonsense"
Purpose: development of attention, the ability to understand pictures with a ridiculous plot.
An adult shows the children pictures and offers to find on them something that does not happen in life.
Summarizing.
Parting.
Lesson 7
Greetings.
Exercise "Compliments"
Purpose: correction and development of the emotional sphere of the psyche; relieving mental stress, overcoming barriers in communication, developing the ability to see one's positive sides.
Children join hands and form a circle. Looking into the eyes, the children take turns saying a few kind words to each other, praising them for something. The recipient of the compliment nods his head.«
I am very pleased thank you!»
He then gives a compliment to his neighbor. The exercise is carried out in a circle.
The game "What's missing?
Purpose: correction and development of the cognitive sphere of the psyche, development of attention.
The facilitator offers the children cards with the missing details. Children find the missing part and name it.
The game "Fire - ice"
Purpose: development of attention, speed of reactions.
At the command of the leader" Fire! ", the children standing in a circle begin to move. On command"Ice! ", they freeze in the position in which the team found them.
An exercise " Noisy pictures»
Purpose: correction of the cognitive sphere of the psyche; development of attention, visual perception.
An adult puts a picture in front of the children, on which randomly intertwined lines are drawn, and offers to find the image hidden behind these lines.
Summary of the lesson.
Parting.
Lesson 8
Greetings
The game " What does the mood look like»
Purpose: correction of the emotional sphere of the psyche; development of the ability to understand the emotional state of another person and the ability to adequately express one's mood.
Children form a circle. The host invites them to take turns telling what season, natural phenomenon, weather, their current mood is like. Leader starts:« My mood is like a white fluffy cloud in the blue sky. And your?»
Game: Domino "Associations"
Purpose: development thinking, attention, ability to obey a certain rule.
An adult offers children to decompose dominoes according to associative representations. For example: cow - dairy products, dog bone, etc.
The game " Forbidden movement»
Purpose: development of attention, memory, speed of reactions; relieving mental stress.
An adult explains the rules of the game to children:« I will perform different movements, and you will repeat them after me. One movement cannot be repeated». The leader shows this movement. Then he starts to perform different movements and suddenly shows a forbidden movement. Whoever repeats it becomes the leader.
The game " fourth extra»
Purpose: correction and development of the cognitive sphere of the psyche; development of thinking, attention, the ability to generalize objects on a certain basis.
The facilitator shows the children tables consisting of four pictures and suggests identifying an extra item. Children find objects and tell why they are superfluous.
Summary of the lesson.
Parting.
Lesson 9
Greetings
The game "Whose voice? »
Target : correction of the emotional and personal sphere of the psyche; development of attention, auditory perception.
Children sit in a circle and cover their eyes with bandages. The leader transplants several people and touches the child with his hand. The one touched by the leader says:" I'm here! » Children have to guess who said these words.
An exercise " Make a figure out of counting sticks»
Purpose: correction of cognitive and creative abilities; development of attention, fine motor skills of the hand, the ability to work, focusing on the sample.
Children, following the model, lay out different figures from counting sticks.
The game " Earth, air, water, fire»
Purpose: development of ideas about the environment, attention, speed of reactions.
Children stand in a circle. The host alternately throws the ball to the children, they say" Fire "
An exercise " magic figures»
Purpose: development of creative abilities, imagination, fine motor skills of the hand.
An adult invites children to become"wizards" and turn the figures into various objects or draw a picture by completing the figures, the Adult notes the best drawings.
Summary of the lesson
Parting
Lesson 10
Greetings
An exercise " How do you feel?»
Purpose: correction of the emotional sphere of the psyche; development of the ability to understand their emotional state and the state of others.
An adult shows the children cards with the image of various shades of mood. Children should choose the one that best conveys their mood (the mood of mom, dad, etc.).
An exercise " Logic endings»
Purpose: development and correction of the cognitive sphere of the psyche; development of thinking.
The facilitator asks the children to complete the sentences:«
Lemons are sour, but sugar ..., A bird flies, and a snake ...., You see with your eyes, but you hear ..., Apples and pears ... .., A knife and a piece of glass ..." etc.
