Program for the development of cognitive processes in preschoolers. The work program of individual and group classes on the development of cognitive processes in children with disabilities
INFORMATION CARD
1.Name psychologist Panova Elena Mikhailovna
2. The name of the program "Development of cognitive
children's processes
3. View of the program modified
4. Duration
program development 9 months
5. Age range 5-7 years old
6. Educational field of psychology
intellectual
7. The level of development is general cultural
8. Form of organization
educational process group
Explanatory note
Senior preschool age is a period of intensive mental development. At preschool age, attention is involuntary. The state of increased attention is associated with orientation in the external environment with an emotional attitude towards it, while the content features of external impressions that provide such an increase change with age. Crucial moment in the development of attention is due to the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects. For this purpose, the preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention are voluntary attention- by 6-7 years old they are already quite large.
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"CHILD DEVELOPMENT CENTER" MDOU No. 95
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Head of MDA №95
Tomaeva Z.Kh.
ADDITIONAL EDUCATION PROGRAM
"DEVELOPMENT OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN"
Educational psychologist
Panova E.M.
Vladikavkaz 2010
INFORMATION CARD
1.Name psychologist Panova Elena Mikhailovna
2. The name of the program "Development of cognitive
Processes of children
Preschool age»
3. View of the program modified
4. Duration
Mastering the program 9 months
5. Age range 5-7 years old
6. Educational field of psychology
intellectual
7. The level of development is general cultural
8. Form of organization
Educational process group
Explanatory note
Senior preschool age is a period of intensive mental development. At preschool age, attention is involuntary. The state of increased attention is associated with orientation in the external environment with an emotional attitude towards it, while the content features of external impressions that provide such an increase change with age. The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects. For this purpose, the preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention - by the age of 6-7 are already quite large.
AT to a large extent this is facilitated by the improvement of the planning function of speech, which is a "universal means" of organizing attention. Speech makes it possible to preliminarily verbally highlight objects that are significant for a particular task, to organize attention, taking into account the nature of the upcoming activity. Despite significant shifts in the development of attention, the prevailing throughout the entire preschool period remainsinvoluntary attention. Even older preschoolers still find it difficult to concentrate on monotonous and uninteresting activities; against. In the process of a game that is interesting for them, attention can be quite stable.
Similar age-related patterns also differ in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him, leaves the greatest impression. Thus, the amount of recorded material is largely determined by the emotional attitude to this subject or phenomenon. Compared with younger and middle age, the relative role is not random memorization in 6-7-year-old children it somewhat decreases, however, the strength of memorization increases. At the older preschool age, the child is able to reproduce the impressions received after a fairly long period of time.
One of the main achievements of senior preschool age is the development of voluntary memorization. Some forms of this memorization can be noted at the age of 4-5 years, but significant development is achieved by 6-7 years. In many ways, this is facilitated by gaming activity, in which the ability to remember and reproduce in time necessary information is one of the conditions for success.
An important feature of this age is the fact that a child of 6-7 years old can be set a goal aimed at memorizing certain material. The presence of such an opportunity is due to the fact that the child begins to use various objects specially designed to increase the efficiency of memorization: repetition, semantic associative linking of material.
Thus, by the age of 6-7, the structure of memory undergoes significant changes associated with a significant development of arbitrary forms of memorization and recall. Involuntary memory that is not associated with an active attitude to current activity turns out to be less productive, although on the whole this form of memory retains its dominant position.
A similar ratio of arbitrary and involuntary forms is noted in relation to such a mental function as imagination. A big leap in its development is provided by the game, necessary condition which is the presence of substitute activities and substitute items. At the older preschool age, substitution becomes purely symbolic, and the transition to actions with imaginary objects gradually begins. The formation of imagination is directly dependent on the development of the child's speech. Imagination at this age expands the child's capabilities in interaction with the external environment, contributes to its development, serves, together with thinking, as a means of cognizing reality.
The development of spatial representations of the child by 6-7 years reaches high level. Children are characterized by attempts to analyze spatial situations. Although these attempts are always quite successful, an analysis of the children's activities indicates that the image of space is divided, reflecting not only objects, but also their relative position.
The development of ideas largely characterizes the process of formation of thinking, the formation of which at this age is largely associated with the improvement of the ability to operate with ideas at an arbitrary level. This ability increases significantly by the age of 6, in connection with the assimilation of new ways of mental actions, to a large extent, it relies on the mastery of certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of figurative thinking.
Poddyakov N.N. showed that at the age of 4-6 years, the intensive formation and development of skills and abilities that contribute to the study of children external environment, analysis of the properties of objects, influencing them in order to change. This level of mental, i.e. visual-effective thinking, is, as it were, preparatory, it contributes to the accumulation of facts, information about the world, creating the basis for the formation of ideas and concepts. In the process of visual-active thinking, prerequisites appear for the formation of a more complex form of thinking - visual-figurative thinking, which is characterized by the fact that resolution problem situation is carried out by the child in line with ideas, without the use of practical actions. The end of the preschool period is characterized by the predominance of the highest form of visual-figurative thinking - visual-schematic thinking. This form of thinking is the basis for the formation of logical thinking associated with the use and transformation of concepts.
Accumulation by the senior preschool age of a large experience of practical actions, a sufficient level of development of perception, memory, imagination and thinking increase the child's sense of self-confidence.
Target direction of the program
The development of cognitive processes and fine motor skills of the hand in preschool children.
Program objectives
- Diagnostics of cognitive processes.
- Development of attention, functions of speech, memory, imagination, thinking, fine motor skills
Forms of activity
used in the implementation of the program:
- Lesson, psycho-gymnastics.
- Practical exercises, games.
The program is carried out in 2 main directions:
- Psychological education:
a) Collection of information about the child from the parents;
b) Education of parents on the problem of the development of cognitive processes in preschool children.
2. Correctional developmental stage aimed at the development of cognitive processes in children.
Conditions necessary for the implementation of the program
- Separate room for classes;
- There should be a separate table in the room;
- Stationery.
Expected end result
- Formation of arbitrary activity.
- Address-maximum level of development of mental processes.
- Target-maximum level of development of fine motor skills of the hand and coordination in the "eye-hand" system.
- Ability to organize your activities in accordance with the goal.
5. Ability to communicate.
Lesson structure:
- Mindfulness exercise.
- Exercise for the development of memory and fine motor skills.
- Psychomuscular training.
- Exercise for the development of thinking and imagination.
- Exercise for the development of motor skills and spatial thinking.
Classes are held during school year(September to May), twice a week. The duration of each lesson is 25 minutes.
The program is designed for socio-psychological work with preschool children.
The main idea of the program is not to force, not to crush, not to break the child, but to help the preschooler in his self-development and the formation of cognitive activity.
EDUCATIONAL AND THEMATIC PLAN FOR CORRECTIONAL AND DEVELOPMENT WORK UNDER THE PROGRAM "DEVELOPMENT OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN"
Direction work | Name of work forms | the date | Watch | Notes |
|
Development of concentration, volume, switching, stability of attention, short-term memory, integrity of perception, thinking, fine motor skills. Psycho-gymnastics | “Memorize the pictures”, “Draw the shapes”, “Dot pattern”, “Psychomuscular training” | 1 hour | |||
Development of concentration of attention, memory with the help of mnemonic techniques, spatial representations, analytical thinking, fine motor skills. Psycho-gymnastics | "Pulse", " Finger gymnastics”, “The deer has a big house ...”, “Snowflakes”, “Graphic series”, “Analogies”, “Psychomuscular training” | 1 hour | |||
The development of concentration, volume, switching, stability of attention, the volume of short-term auditory memory, orientation in space, the ability to classify objects, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Cascade of words", "Dots", "Graphic series", "The fourth extra", "Psychomuscular training". | 1 hour | |||
Development of switching attention, visual memory, phonemic perception, mental operations, fine motor skills. Psycho-gymnastics | “Clapping hands”, “Finger gymnastics”, “Draw the same”, “Define sounds”, “Graphic series”, “Comparison of objects”, “Psychomuscular training”. | 1 hour | |||
"Pattern", "Finger gymnastics", “Look carefully”, “There are 100 kids in our group”, “Graphic series”, “Psychomuscular training”. | 1 hour | ||||
1 hour | |||||
Development of auditory attention, concentration of attention, arbitrary memorization, integrity of perception, thinking, fine motor skills. Psycho-gymnastics | “Ears on top”, “Please”, “Finger gymnastics”, “Who is not in place?”, “Draw the figures”, “Graphic rows”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, spatial representations, analytical thinking of fine motor skills. Psycho-gymnastics | 1 hour | ||||
The development of active attention, concentration, visual memory, orientation in space, the ability to classify objects, fine motor skills. Psycho-gymnastics | “Musical Instruments”, “Portrait”, “Finger Gymnastics”, “Geometric Figures”, “Dots”, “Graphic Series”, “The Fourth Extra”, “Psychomuscular Training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, phonemic perception, mental operations, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “The deer has a big house ...”, “Define sounds”, “Dot pattern”, “Comparison of objects”, “Psychomuscular training”. | 1 hour | |||
Development of concentration of attention, short-term memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics | “Pulse”, “Finger gymnastics”, “Remember the pictures”, “There are 100 kids in our group”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, thinking, fine motor skills. Psychogymnastics. | 1 hour | ||||
The development of switching attention, the volume of short-term auditory memory, thinking, fine motor skills. Psycho-gymnastics | Clapping hands, Finger gymnastics, Cascade of words, Graphic series, Psychomuscular training. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, integrity of perception, analytical thinking of fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “The deer has a big house ...”, “Draw the figures”, “Graphic series”, “Analogies”, “Psychomuscular training”. | 1 hour | |||
The development of auditory attention, voluntary attention, short-term memory, spatial representations, the ability to classify objects, fine motor skills. Psycho-gymnastics | “Pattern”, “Finger gymnastics”, “Look carefully”, “Snowflakes”, “Graphic series”, “The fourth extra”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, orientation in space, mental operations, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Geometric figures", "Dots", "Graphic series", "Comparison of objects", "Psychomuscular training". | 1 hour | |||
The development of auditory attention, concentration, arbitrary memorization, phonemic perception, thinking, fine motor skills. Psycho-gymnastics | “Ears on top”, “Please”, “Finger gymnastics”, “Who is not in place?”, “Define sounds”, “Graphic rows”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, coordination of movements, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “The deer has a big house ...”, “There are 100 children in our group”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
The development of active attention, concentration, visual memory, observation, thinking, fine motor skills. Psycho-gymnastics | “Musical Instruments”, “Portrait”, “Finger Gymnastics”, “I put it in a bag”, “What did the artist forget to draw?”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
"Correction test", "Finger gymnastics", "Draw the same", "Dot pattern", "Graphic series", "Psychomuscular training". | 1 hour | ||||
Development of concentration of attention, short-term memory, integrity of perception, analytical thinking of fine motor skills. Psycho-gymnastics | "Pulse", "Finger gymnastics", "Remember the pictures", "Draw the figures", "Graphic series", "Analogies", "Psychomuscular training". | 1 hour | |||
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, spatial representations, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “The deer has a big house ...”, “Snowflakes”, “Graphic series”, “The fourth extra”, “Psychomuscular training”. | 1 hour | |||
The development of switching attention, the volume of short-term auditory memory, orientation in space, mental operations, fine motor skills. Psycho-gymnastics | "Claps", "Finger gymnastics", "Word Cascade", "Dots", "Graphic rows", "Comparison of objects", "Psychomuscular training". | 1 hour | |||
1 hour | |||||
The development of auditory attention, voluntary attention, short-term memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics | “Pattern”, “Finger gymnastics”, “Look carefully”, “There are 100 kids in our group”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, observation, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “The deer has a big house…”, “What did the artist forget to draw?”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
1 hour | |||||
Development of concentration, volume, switching, stability of attention, visual memory, integrity of perception, the ability to classify objects, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Draw the same", "Draw the figures", "Graphic series", "The fourth extra", "Psychomuscular training". | 1 hour | |||
The development of active attention, concentration, visual memory, spatial representations, mental operations, fine motor skills. Psycho-gymnastics | "Musical Instruments", "Portrait", "Finger gymnastics", "I put it in a bag", "Graphic series", "Snowflakes", "Comparison of objects", "Psychomuscular training". | 1 hour | |||
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, orientation in space, thinking, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "The deer has a big house ...", "Dots", "Graphic series", "Psychomuscular training", "Dot pattern", | 1 hour | |||
Development of concentration of attention, short-term memory, phonemic perception, thinking, fine motor skills. Psycho-gymnastics | "Pulse", "Finger gymnastics", "Memorize pictures", "Define sounds", "Graphic series", "Psychomuscular training". | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “Geometric figures”, “There are 100 children in our group”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
The development of switching attention, the volume of short-term auditory memory, observation, thinking, fine motor skills. Psycho-gymnastics | Clapping hands, Finger gymnastics, Cascade of words, What did the artist forget to draw?, Graphic series, Psychomuscular training. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, memory with the help of mnemonic techniques, analytical thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “A deer has a big house ...”, “Graphic series”, “Analogies”, “Psychomuscular training”. | 1 hour | |||
The development of auditory attention, voluntary attention, short-term memory, the integrity of perception, the ability to classify objects, fine motor skills. Psycho-gymnastics | “Pattern”, “Finger gymnastics”, “Look carefully”, “Draw the figures”, “Graphic series”, “The fourth extra”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, spatial representations, mental operations, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “Draw the same”, “Snowflakes”, “Graphic series”, “Comparison of objects”, “Psychomuscular training”. | 1 hour | |||
Development of auditory attention, concentration of attention, arbitrary memorization, orientation in space, thinking, fine motor skills. Psycho-gymnastics | “Ears on top”, “Please”, “Finger gymnastics”, “Who is not in place?”, “Dots”, “Graphic rows”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term visual memory, phonemic perception, thinking, fine motor skills. Psycho-gymnastics | 1 hour | ||||
Development of active attention, concentration, visual memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics | “Musical instruments”, “Portrait”, “Finger gymnastics”, “I put it in a bag”, “There are 100 kids in our group”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, observation, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “Geometric shapes”, “What did the artist forget to draw?”, “Graphic series”, “Psychomuscular training”, “Dot pattern”, | 1 hour | |||
Development of concentration of attention, short-term memory, analytical thinking, fine motor skills. Psycho-gymnastics | “Pulse”, “Finger gymnastics”, “Memorize pictures”, “Graphic series”, “Analogies”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term visual memory, integrity of perception, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “Tower”, “Draw the figures”, “Graphic series”, “The fourth extra”, “Psychomuscular training”. | 1 hour | |||
The development of switching attention, the volume of short-term auditory memory, spatial representations, mental operations, fine motor skills. Psycho-gymnastics | Clapping hands, Finger gymnastics, Cascade of words, Snowflakes, Graphic series, Comparison of objects, Psychomuscular training. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, orientation in space, thinking, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Draw the same", "Dots", "Graphic series", "Psychomuscular training". | 1 hour | |||
The development of auditory attention, voluntary attention, short-term memory, phonemic perception, thinking, fine motor skills. Psycho-gymnastics | “Pattern”, “Finger gymnastics”, “Look carefully”, “Define sounds”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term visual memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “Tower”, “There are 100 children in our group”, “Graphic rows”, “Psychomuscular training”. | 1 hour | |||
Development of auditory attention, concentration of attention, arbitrary memorization, analytical thinking, fine motor skills. Psycho-gymnastics | “Ears on top”, “Please”, “Finger gymnastics”, “Who is not in place?”, “Graphic series”, “Analogies”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, the ability to classify objects, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Geometric figures", "Graphic series", "The fourth extra", "Psychomuscular training". | 1 hour | |||
Development of active attention, concentration of attention, visual memory, integrity of perception, mental operations, fine motor skills. Psychogymnastics. | “Musical instruments”, “Portrait”, “Finger gymnastics”, “I put it in a bag”, “Draw the figures”, “Graphic series”, “Comparison of objects”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, spatial representations, thinking, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Draw the same", "Snowflakes", "Psychomuscular training", "Graphic series", "Dot pattern", | 1 hour | |||
Development of concentration of attention, short-term memory, orientation in space, thinking, fine motor skills. Psycho-gymnastics | "Pulse", "Finger gymnastics", "Memorize pictures", "Dots", "Graphic series", "Psychomuscular training". | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term visual memory, phonemic perception, thinking, fine motor skills. Psychogymnastics. | "Correction test", "Finger gymnastics", "Tower", "Define sounds", "Graphic series", "Psychomuscular training". | 1 hour | |||
Development of switching attention, the volume of short-term auditory memory, coordination of movements, analytical thinking, fine motor skills. Psycho-gymnastics | Clapping hands, Finger gymnastics, Cascade of words, There are 100 kids in our group, Graphic series, Analogies, Psychomuscular training. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term visual memory, observation, the ability to classify objects, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “Tower”, “What did the artist forget to draw?”, “Graphic series”, “The fourth extra”, “Psychomuscular training”. | 1 hour | |||
The development of auditory attention, voluntary attention, short-term memory, mental operations, fine motor skills. Psycho-gymnastics | “Pattern”, “Finger gymnastics”, “Look carefully”, “Graphic series”, “Comparison of objects”, “Psychomuscular training”. | 1 hour | |||
"Correction test", "Finger gymnastics", "Geometric figures", "Draw the figures", "Graphic series", "Psychomuscular training". | 1 hour | ||||
The development of auditory attention, voluntary memorization, spatial representations, thinking, fine motor skills. Psycho-gymnastics | “Ears on top”, “Please”, “Finger gymnastics”, “Who is not in place?”, “Snowflakes”, “Graphic rows”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term visual memory, orientation in space, thinking, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Tower", "Points", "Graphic rows", "Psychomuscular training". | 1 hour | |||
Development of active attention, concentration, visual memory, analytical thinking, fine motor skills. Psychogymnastics. | “Musical Instruments”, “Portrait”, “Finger Gymnastics”, “I put it in a bag”, “Define sounds”, “Graphic series”, “Analogies”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term memory, coordination of movements, thinking, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Geometric figures", "There are 100 children in our group", "Psychomuscular training", "Graphic rows", "Dots pattern", | 1 hour | |||
The development of concentration, short-term memory, the ability to classify objects, fine motor skills. Psycho-gymnastics | "Pulse", "Finger gymnastics", "Remember the pictures", "Graphic series", "The fourth extra", "Psychomuscular training". | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term visual memory, observation, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “Tower”, “What did the artist forget to draw?”, “Graphic series”, “Psychomuscular training”, | 1 hour | |||
Development of the volume of attention, the volume of short-term auditory memory of the integrity of perception, mental operations, fine motor skills. Psycho-gymnastics | “Lay out the circles”, “Finger gymnastics”, “Word cascade”, “Draw the figures”, “Comparison of objects”, “Graphic rows”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, thinking, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Draw the same", "Graphic series", "Psychomuscular training". | 1 hour | |||
Development of switching attention, visual memory, analytical thinking, fine motor skills. Psycho-gymnastics | Clapping hands, Finger gymnastics, Geometric shapes, Graphic series, Analogies, Psychomuscular training. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, arbitrary memorization, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “Who is not in place?”, “Graphic rows”, “The fourth extra”, “Psychomuscular training”. | 1 hour | |||
The development of auditory attention, voluntary attention, short-term memory, observation, thinking, fine motor skills. Psycho-gymnastics | “Pattern”, “Finger gymnastics”, “Look carefully”, “What did the artist forget to draw?”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term visual memory, thinking, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Tower", "Graphic rows", "Psychomuscular training". | 1 hour | |||
The development of auditory attention, concentration, visual memory, mental operations, fine motor skills. Psycho-gymnastics | “Ears on top”, “Please”, “Finger gymnastics”, “I put it in a bag”, “Comparison of objects”, “Graphic rows”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, integrity of perception, thinking, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Geometric figures", "Draw figures", "Psycho-muscular training", "Graphic series", "Dot pattern", | 1 hour | |||
Development of concentration of attention, short-term memory, spatial representations, thinking, fine motor skills. Psycho-gymnastics | "Pulse", "Finger gymnastics", "Memorize pictures", "Snowflakes", "Graphic rows", "Psychomuscular training". | 1 hour | |||
Development of concentration, volume, switching, stability of attention, short-term visual memory, orientation in space, analytical thinking, fine motor skills. Psycho-gymnastics | "Correction test", "Finger gymnastics", "Tower", "Points", "Graphic series", "Analogies", "Psychomuscular training". | 1 hour | |||
Development of the volume of attention, the volume of short-term auditory memory, phonemic perception, the ability to classify objects, fine motor skills. Psycho-gymnastics | “Lay out the circles”, “Finger gymnastics”, “Word cascade”, “Define the sounds”, “Graphic series”, “The fourth extra”, “Psychomuscular training”. | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, coordination of movements, mental operations, fine motor skills. Psychogymnastics. | “Correction test”, “Finger gymnastics”, “Draw the same”, “There are 100 children in our group”, “Graphic series”, “Comparison of objects”, “Psychomuscular training”, | 1 hour | |||
Development of auditory attention, voluntary attention, short-term memory, thinking, fine motor skills. Psycho-gymnastics | "Pattern", "Finger gymnastics", "Look carefully", "Graphic series", "Psychomuscular training". | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, phonemic perception, thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “Geometric shapes”, “Define sounds”, “Graphic series”, “Psychomuscular training”. | 1 hour | |||
Development of active attention, concentration of attention, arbitrary memorization, integrity of perception, thinking, fine motor skills. Psycho-gymnastics | "Musical Instruments", "Portrait", "Finger gymnastics", "Who is not in place?", "Draw the figures", "Graphic series", "Psychomuscular training". | 1 hour | |||
Development of concentration, volume, switching, stability of attention, visual memory, spatial representations, analytical thinking, fine motor skills. Psycho-gymnastics | “Correction test”, “Finger gymnastics”, “I put it in a bag”, “Snowflakes”, “Graphic series”, “Analogies”, “Psychomuscular training”. | 1 hour | |||
The development of auditory attention, concentration, short-term memory, orientation in space, the ability to classify objects, fine motor skills. Psycho-gymnastics | "Ears on top", "Please" "Finger gymnastics", "Memorize the pictures", "Dots", "Psychomuscular training", "The fourth extra", "Graphic rows", "Dot pattern", | 1 hour |
Used Books
- Vachkov I.V. Basic technologies of group training. - M.: 1999
- Vygotsky L.S. Psychology. - M., 2000.