Ear and nose game
Purpose: development of attention, dexterity, speed of reactions, creation of healthy emotional arousal, cheerful mood; relieving mental stress.
An adult invites children to perform appropriate actions on command. On command" Ear! » the guys should touch the ear, on command" Nose! » - up to the nose. Leading, performs actions with the children, but after a while"wrong". Children, ignoring"mistakes" should show that part of the face that the presenter calls.
Exercise "Fold the pattern"
Purpose: development of spatial thinking, the ability to create different patterns according to the model, the ability to work according to the scheme.
The host lays out a pattern from the cubes and invites the children to make exactly the same pattern from their cubes (Nikitin's cubes).
Summary of the lesson.
Parting.
Lesson 11
Greetings
Game "Wish"
Purpose: correction of the emotional and personal sphere of the psyche and relationships of children; fostering kindness, respect for peers, the desire to see the good in people and not be shy about talking about it.
Children sit in a circle and throw a ball to each other, saying good wishes.
Game What has changed? »
Purpose: development of attention, memory.
The host puts 3-7 toys in front of the children and lets them look at them for a few seconds. Then he asks the children to turn away. At this time, he swaps several toys. Turning and looking at the toys, the children should say what has changed.
Game "Four Elements"
Purpose: development of attention, the ability to obey certain rules, the cohesion of the players, dexterity, speed of reaction; relieving mental stress.
The players sit in a circle. At the command of the leader" Earth " children put their hands down, on command"Water" - stretch their arms forward, on command" Air " - raise their hands up on command" Fire " - produce rotation of the hands in the wrist and elbow joints. Whoever makes a mistake is considered a loser.
The game " fourth extra»
Purpose: correction of the cognitive sphere of the psyche; development of thinking, attention, the ability to generalize objects on a certain basis.
The facilitator shows the children tables consisting of four pictures, and offers to determine the extra item. Children find objects and tell why they are superfluous.
Summary of the lesson
Parting.
Lesson 12
An exercise " What and when I feel»
Target: correction of undesirable character traits, behavior of children; development of the ability to express one's feelings, to correctly assess the attitude of other people towards oneself.
The facilitator asks the children how people might feel. (Anger, disappointment, surprise, joy, fear, etc.) Next, he invites each child to choose one card from a set of pictures with a schematic representation of the emotional state and tell when he experiences such feelings (« I rejoice when...», « I get scared when..." etc.).
Exercise "Describe from memory"
Purpose: development of memory, attention.
The host briefly shows the children a doll (any toy), then removes it and offers to answer the questions:« What is the doll's hair like? What dress? What eyes? Does the doll have bows (shoes, socks)? Is she standing or sitting?" etc.
The game " Earth, air, water, fire»
Target: development of ideas about the environment, attention, speed of reactions.
Children form a circle. The host alternately throws the ball to the children, they say"Water" ("Air", "Earth"). The child returns the ball by naming an animal that walks on the ground (floats in water or flies). At the word" Fire " the child should turn around and clap their hands.
Domino game
Target: correction of the cognitive sphere of the psyche; development of attention, thinking.
Children at the table play dominoes (with the image of various objects). The facilitator makes sure the rules are followed.
Summary of the lesson.
Parting.
PROGRAM OF CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF CHILDREN OF THE OLDER PRESCHOOL AGE
Durneva Marina Alekseevna, teacher-speech therapist, MBDOU kindergarten No. 17, Kamensk-Shakhtinsky.Target: implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of 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 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 of his overall mental development, preparation for school and for his entire future life. But mental development itself is a complex process: it is the formation of cognitive interests, the accumulation of various knowledge and skills, and 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. Organizational moment.
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 voluntary 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 forms, pencils and colored pencils, album sheets, a 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 prepare for an expedition, but here's the trouble: you see, I'm terribly absent-minded and if I set off on a journey without a true friend, I'll definitely get lost and never reach 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 right 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 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 using 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 correct task - a 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 - a 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, to combine the signs expressed by conventional 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” and the finger game “Ring Bunny” are repeated (see Lesson No. 13).
4. Exercise "Part - whole" (Develop verbal-logical thinking)
And here is another interesting game that 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 the homework that Malvina asked.
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.
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