- Preschool education and upbringing through the eyes of a psychologist. // Psychological science and education, No. 2, 2005
- Dubrovina I.V. “Guidelines of a practical psychologist. Readiness for school: developmental program. - M.: 1995
- Rogov E.I. Desk book practical psychologist in education. M.: 1995
- Savina L.P. Finger gymnastics for the development of speech of preschoolers: - M .: LLC "Publishing House of AST", 2004. - 44 p.
- Khryashcheva N.Yu. psychogymnastics in training. - M.: 1999
MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION
KINDERGARTEN OF GENERAL DEVELOPMENT No. 35
PROGRAM FOR CORRECTION AND DEVELOPMENT
EMOTIONAL AND PERSONAL SPHERE AND COGNITIVE PROCESSES
CHILDREN OF THE OLDER PRESCHOOL AGE
Shcherbina N.I.,
educational psychologist
Belgorod -2013
Explanatory note
Preschool childhood is considered the most important period in the formation of the human psyche by scientists and researchers not by chance. It is at this age that the intensive development of the intellectual and emotional-volitional spheres of the child takes place, his communicative qualities are formed and behavioral stereotypes are laid. Under the influence of activity and communication, a preschool child develops a motivational sphere of personality, which is a complex system of subordination of motives, among which a significant place is occupied by cognitive ones that ensure the activity of preschool children in educational activities. Unfortunately, adults are often more concerned about the acquisition of ready-made knowledge and skills by the child, and not the formation of his interest, the desire to know the world around him. Therefore, the underestimated level of performance of diagnostic tasks by older preschoolers, indicating the insufficient development of certain cognitive functions, gives rise to many questions from parents and teachers working with children to provide them with timely psychological assistance.
Children with handicapped health in preschool- these are children with speech disorders (type 5 disorders) and, as a rule, many of them need psycho-correctional help. If these are children with a low level of development of attention and mental processes, then the systematic implementation of specially selected game exercises allows you to soon note the positive dynamics in the development of the cognitive sphere. Much more difficult is the situation when it seems difficult for a child to overcome his insecurity, timidity, painful shyness, stiffness, unreasonable fears, that is, everything that prevents him from successful personal growth, social development. Analysis of diagnostic data, taking into account age characteristics, makes it possible to identify the main difficulties and problems in the development of preschool children and, on this basis, to determine the directions of correctional and developmental work.
The organization of psychological and pedagogical support for preschool children who need timely targeted assistance has its own characteristics. The specificity of correctional and developmental work with preschoolers is based on the fact that the developing psyche of the child has great advantages, compensatory and adaptive capabilities, which allows both to identify emerging difficulties in the early stages of their education, and to correct them, and even prevent their occurrence as a result of preventive work. .
AT modern conditions modernization of the education system, the main line of reforms was the implementation of an individualized approach to each child. Of particular importance in the context of solving the problems of preschool children is the individualization of education, by which we mean a scientifically based system of psychological and pedagogical measures, carried out taking into account the potential of each preschooler. Therefore, in the process of correcting the child's lag in the development of cognitive functions and personality neoplasms important role not only preschool specialists play, but also parents. Early identification of the child's special educational needs allows parents to be informed in a timely manner about the possibilities and methods of corrective and developmental influence according to specially designed and adapted programs.
This program is based on the assertions of domestic psychological science about the development of a preschool child as an active, active process, about the paramount importance of preventing developmental deviations. The optimal timing in the development of the child's psyche is determined by sensitive periods in the development of each of the mental processes, taking into account the child's zone of proximal development (L.S. Vygotsky), when the development program relies not so much on mature processes as on maturing functions. The content of the program was also based on the position of L.I. Bozhovich about the need of a preschool child to receive new experiences as a source of his knowledge, which is the foundation of both his cognitive development and general mental development. The program is also based scientific developments N.N. Poddiakova about the search activity of a preschooler as his natural state: research activities is the main source of preschoolers' ideas about the world around them. Researches of domestic scientists V.I. Bekhtereva, L.V. Fomina, which revealed a pattern in the development of hand and finger movements and brain activity, formed the basis for the use of finger techniques. Finger training in the game is an active way of stimulating the cerebral cortex and, therefore, plays a large role in mental and speech development.
Modern views on the content of psychological and pedagogical support for preschoolers suggest the formation of their cognitive activity and, most importantly, cognitive motivation. The development of such skills as operating images with the establishment of relationships and interdependencies, their graphic display, is based on active practical actions aimed at changing and transforming the situation, on anticipating the results of certain actions.
The content of this program was developed on the basis of studying the results of diagnostic examinations and assessing the level of development of cognitive processes and emotional and personal characteristics among pupils of preschool educational institutions. The correctional and developmental orientation of games and exercises is due to the requirements for the level of development of preschoolers of each age group, set out in the OOPDO, approved by the Ministry of Education Russian Federation. Therefore, the developed program for the correction and development of the emotional-personal sphere and cognitive processes of older preschoolers is an integral part in solving not only educational, but also educational tasks facing a preschool institution.
The long-term practice of organizing correctional and developmental work in a preschool institution gives the right to assert that the use of this program to accompany preschoolers who need to provide them with the necessary targeted assistance (children with disabilities) makes it possible to sufficiently stimulate children's initiative and independence, creativity, freedom of choice, motor and cognitive activity children, cooperation between an adult and a child. Thus, the use of a correctional developmental program is a necessary component in solving problems psychological support preschoolers in the context of the introduction of the Federal State Educational Standard, as it will contribute to the formation of targets for the development of the child in accordance with the quality standard of preschool education.
Target programs for the correction and development of the emotional and personal sphere and cognitive processes of older preschoolers:
- stimulation of cognitive interests, needs and abilities for active search activity of preschoolers on the basis of enrichment and development of their emotional and personal experience, volitional sphere.
Tasks programs:
State creation psychological comfort and emotional well-being, as one of the most important conditions for health preservation;
Formation of social competence: the ability to compare various character traits, adequately express one's own feelings and moods, correctly assess the attitude of others towards each other (to oneself);
Group cohesion: overcoming barriers in establishing interpersonal contacts, psycho-emotional stress;
Mastering the elements of expressive movements (facial expressions, pantomime) as means of transmission emotional states;
Formation of skills of arbitrary behavior;
Development of children's ability to express their thoughts;
Development of perception, observation;
Development of figurative and logical thinking;
Development of gross and fine motor skills.
The development and use of a working correctional and developmental program is based on the following principles:
Unity of diagnostics and correction: selection of material for classes with children in accordance with the results of examinations (control diagnostic sections determine the dynamics in the development of the child and, consequently, the effectiveness of the methods and techniques used, thus, all correctional and developmental work is based on diagnostic data);
Maximum consideration of the individual characteristics and abilities of the child, his age-related capabilities (taking into account the current and potential level of development of the child, his learning ability);
An activity approach in the implementation of programs for the correction and development of preschool children with speech disorders (including the organization of a developing environment that stimulates the active participation of children in educational process using practical, research methods);
Constant updating of the content, forms and methods of correctional and developmental work, the use of non-traditional technologies (the content of classes is based on the use of game methods, taking into account the leading activities of preschoolers, on a variety of activities);
Comprehensive support for preschoolers with disabilities speech development(the development of the emotional-personal sphere and cognitive processes is the basis for the development of speech functions);
Continuity and unity of requirements with the optimal distribution of the content of educational activities, its integration (on speech therapy classes techniques are used to activate mental processes, play emotional states; in the psychologist's classes, children practice speech actions);
The social orientation of correctional and developmental work with preschoolers with speech disorders (including, in the classroom of a psychologist, children with speech disorders communicate among peers with the norm of speech development).
Thus, psycho-correctional and developmental exercises are built on a game method using elements of social and behavioral therapy trainings, art therapy with many of its types and versatile applications. The purpose of the methods used is the manifestation emotional reactions, relationships, attitudes of behavior, the creation of an "image-I" through the perception of oneself through the eyes of others. The games and exercises of the presented program are aimed at solving not only cognitive problems, but also at the development of the emotional, personal and social sphere. Reasonable application different forms correctional and developmental work, both group and individual, reflects the semantic structure of the program.
Fun and useful activities game form represent a certain practical value not only for teachers, but also for parents who are not indifferent and interested in the full development of their children. Game situations of the program help to create an atmosphere for the manifestation of creativity, an environment of cooperation that does not deprive the child of the opportunity to express himself independently, as well as to develop the ability to find various (optimal) solutions to the problem, first with the help of an adult, and then independently.
Correctional and developmental classes that make up the program are held with children 5-7 years old during the school year once a week. Duration of classes for children senior group 20-25 minutes, for children preparatory group 30-35 minutes. The structure of the classes is quite flexible, as it is designed taking into account the age and individual characteristics of children. Each lesson consists of an introductory, main and final part, in which certain goals are achieved:
The introductory part is aimed at establishing emotional contact between all participants, at removing barriers in communication, psychological stress;
Main or working part carries the semantic load of the entire lesson - these are games and exercises aimed at developing and correcting the emotional-volitional and cognitive spheres of the child;
The final part of the lesson aims to create a positive emotional background for each participant as a result of work in the lesson.
Lesson 1
Purpose: preparing children for group classes; developing a style of group interaction; the development of figurative representations, visual perception, observation, hand-eye coordination, spatial orientation, the ability to coordinate joint actions in a game situation.
Greetings:
Game: "Acquaintance" - children call their names in a circle, get acquainted with a teacher-psychologist.
Main part:
1. The game "Attention, flag." Children stand near a psychologist who shows them three flags different color, each of which corresponds to a specific action: red - you need to jump, green - clap your hands, blue - step in place. On a signal (raised flag), the children perform the appropriate action.
2. The game "What the artist confused" (Figure 1). Children are asked to look at two pictures and find as many differences as possible in the pictures.
3. The game "Fold the picture." Children are given subject pictures cut into 6 parts. You need to put them together without a sample and make a short descriptive story.
4. The game "Labyrinth" (Figure 2). The children got lost in the forest. They need to find a house and not meet the wolf. First, the child leads through the maze with his finger, and then with a pencil.
5. The game "Circle and color." Children are given stencils of animals. It is necessary to circle the animal along the contour, then draw and color.
Relaxation:"Magic Dream" (Appendix I).
Farewell: The game "Smile to a friend." Everyone stands in a circle and conveys their mood and wishes to the neighbor in the palm of their hand.
Lesson 2
Target: development of figurative representations, visual perception, observation, tactile sensitivity, perceptual actions, creative imagination, communication skills.
Greeting: Acquaintance. Game "Hello joyfully."
Main part:
1. The game "Name as many as possible ...". Children are asked to name as many objects of a certain color and shape that are in the room as possible.
2. The game "Guess by touch." Children are given bags with pasta, cereals, peas, beans, buttons, small items, etc. It is necessary to determine what is in the bag. Children can consult with each other.
3. The game "Find the same" (Figure 3). The children look at the drawing. Among the four items in the top row, you need to find the same one as shown below, and explain why this particular one.
4. The game "Finish the picture" (Figure 4). A sheet of paper shows schematic drawings and lines. You need to finish them to get a plot picture. You can invite the children to write a short story.
5. Collective compilation of a plot picture from cubes.
Children are offered to consider the cubes and put together a plot picture from them.
Relaxation: "Magic dream".
Farewell: game "Smile to a friend".
Lesson 3
Purpose: development of perception, creative imagination, the ability to memorize a multicomponent instruction, perform a task in accordance with the rules, stimulate the muscular system of the hands, motor dexterity of the fingers.
Greeting: Game "Wishes".
Main part:
1. The game "Gnome" (finger gymnastics).
The gnome walked through the forest, (index and middle fingers "go" along the table)
I lost my cap, (shake your hands)
The cap was not easy, (rhythmic strikes of the fingers against each other)
With a golden bell!
Who will tell the gnome more precisely, (squeezing and unclenching the hands)
Where to look for him missing? (repeat everything 2-3 times)
2. "Connect the dots"
Children look at the picture, trying to figure out who hid in it. After consulting, they make an assumption that they need to be connected in order, focusing on the numbers from 1 to 10. The children connect the dots and decorate the picture, finish it to make the plot picture “In the Forest”. After completing the drawing, the children are invited to write a story.
3. The game "Tangram". In continuation of the theme, children are invited to make a bunny from geometric shapes. An example is his silhouette image. If the children have difficulties in completing the task, you can give them a contour image of the object.
Relaxation: "Magic dream".
Farewell: Good Morning game.
Lesson 4
Purpose: development of creative imagination, visual perception, motor coordination of the hand, fine motor skills of the fingers.
Greeting: Game "Wishes"
Main part:
1. The game "Gnome" (finger gymnastics)
2. "Smooth handkerchiefs"
Each child should fold a square sheet of paper diagonally in 3-4 steps - “we will smooth out handkerchiefs for forest dwellers”.
3. The game "Name as many as possible ..."
Children are invited to name as many objects of a certain size and shape outside the window as possible.
4. The game "Magic bag".
Children must determine which objects are in the bag without looking into it, but only by feeling them with their fingers.
The psychologist offers children to compare two story pictures and find as many differences as possible in them.
Relaxation: "Sunny Bunny". (Appendix 2).
Farewell: The game "Smile to a friend."
Lesson 5
Purpose: development of figurative representations, visual perception, observation, large and small motor skills, formation combinatorial abilities, stimulation of analytical and synthetic activities.
Greeting: The game "Congratulations".
Main part:
1. The game "Who will tie knots more?"
On a piece of rope (ribbon) children for certain time they must tie as many knots as possible, and then, exchanging with a neighbor and closing their eyes, count them by touch.
Farewell: Good wishes game.
Lesson 7
Purpose: development of motor coordination, perception, observation, imagination, communication skills.
Greeting: The game "Smile at each other." Compliments game.
Main part:
1. The game "Connect the dots and color."
Children use a pencil to connect the dots, focusing on their alternation. They reveal the secret of the picture (herringbone, car, bunny), draw and paint over them, combining them into a common plot. Then each child comes up with interesting story that happened to his characters. Children choose their favorite story.
2. The game "dexterous hands".
Each child is given a box containing a spool of scrolls and a pencil. At the signal of the psychologist, the children wind the thread around the pencil and stop at the signal. Then, having coordinated their actions with a peer, they do the following: one child holds a pencil, and the other winds the thread on a spool, then change. Then they determine which pair coped faster.
3. The game "What the artist confused" "(Figure 8).
Children are invited to consider two pictures and find as many differences as possible, observing the rule: answer only at the signal of the psychologist and do not repeat. For the correct execution of the rule and the difference, the child receives a chip. At the end of the game, the winner is determined.
4. The game "Cut pictures".
Children are divided into 2-3 subgroups, each of which is given an envelope with parts of a split picture and the task is to quickly fold the picture. Which group will do it better? They start working on a signal from a psychologist. When compiling a picture, there are certain difficulties. The psychologist deliberately changes parts of the pictures in the envelopes. For example, one group lacks one part, while in another, children find an extra one. After completing the task, each subgroup should compose a story or a fairy tale based on their picture. The best story or fairy tale is determined.
Relaxation: "Save the chick."
Farewell: The game "Handshake in a circle"
Lesson 8
Purpose: development of creative imagination, differentiated perception, fine motor skills of fingers, coordination of hand movements, communication skills.
Greeting: Game "Smile to each other" Game "Compliments".
Main part:
Farewell: Game "Wishes".
Lesson 13
Purpose: development of voluntary attention, memorization, logical thinking, speech.
Greeting: Mood color. The game "The wind blows on those who ..."
Main part:
1. The game "Attention, you can start" (Figure 13). The children look at the drawing. The psychologist gives the task: “The figure shows geometric shapes. There is a mosquito in the square, a ladybug in the circle. It is necessary to count mosquitoes and ladybugs. After completing the work, the children report the number of insects found. In case they succeed different amount, ask: "Why did it happen?" - "Someone was inattentive."
2. The game "We repeat one after another" One child calls a word, the other repeats it and calls his own, etc .; and so on up to 7-8 words. In case of difficulties, the psychologist provides assistance. The game should be played energetically, without long pauses.
3. The game "Extra word".
pike, crucian, perch, crayfish - chamomile, lily of the valley, lilac, bluebell
branch, apple tree, pear, plum - ear, face, nose, mouth, eyes
lynx, bear, tiger, cat, lion - snake, spider, lizard, tree, snail
4. Game "Continue the sentence"
Mom went to the store to...
I will go to school because...
The girl got sick because...
I go to preschool because…
If you walk in the rain...
Katya has a new dress because...
If it's cold outside...
5. The game "Find objects made of wood, plastic in the room."
Relaxation: "Butterfly".
Farewell: The game "Smile at each other."
I.V. Bagramyan, Moscow
The path of growing up a person is quite thorny. For a child, the first school of life is his family, which represents the whole world. In the family, the child learns to love, endure, rejoice, sympathize and many other important feelings. In the conditions of the family, an emotional and moral experience inherent only to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and activities. The priority in raising a child belongs to the family (M.I. Rosenova, 2011, 2015) .
decluttering
Much has been written about how important it is to be able to let go, to complete the old, obsolete. Otherwise, they say, the new will not come (the place is occupied), and there will be no energy. Why do we nod when we read such cleaning-motivating articles, but everything still remains in place? We find thousands of reasons to postpone what is deferred for throwing away. Or not to start sorting out rubble and storerooms at all. And we already habitually scold ourselves: “I’m completely cluttered up, we need to pull ourselves together.”
To be able to easily and confidently throw away unnecessary things becomes a mandatory program of a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “the right way” - and the better we can hear ourselves, the happier we live. And the more right it is for us. So, let's see if it's really necessary for you personally to declutter.
The art of communicating with parents
Parents often like to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn ... It comes to the point that children do not want to see their parents, because they are tired of their moralizing.
What to do?
Acceptance of shortcomings. Children must understand that it will not be possible to re-educate their parents, they will not change, no matter how much you would like it. When you come to terms with their shortcomings, it will be easier for you to communicate with them. You just stop expecting a different relationship than before.
How to prevent change
When people create a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners in a legal relationship. In a word, the number of faithful and unfaithful people is distributed 50 to 50.
Before talking about how to save a marriage from cheating, it is important to understand
Galina Zueva
Correctional program for the development of cognitive processes of older preschoolers
aim correctional - developmental program is the development of cognitive processes of children. Program contains 8 group lessons, which are held once a week. The duration of one lesson is 25-30 minutes. Each lesson begins with a short warm-up, which helps the children to get ready for work. Feature of this program is that each lesson includes a variety of games and exercises aimed at development of certain cognitive processes. The lesson begins with more active games and exercises that require children to activate various cognitive processes. Next come the exercises that require more arbitrariness and concentration. In conclusion, the psychologist sums up the lesson, praises the children and motivates them for further classes.
Group lesson plan aimed at.
Lesson 1
An exercise: "Shadow". Target: development spatial perception of the body.
An exercise "Perform the moves". Target: Develop motor and visual memory, attention, coordination of movements.
An exercise "Finish the word". Target: development speed and flexibility of thinking
Lesson 2
An exercise: "Adjuster". Target: development auditory perception, orientation in space, speed of reaction.
An exercise "Name the Word". Target: development of flexibility of thinking
An exercise "Look Closer". Target: development arbitrariness of attention
Lesson 3
An exercise "It happens - it doesn't happen". Target: development of thinking.
An exercise: "Lay out figures from matches". Target: development visual-spatial memory and spatial thinking.
An exercise "How many words with sound?". Target: - strengthening the skills of perception and pronunciation of sounds.
Lesson 4
An exercise: "Shapes and Objects". Target: development of observation.
An exercise "Answer Quickly". Target: development of flexibility of thinking.
An exercise "Who left?". Target: memory development, attention.
An exercise "Hide and Seek". Target: to teach to understand and correctly use prepositions with spatial meaning in speech (in, on, about, in front of, under) and activating them in speech)
Lesson 5
An exercise "What is inside?". Target: development of thinking and speech
An exercise: "I put in a bag". Target: memory development
An exercise "Question answer". Target: development logical thinking and speech.
Lesson 6
An exercise "Pantomime". Target: development imagination and creativity.
An exercise "Item-Action". Target: development of thinking and speech
An exercise "What's new". Target: development ability to focus on details memory development.
An exercise "Drawings in a row". Target: development voluntary attention.
Lesson 7
An exercise "Say the opposite". Target: ensuring understanding and use of antonym words in speech; vocabulary enrichment.
An exercise "Learn the Word". Target: development switching and distribution of attention.
An exercise "Broken phone". Target: formation of skills of perception and discrimination of speech sounds; specification and expansion of the dictionary;
Lesson 8
An exercise "Remember the Order". Target: develop memory, Attention.
An exercise "Make Words". Target: imagination development, speech, emotional sphere.
An exercise "Tops-roots". Target: - expansion of children's ideas about vegetables, their place of growth, essential features, clarification and expansion of the dictionary.
An exercise "Musical Mystery". Target: imagination development, empathy.
With children who have identified problems with individual cognitive processes, additional individual exercises are recommended. It should be noted that all classes must be held in the form of a game. Also, these exercises can be recommended to parents for additional exercises at home.
Exercises for individual lessons aimed at development of cognitive processes of children of senior preschool age.
Exercises on development perception and spatial thinking
An exercise: “Cold - Hot; Right left". Target: development auditory perception, orientation in space.
An exercise: "Draw the figures". Target: development of perceptual accuracy.
An exercise: "Where?". Target: development spatial representations.
Exercises for development of thinking.
An exercise "Find the extra word". Target: development ability to generalize, highlight essential features "
An exercise "Vice versa". Target: development of thinking and speech
An exercise "Guess the description". Target: development of thinking and speech
An exercise "Who will be who". Target: development of thinking
An exercise "Find the extra word". Target: development of thought processes of generalization, distraction,
An exercise "4-odd". Target: generalization development
An exercise "Name it in one word". Target: the formation of the ability to divide objects into classes according to a given basis.
An exercise "Pick up the signs". Target: development logical thinking and semantic memory.
An exercise "Semantic Rows". Target: development of thinking.
Exercises for memory development
An exercise "What's gone". Target: memory development, attention.
An exercise "Know the subject". Target: development perception and memory
An exercise "Draw a Figure". Target: development of perception, thinking and memory
An exercise "Remember Shapes". Target: development of visual memory.
An exercise "I am a camera". Target: memory development, imagination
An exercise "Pictures to remember". Target: the development of mnemonic techniques, the formation
An exercise "Story". Target: development of arbitrary memory
An exercise "Semantic system". Target: mastering mnemonic techniques, the formation of awareness of memorization, memory development.
Exercises on development of attention.
An exercise "Points". Target: attention span development.
An exercise "Buttons". Target: development of attention, logical thinking and orientation in space.
Exercises on imagination development
An exercise "Draw a picture". Target: development visual imagination.
An exercise "What if…". Target: verbal development(verbal) imagination.
An exercise "Untangle the Words". Target: learning to compose simple sentences, agreement of words.
Exercises on speech development
An exercise "Fix the offer". Target: to teach to find a semantic error in a sentence.
An exercise "Listen and count". Target: learn to determine the number of words in a sentence by ear.
An exercise "Make a Phrase". Target: to consolidate the ability to form sentences from the proposed words.
So, when designing programs for the development of cognitive processes of older preschoolers We took into account both age and individual characteristics children. All exercises programs are playable, since it is in the game that the child learns new knowledge, learns to operate with objects, knowing their properties and qualities. The proposed integrated program activities with children development of cognitive processes designed in such a way as to fully take into account the individual characteristics of children, while maintaining the advantages of group forms of work. "Intellectual maps as an effective means of developing the speech and cognitive abilities of children of senior preschool age"..
Consultation "Correctional program for the development of thinking of children of primary school and senior preschool age" Explanatory note. This correctional program Designed for children of primary school and senior preschool age. Tasks.
Generalization pedagogical experience Topic: "Development of cognitive processes of preschool children through creativity Relevance of V.
Review of methodological literature
MBOU "Secondary school No. 1 with in-depth study of individual subjects in the city of Shebekino Belgorod region»
"Reviewed"
At a meeting of the Methodological Council of the MBOU "Secondary School No. 1 with UIOP of the city of Shebekino, Belgorod Region"
Protocol No. ___
from "____" ____ 2014
"Agreed"
Deputy Director for VR, MBOU "Secondary School No. 1 with UIEP, Shebekino, Belgorod Region"
Gorgots O.I.
"____"_________2014
"Reviewed"
at the meeting Pedagogical Council
Protocol No. ___
dated __.__.2014
"I approve"
Director
MBOU "Secondary School No. 1s UIOP of Shebekino, Belgorod Region"
Vyalova I.A.
Order No. ______ dated
"___" _________ 2014
WORKING PROGRAMM
CORRECTIONAL DEVELOPMENT CLASSES
FOR THE DEVELOPMENT OF COGNITIVE PROCESSES
Implementation period: 4 years
Age of students: 6-11 years old
Teacher - psychologist
Plotnikova Svetlana Vladimirovna
Shebekino, 2014
Table of contents
Explanatory note ………………… …...…………………………....… 3
Thematic planning and content Grade 1………………………..8
Thematic planning and content Grade 2………………………10
Thematic planning and content Grade 3………………………12
Thematic planning and content Grade 4………………………14
Methodological support …………………………………………………….15
Bibliography …………………………………………… …………..…15
Explanatory note
Working programm for the correction of cognitive processes was developed on the basis of a program for the development of cognitive abilities L. V. Mishchenkova "36 classes for future excellent students"(Moscow. Rost Publishing House, 2011) and is intended for students in grades 1-4.
Distinctive feature. Classes for the development of cognitive abilities are distinguished by the fact that the child is offered tasks of a non-educational nature. So serious work takes the form of a game, which is very attractive and interesting. junior schoolchildren. The principal objective of the proposed course is precisely the development of cognitive abilities and general educational skills and abilities, and not the assimilation of any specific knowledge and skills.
In the concept of federal state standards second generation as the end result of educational activities Russian school a portrait of an elementary school graduate is recorded, in which the most important place is given to the creative qualities of the child: “Inquisitive, interested, actively learning about the world; able to learn, able to organize their own activities ... "
The course "CPC" (Development of cognitive abilities) is aimed at developing in students the above qualities of a primary school graduate.
Maingoalcourse: development of the intellectual and creative potential of the child's personality through a system of correctional and developmental classes.
In accordance with the goal, specific tasks course:
Development of cognitive abilities of younger students.
Development of creative abilities of younger students.
Expanding students' horizons.
The development of the emotional-volitional sphere of children.
Formation of students' desire for personal growth.
The RPS course is a set of specially designed classes that combine correctional and developmental exercises with a variety of educational material. This combination provides both the development of the cognitive needs of students and their mental qualities: all types of memory, attention, observation, speed of reaction, imagination, speech, spatial perception and sensorimotor coordination, communication skills, such thinking abilities as analysis, synthesis, exclusion of superfluous, generalization, classification, establishment of logical connections, ability to design.
The content of the course integrates tasks from various fields of knowledge: the Russian language, literature, mathematics, the world around. Thematic classes, presented in a playful way, contribute to the easy correction and development of the mental qualities of students, the formation of general intellectual skills, the expansion of horizons, the development of cognitive abilities and, ultimately, the achievement of good academic results.
When drawing up a working correctional and developmental program, the following were taken into account:
requirements of the federal state educational standard of primary general education;
psychological and pedagogical aspects of working with children of primary school age;
achievements in the field of practical psychology.
Changes have been made to the program: due to the reduction of thematic classes in grade 1, 4 hours were added for individual in-depth diagnostics of students (at the beginning of the year - 2 hours, at the end of the year - 2 hours). In grades 2-4, 2 hours are allotted for individual in-depth diagnostics of students (end of the year).
Selection criteria for the correctional group
The correctional group includes students in grades 1-4 who have learning difficulties and have shown a low level of intellectual development with an in-depth psychological examination according to the method of L.A. Yasyukova "Forecast and prevention of learning problems in primary school". At the end of the academic year, a repeated in-depth diagnosis of these students is carried out. The diagnostic results are taken into account when building further psychological and pedagogical support for students,
Conditions for the implementation of the program
The RPS course is aimed at children from 6 to 10 years old, designed for 4 years - 135 hours: Grade 1 - 33 hours, Grade 2 - 34 hours, Grade 3 - 34 hours, Grade 4 - 34 hours.
Classes are held once a week, for 45 minutes in grades 2-4; in the 1st grade - in accordance with the order of the Ministry of Health of Russia of August 6, 1999).
Form of organization of classes - group, individual.
The number of children in the group is from two to eight people.
This program can be used for conducting individual and group classes with children studying under the correctional and developmental program of type VII. Depending on the complexity of intellectual impairments in these students, their capabilities, the teacher-psychologist determines the form of presentation of the material and the choice of tasks included in the workbooks.
Requirements for the premises : a classroom (psychologist's office), which includes a study area (tables and chairs) and a play space;
Features of correctional and developmental classes
Providing a favorable atmosphere. Goodwill on the part of the teacher, his refusal to express criticism of the child.
Gradeless learning system.
Enriching the child's environment with a variety of new objects for him in order to develop his curiosity.
Encourage the expression of original ideas.
Wide use of questions of open, multivalued type.
The teacher's use of a personal example - a creative approach to solving a problem.
Giving children the opportunity to actively ask questions.
Correctional and developmental work is based on the strengths of students: contact, visual-figurative thinking, visual memory, imagination.
Expected personal and meta-subject results
By the end of primary school, students should be able to:
Find and name a pattern in the arrangement of objects, complete the logical series in accordance with a given principle, independently draw up an elementary pattern.
Name several options for an extra object among a group of homogeneous ones, justify your choice.
Find the principle of grouping objects, give a generalized name to these groups.
Find similarities and differences between objects (by color, shape, size, basic concept, functional purpose, and so on).
To be able to determine cause-and-effect relationships, recognize deliberately false phrases, correct illogicality, justify one's opinion.
Independently solve various kinds of puzzles (crosswords, rebuses, cryptograms, anagrams, encryption, etc.), as well as compose simple puzzles.
Highlight the essential features of the subject, explain your choice.
Construct phrases in various ways (by connecting the beginning and end; by selecting the first and last words according to a given construction, and so on).
Pick up rhymes for words, make pairs of poetic lines.
Name positive and negative character traits.
Find synonyms and antonyms for words.
Recognize the studied winged words (phraseological units) and reveal their meaning
Show quick reaction when choosing the correct answer among several proposed ones.
Memorize at least 10 pairs of words that are related to each other in meaning, as well as at least 8 pairs that are clearly not related to each other in meaning after a single listening.
Match the plot and the proverb that expresses its main idea.
Use the technique of theatricalization: stage plays, act out the proposed situations, “reincarnate” into an inanimate object using gestures, facial expressions, plasticity and other acting abilities.
Freely navigate in space, operating with the concepts: “up obliquely from right to left”, “up obliquely from left to right”, “down obliquely from right to left”, “down obliquely from left to right” and others, independently draw drawings using these concepts on checkered paper.
Compose a story on a given topic, invent a continuation of the situation, compose fairy tales in a new way, fantastic stories both in the first person and on behalf of an inanimate object.
Express in words the feelings experienced by the hero of the work.
Express your attitude to what is happening, share your impressions.
Results levels
A basic level of(student will learn):
accept and save the learning task;
plan their actions in accordance with the task and the conditions for its implementation, including in the internal plan;
build messages in oral and written form;
establish cause-and-effect relationships in the studied range of phenomena;
to carry out synthesis as a compilation of a whole from parts;
carry out comparison, seriation and classification according to specified criteria;
to generalize, i.e. to carry out generalization and derivation of generality for a whole series or class of single objects, on the basis of highlighting an essential connection;
establish analogies;
carry out subsuming under the concept on the basis of object recognition, selection of essential features and their synthesis;
take into account different opinions and strive to coordinate various positions in cooperation;
to formulate own opinion and position;
to ask questions;
adequately use speech means to solve various communication tasks, build monologue to master the dialogical form of speech.
Advanced level (the student will have the opportunity to learn):
in collaboration with the teacher, set new learning objectives;
show cognitive initiative in educational cooperation;
consciously and voluntarily build messages in oral and written form;
carry out synthesis as a compilation of a whole from parts, independently completing and replenishing the missing components;
carry out comparison, seriation and classification, independently choosing the bases and criteria for the indicated logical operations;
build logical reasoning, including the establishment of cause-and-effect relationships;
speech means for the effective solution of various communicative tasks, planning and regulation of their activities.
Program effectiveness criteria
In order to track the dynamics of student development, individual diagnostics are carried out at the beginning of the academic year - September, and at the end - May according to the method of L.A. Yasyukova "Forecast and prevention of learning problems in elementary school".
Correctional and developmental work with children should be considered effective if the results of the psychological examination of children reach a new qualitative level (the average level of the age norm). If, according to the results of the final diagnosis (end of the year), students have not reached the age norm, then they will continue classes aimed at developing cognitive processes in the next academic year.
Also, the effectiveness of correctional and developmental work is indicators of changes in the motivational and personal sphere of students (the formation positive attitude to school and learning, an increase in self-confidence, an increase in the level of development of the emotional-volitional sphere, the desire to defend one's opinion, the formation of adequate self-esteem, an increase in interest in everyone school lessons, the disappearance of the fear of answering in class, the growth of school performance).
Thematic planning and content indicating the main
areas of work with students
1 class
№ p/p
TOPIC
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
2 hours
The first time in first class
1 hour
The value of learning. School rules. Officer's line, options for its use
attention development,
auditory memory, thinking, imagination, fantasy, speech, reflection
Work on mistakes
1 hour
The meaning of the concept of "work on the mistakes"
Development of attention, speed of reaction, logical thinking, reflection
Three little pigs tasks
1 hour
Hello, autumn!
1 hour
Three periods of autumn: early autumn, mid-autumn, late autumn. Autumn natural phenomena
Development of attention, memory, thinking, imagination, reflection
Let's play chamomile
1 hour
Chamomile game rules. How to dramatize short dialogues
Development of attention, thinking, speed of reaction, imagination, artistic abilities, reflection
Through the pages of Russian folk tale"The wolf and the seven Young goats"
1 hour
Development of attention, thinking, auditory memory, imagination, design abilities, reflection
We draw an apple tree
1 hour
How to stage a situation with gestures and facial expressions
Development of attention, thinking, auditory memory, phonemic hearing, artistic abilities, reflection
geometric store
1 hour
Geometric shapes: triangle, square, rectangle, quadrilateral, circle, rhombus, their features
Development of attention, logical thinking, orientation in space, visual memory, sensory abilities, reflection
Based on the pages of the Russian folk tale "Masha and the Bear"
1 hour
Development of attention, visual memory, thinking, design abilities,
artistic ability, reflection
Father bread
1 hour
The value of bread, the complexity of its production.
Development of attention, thinking, auditory memory, imagination, reflection
Surprise box
1 hour
The game "Mouth of a baby"
Development of attention, logical thinking, imagination, speech, speed of reaction, reflection
On the mushroom field
1 hour
Common mushrooms: boletus, boletus, boletus, honey mushrooms, chanterelles, fly agaric, their features.
The basic rule of the mushroom picker
Development of attention, thinking, visual memory, orientation in space, imagination, fantasy, speech, reflection
Visiting Znaika
1 hour
Znayka is the hero of the book by N. Nosov "The Adventures of Dunno and his friends"
Development of attention, speed of reaction, thinking, visual memory, imagination, sense of rhyme, reflection
Reading letters
1 hour
Summary popular works, their main characters: Aladdin, Balda, Winnie the Pooh, The Nutcracker, Baron Munchausen
Development of attention, thinking, imagination, fantasy, reflection
1
2
3
4
5
We decorate the Christmas tree
1 hour
Traditional Christmas decorations
Development of attention, visual memory, thinking, design abilities, imagination, sense of rhyme, reflection
"Cool" tasks
1 hour
What is a “name-shifter”, “vinaigrette for fairy tales”. How to draw a non-existent animal
Development of attention, auditory memory, thinking, including non-standard, imagination, reflection
And again "cool" tasks
1 hour
A comic description of a fairy tale character. How to draw a portrait of a non-existent person
Development of attention, auditory memory, logical thinking, including non-standard, orientation in space, imagination, reflection
Pets
1 hour
The role of pets in human life
Development of attention, thinking, visual and auditory memory, imagination, expansion of vocabulary, reflection
A chain of entertaining tasks
1 hour
Development of attention, thinking, orientation in space, design abilities, sense of rhyme, visual memory, reflection
About the stars
1 hour
The sun is a star solar system. The number of stars in the universe. Meteors and meteorites
Development of attention, thinking, memory, orientation in space, imagination, fantasy, reflection
By the way of good
1 hour
The meaning of the concepts of "good" and "evil" by example literary works. Character traits that symbolize goodness
Development of attention, memory, thinking, speech, reflection
To be healthy
1 hour
The main components of a healthy lifestyle
life. Narrative from the point of view of an inanimate object
Development of attention, thinking, orientation in space, memory, imagination, fantasy, speech, reflection
Dunno exam
1 hour
Development of attention, speed of reaction, logical thinking, imagination, visual memory, design abilities, reflection
Collection of puzzles from Dunno
1 hour
Development of attention, speed of reaction, logical thinking, semantic and visual
memory, imagination, sense of rhythm and rhyme, reflection
Through the pages of Edward's book
Uspensky "Uncle Fyodor, the dog and the cat"
1 hour
E. Uspensky and his books. Heroes of the work "Uncle Fedor, dog and cat"
Development of attention, speed of reaction, semantic memory, thinking, imagination, reflection
famous
kids. Thumbelina
1 hour
Thumbelina - the heroine of the fairy tale by G.-Kh. Andersen. origin of the name Thumbelina. Brief
Development of attention, orientation in space, thinking, imagination, fantasy, speech, reflection
Bouquet for the Little Mermaid
1 hour
Summary of the tale by G.-Kh. Andersen "The Little Mermaid". Reservoirs. Marine life
Development of attention, auditory and figurative memory, non-standard thinking
Assorted matches
1 hour
The meaning of the word "assorted"
Development of attention, thinking, visual memory, reflection
Word fun
1 hour
Variety of word games
Development of attention, non-standard thinking, design abilities, reflection
Individual in-depth diagnostics of students
2 hours
Total
33 hours
Grade 2
№ p/p
TOPIC
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
back to school
1 hour
The meaning of discipline. Legend "Law of the right hand"
Development of attention, speed of reaction, thinking, imagination, speech, reflection
Like a cornucopia
1 hour
The meaning and history of the origin of the phraseological unit "as from a cornucopia"
Development of attention, speed of reaction, thinking, orientation
in space, visual memory, imagination, reflection
Something about school
1 hour
The history of the origin of school words: "school", "vacation", "knapsack".
Pelican - a symbol of teacher's work
Development of attention, thinking, speed of reaction, design abilities, reflection
Vegetables from the garden
1 hour
Groups of vegetables: onion, leaf, root, fruit. Importance of vegetables in the human diet. How to draw a non-existent vegetable
Development of attention, thinking, imagination, fantasy, artistic abilities, reflection
Chickens for laughter
1 hour
The meaning and history of the origin of the phraseological unit "chickens for laughter". Animal storytelling
Development of attention, thinking, orientation in space, imagination, fantasy, artistic abilities, reflection
Fairytale leaf fall
1 hour
Riddles with confusion - beaters. Fairy tales and related fairy-tale objects
Development of attention, thinking, orientation in space, design abilities, visual memory, reflection
Develop imagination and fantasy
1 hour
Imagination and its importance in human life. A story told by a non-existent person
Development of attention, memory, creative imagination, speech, reflection
Marine life
1 hour
Representatives of marine fauna: blue whale, dolphin, starfish, octopus. Animal storytelling
Development of attention, thinking, orientation in space, imagination, fantasy, reflection
We beat the buckets
1 hour
The meaning and history of the origin of the phraseological unit "beat the buckets". The meaning of phraseology. How to write a lie
Zoological assortment
1 hour
What is zoology. What is meant by "animals"? Animals and their dwellings
Development of attention, thinking, design abilities, reflection
Club of young painters
1 hour
What is painting.
The history of the origin of paints. Painting genres: portrait, landscape, still life
Development of attention, thinking, imagination, reflection
flower guessing game
1 hour
Flower legends
Development of attention, thinking, orientation in space, artistic abilities, reflection
Opening a long box
1 hour
The meaning and history of the origin of the phraseologism "long box"
Development of attention, logical thinking, orientation in space, design abilities, speech, reflection
Star Rain
1 hour
Meteors and meteorites. "Star Rain
Development of attention, memory, logical thinking, imagination, orientation in space, reflection
Christmas tree with magic cones
1 hour
Way of orientation
in space using the expressions: “in the right (left) upper (lower) corner”, “in the center”,
" between "
Development of attention, orientation in space, thinking, imagination, speech, phonemic hearing, reflection
1
2
3
4
5
Learning to be considerate and caring
1 hour
Elderly and close people need attention and care. The game "Dispersion of opinions". Characteristics of a person using adjectives
Development of attention, thinking, imagination, speech, acting abilities, reflection
Rolling up your sleeves
1 hour
The meaning and origin of the phraseological unit "rolling up your sleeves"
Development of attention, logical thinking, phonemic hearing, orientation in space, design abilities, imagination, fantasy, reflection
Chest of entertaining tasks
1 hour
Development of attention, thinking, visual memory, imagination, reflection
Symmetry
1 hour
What is symmetry, axis of symmetry
fabulous
heroes in puzzles and riddles
1 hour
Encryption methods
Development of attention, thinking, visual memory, orientation in space, design abilities, imagination, reflection
Learning to be honest
1 hour
The Supremacy of Truth
over lies. How to stage a story
"Learn to control yourself"
1 hour
The concept of "mood". Ways to correct mood. Feelings that evoke positive emotions
Development of attention, thinking, sense of rhyme, artistic abilities, reflection
Learning to manage
with your feelings
1 hour
Ways to contain negative emotions
Development of attention, thinking, imagination, reflection
1 hour
What are interesting giraffe, frog, toad, fly, penguin
Development of attention, thinking, spatial orientation, design abilities, reflection
Some more interesting facts about animals
1 hour
What are interesting tiger, ladybug, crocodile, spider
Development of attention, thinking, including non-standard, memory, orientation in space, imagination, reflection
Fifth wheel in the cart
1 hour
The meaning of the phraseologism "the fifth wheel in the cart."
Development of attention, thinking, including non-standard, imagination, reflection
Hello fairy tale!
1 hour
Development of attention, thinking, semantic memory; imagination, reflection
Along the paths of mathematics
1 hour
Origin of the word "mathematics" Why study mathematics
Development of attention, logical, as well as non-standard thinking, orientation in space, reflection
Chinese charter
1 hour
The meaning and history of the origin of the phraseological unit "Chinese letter". Positive qualities of a student
Development of attention, non-standard thinking, visual memory, expansion vocabulary, reflections
0 watercraft
1 hour
Features of watercraft: raft, canoe, boat, caravel, steamer, motor ship
Development of attention, thinking, visual
and auditory memory, orientation in space, imagination, sense of rhyme, reflection
Tales of A. S. Pushkin
1 hour
Five Pushkin's fairy tales: characters, magic items, quotes, symbols
Development of attention, thinking, auditory and visual memory, imagination, reflection
On a mysterious wave
1 hour
A variety of tasks based on riddles. Acrostic riddle
Development of attention, thinking, phonemic hearing, auditory memory, sense of rhyme, design abilities, speech, reflection
1
2
3
4
5
Individual in-depth diagnostics of students
2 hours
Total
34 hours
3rd grade
№ p/p
TOPIC
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
Word about Motherland
1 hour
What connects a person with the motherland. Concepts: "nostalgia", "patriot"
Development of attention, semantic, visual, auditory memory, logical thinking, imagination, reflection
In the family
1 hour
What is family. The main duty of the family. family coat of arms
Let's talk about family
1 hour
Concepts: "pedigree", "family holidays", "family relics". Family rules. original family portrait
Development of attention, thinking, imagination, speech, reflection
We are all different people...
1 hour
The dissimilarity of people. Concepts: "initials", "monogram". positive qualities of character
Development of attention, memory, thinking, imagination, speech, reflection
It was in Lukomorye
1 hour
The meaning of the word "lukomorye". An old fairy tale in a new way
Development of attention, thinking, imagination, speech, reflection
In outer space
1 hour
Stars and planets, their
differences. Star color and shape. The value of space exploration
The old man-boletus
1 hour
Interesting information about mushrooms. Mushroom picking rules
Development of attention, memory, logical thinking, imagination, reflection
We continue to inspect the possessions of the Old Man-boletus
1 hour
Interesting information about berries
Development of attention, memory, logical thinking, imagination, reflection
Cat in a bag
1 hour
The meaning and history of the origin of the phraseological unit "pig in a poke"
Development of attention, logical thinking, visual and auditory memory, phonemic hearing, reflection
Let's talk about behavior
1 hour
Why is it necessary
control your negative emotions. The dramatization is impromptu. The game "Calls"
Literary guessing game
1 hour
Rules of the Guessing game. Heroes - "kids" of literary fairy tales. How to portray an animal using gestures and facial expressions. Game "Cold-hot"
Take care of your health
1 hour
The basic rules of a healthy lifestyle: sufficient physical activity, proper nutrition, personal hygiene. Characteristics of a healthy person
Development of attention, thinking, including non-standard, reflection
About water
1 hour
The value of water. Environmental problems. The origin of the names of the seas
Development of attention, thinking, memory, imagination, phonemic hearing, reflection
We rush to the aid of Kuze
1 hour
Development of attention, memory, thinking, including non-standard, imagination, design abilities, expansion of vocabulary, reflection
1
2
3
4
5
poetic carousel
1 hour
Variety of rhymes: paired, crossed, encircling
Development of attention, memory, thinking, imagination; formation of the ability to select rhyming words, continue writing a poem, following a given topic, reflection
Art Studio
1 hour
Acting Exercises
Development of attention, acting and communication skills, creative imagination, reflection
Winter in riddles
1 hour
Riddles on a winter theme. The game "Draw winter"
Development of attention, thinking, imagination, auditory memory,
orientation in space, reflection
Santa's gifts
1 hour
Changeling name. Crossword "Petals"
Development of attention, thinking, including non-standard, visual memory, imagination, sense of rhyme, speech, reflection
What do we know about trees?
1 hour
Features of the life of trees, their diversity, the use of wood in the economy.
Three main parts of a tree: roots, trunk and branches, leaves
Development of attention, thinking, orientation in space; expanding horizons, reflection
Proverb -
flower, proverb - berry
1 hour
Diversity of Russians folk proverbs and sayings. The difference between a proverb and a proverb. How to stage a proverb with gestures and facial expressions
Development of attention, memory, thinking, artistic abilities, expansion of vocabulary, reflection
"Turnip" in a new way
1 hour
"Turnip" - old fairy tale in a new way
Development of attention, memory, logical thinking, phonemic hearing, orientation in space, reflection
Curious facts from the life of animals
1 hour
Curious facts from the life of animals: mammoth, polar bear, dog, ostrich, gorilla
Development of attention, thinking, orientation in space, imagination, reflection
School of the Arts
1 hour
What is art. Art forms: music, theatre. How to portray an etude using pantomime
Development of attention, memory, thinking, imagination, artistic abilities, reflection
Let's go to the art school
1 hour
Art forms: circus, painting, ikebana
Development of attention, memory, thinking, imagination, speech, communication and artistic abilities, reflection
Dolls in our life
1 hour
Information from the history of dolls. Quiz on the topic "Dolls". Story of a favorite doll
Development of attention, memory, thinking, imagination, spatial orientation, speech; expanding horizons, reflection
Golden Rain
1 hour
The meaning and history of the origin of the phraseological unit "golden rain"
Development of attention, speed of reaction, thinking, memory,
design abilities, speech, reflection
Tape of entertaining tasks
1 hour
Development of attention, visual memory, thinking, sense of rhyme, imagination, reflection
1 hour
The Russian language is the greatest wealth of our people
Development of attention, thinking, memory; vocabulary enrichment, reflection
In the realm of Leshy
1 hour
Rules of conduct in the forest. The need to respect nature. Game "Guess the word"
geometric kaleidoscope
1 hour
The meaning of the word "geometry". The history of the science of geometry. Plane geometric shapes
Development of attention, thinking, memory, design abilities, imagination, reflection
Puzzle shop. Department of Fiction
1 hour
Literary heroes in questions, tasks, codes
Development of attention, memory, non-standard thinking, orientation in space, reflection
1
2
3
4
5
Puzzle shop. Culinary department
1 hour
First, second, third dishes. The concept of "ingredients"
Development of attention, speed of reaction, auditory and visual
memory, logical thinking, reflection
Individual in-depth diagnostics of students
2 hours
Total
34 hours
4th grade
№ p/p
TOPIC
Number of hours
DIRECTION OF WORK
cognitive aspect
developmental aspect
1
2
3
4
5
State symbols
1 hour
State symbols of Russia: flag, coat of arms, anthem. Synonyms of the word "Motherland"
Development of attention, memory, thinking, reflection
A family
1 hour
Family definition. Family relationships. Head of the family. Family holidays. Characteristics of a person
Development of attention, speed of reaction, thinking, including non-standard, imagination, semantic and visual memory, speech, reflection
My portrait in the sun
1 hour
Positive and negative qualities of a person. Role-playing game"Meet". A humorous characteristic of a person
Development of attention, thinking, artistic abilities, speech, reflection
Intellectual club "Thinker"
1 hour
Development of attention, speed of reaction, logical, non-standard thinking, imagination, reflection
Water in our life
1 hour
Importance of water in our life. Three states of water in nature. Game "Photo Gallery"
Development of attention, thinking, speech, memory, reflection
mother earth
1 hour
Soil is the greatest value. The role of fertilizers. Friends and Enemies of the Soil
Development of attention, thinking, visual memory, imagination, speech, reflection
Young chefs
1 hour
What is cooking. Names and essence meat dishes: bacon, beef stroganoff, beefsteak, boiled pork
Development of attention, memory, thinking, imagination, replenishment of vocabulary, reflection
Where do the winged words fly
1 hour
The history of the origin of the expression "winged words". S. V. Maksimov - the author of the first Russian collection "Winged Words"
Development of attention, non-standard thinking, expansion of vocabulary, reflection
Movie
1 hour
Initial information about cinema. Cinematographic professions
Development of attention, thinking, visual memory, design abilities, reflection
Five Pushkin's Tales
1 hour
"The Tale of the Priest and his worker Balda", "The Tale of Tsar Saltan ...", "The Tale of the Dead Princess and the Seven Bogatyrs": plot, characters, main idea
Development of attention, memory, thinking, design abilities, reflection
And again Pushkin's fairy tales
1 hour
"The Tale of the Golden Cockerel", "Tales of the Fisherman and the Fish": plot, characters, main idea
Development of attention, memory, non-standard thinking, imagination, design abilities, reflection
feathered friends
1 hour
History of occurrence international day birds. Promotion "Bird of the Year". Variety of bird beaks. Birds in Russian poetry poets
Development of attention, thinking, memory, reflection
1
2
3
4
5
welcome winter
1 hour
The beauty and grandeur of Russian nature. Game "Associations"
Development of attention, thinking, memory, imagination, speech, spatial orientation, expansion of vocabulary, reflection
ancient olympic games
1 hour
Features, traditions and symbols of the ancient Olympic Games
Development of attention, memory, thinking, reflection
Modern Olympic Games
1 hour
Features, traditions and symbols of the modern Olympic Games
Development of attention, visual and semantic memory, thinking, design abilities, reflection
The circus
1 hour
The history of the circus. Features of circus art. Circus professions. Trick - the basis of circus skill
Development of attention, phonemic hearing, thinking, imagination, speech, reflection
Puzzle kaleidoscope
1 hour
Development of attention, phonemic hearing, thinking, memory, imagination, reflection
Music Box
1 hour
Concepts: "classical music", "classical composers". Information about the musical instruments: drum, violin. Amati and Stradivari - the greatest masters, creators of the violin
Development of attention, memory, non-standard thinking, reflection
Memory
1 hour
Types of memory: auditory, visual, motor
Development of attention, visual and auditory memory, non-standard thinking, reflection
Pancake week
1 hour
Shrovetide traditions
Development of attention, memory, thinking, fantasy, orientation in space, artistic abilities; exercise in versification, reflection
Cinderella - the heroine of the fairy tale by Ch. Perrault
1 hour
The secret of the attractiveness of a fairy tale
Development of attention, semantic memory, logical thinking, imagination, reflection
About the book
1 hour
The value of the book. The benefits of reading. Parts of the book: block and binding. From the history of the creation of books in Russia
Development of attention, thinking, imagination, memory, speech, reflection
Club of Russian Language Lovers
1 hour
Wealth and beauty of the Russian language. Speech errors. Antonyms. Synonyms
Development of attention, thinking, enrichment of vocabulary, reflection
Long live abracadabra!
1 hour
The meaning and history of the origin of the concept of "abracadabra"
Development of attention, non-standard thinking, reflection
Oh, apple!
1 hour
Apple rescue. Popular varieties of apples. Ancient Greek myth "Apple of discord". Narrative from the perspective of an inanimate object. How to draw a non-existent fruit
Development of attention, visual and auditory memory, thinking, imagination, speech, reflection
Collection of colorful things
1 hour
Story told by an imaginary person
Development of attention, auditory, as well as visual memory, thinking, imagination, speech, orientation in space, reflection
A joke is a minute, but it charges for an hour
1 hour
The meaning of a joke in human life. Good joke and bad joke
Development of attention, thinking, imagination, artistic abilities, reflection
About the time and the clock
1 hour
The value of time. Synonyms for "time"
Development of attention, thinking, imagination, speech, reflection
We continue talking about time and hours
1 hour
History of watches
Development of attention, thinking, sense of rhythm, reflection
1
2
3
4
5
Puzzle Club
1 hour
The history of the birth of the first crossword. What do the words mean: "rebus", "cryptogram
Development of attention, imagination, thinking, including non-standard, reflection
Feast of Ivan Kupala
1 hour
The history of the origin and traditions of the holiday of Ivan Kupala
Development of attention, thinking, semantic memory, imagination, reflection
Paper production
1 hour
The history of paper. Modern paper production
Development of attention, speed of reaction, auditory memory, thinking, imagination, reflection
Individual in-depth diagnostics of students
2 hours
Total
34 hours
Educational and methodological support
Conducting classes in grades 1-4 is supported by an educational and methodological set consisting of workbooks on a printed basis (in two parts) and a teaching aid for a teacher, including a course program: Mishchenkova L.V. 36 lessons for future excellent students: Assignments for the development of cognitive abilities / Toolkit,1 - 4th grade. - M.: Publishing house ROST, 2011. - 198 p.
Bibliography
1. Anufrieva A.F.,. Kostromina S.N. How to overcome difficulties in teaching children. - St. Petersburg: Speech, 2003. - 247 p.
2. Bityanova M.R., Azarova T.V., Afanas'eva E.I., Vasil'eva N.L. The work of a psychologist in elementary school. - 2nd ed. - M .: Genesis, 2001. - 352 p.
3. Glazunov D.A. Psychology. 1 - 3 class. Developmental activities. Methodical manual with electronic application / ed.-comp. D. Glazunov. – M.: Globus, 2008. – 240 p. - ( School psychologist).
4. Zak A.Z. The development of mental abilities of younger students. - M.: Education: Vlados, 1994. - 320 p.
5. Zak A.Z. Intelligence Notebook for the development of mental abilities Grade 1 - 4
6. Zashchirinskaya O. V. Psychology of children with mental retardation: Tutorial: Anthology. – Ed. 2nd, Spanish and additional - St. Petersburg: Speech, 2007 - 168 p.
7. Lokalova N.P. 120 lessons psychological development younger students ( psychological program development of the cognitive sphere of students in grades I-IV). Part 1. A book for the teacher. - 4th ed., Sr. -M.: "Axis - 89", 2008. – 272 p.
8. Mamaychuk I.I. Psychocorrective technologies for children with developmental problems. - St. Petersburg: Speech, 2004. - 400 p.
9. Psychocorrectional and developmental work with children. Ed. I.V. Dubrovina. – M.: Academy, 1998.
10. Kholodova O.A. Young wise men and smart women: Assignments for the development of cognitive abilities / Methodological guide, 1 - 4 grade. - M.: Publishing house ROST, 2011. - 270 p.
Digital educational resources:
"Network class Belogorye" http://belclass.net
- The displacement is called the vector connecting the start and end points of the trajectory The vector connecting the beginning and end of the path is called
- Trajectory, path length, displacement vector Vector connecting the initial position
- Calculating the area of a polygon from the coordinates of its vertices The area of a triangle from the coordinates of the vertices formula
- Acceptable Value Range (ODZ), theory, examples, solutions