Correctional programs for preschoolers: mental processes. Compiled individual program for the correction and development of cognitive processes

Explanatory note

Justification of the topic.“Modern children don’t want to learn,” adults: parents and teachers unanimously declare. This phrase has become something of a saying. There is a certain amount of truth in this statement. The problem of educational motivation, increased and high level school anxiety, low level of selectivity of attention every year faces teachers, psychologists, and parents more and more acutely. Everyone understands that something needs to be changed in the education system. But what? Logic dictates that there are two possible ways to change the situation. The first way is to make children want, then teachers will be able to teach them without any problems. The second way is to learn to teach differently, so that children learn to want to learn and do not experience psychological and mental difficulties at school.

Relevance of the program. Today, the topic of school motivation and anxiety is relevant, since not all children are willing to attend school for certain reasons.

What is school motivation? It is based on the child’s need for something. A child comes into the world with an innate need for external impressions and a need for active activity. Otherwise, such activity can be called curiosity. The development of this need makes it possible for the child to grow and gain life experience.

Therefore, motivation is the process of encouraging a person to act in order to achieve a particular goal. Next, the formation of internal motivation for cognitive interests occurs: the desire to overcome difficulties, the manifestation of intellectual activity. The formation of internal motivation is a valuable new development for a child in the development of conscious activity.

The next stage is the formation of interest in the learning process. The child likes to think, reason, and come up with new problems. He experiences pleasure, satisfaction from the search itself, from the analysis of the hidden meaning of things.

The comprehensive program “Psychocorrection of low and average levels of school motivation, concentration and selectivity of attention, as well as increased and high levels of anxiety in adolescents” is a systematic psychological assistance to students.

Purpose of the program: psychological support for students with average and low levels of educational motivation and negative attitude to school, as well as an increased or high level of anxiety, accompanied by a decrease in the level of selectivity of attention and perception.

This goal can be achieved by the psychologist deciding the following tasks:

Forming interest in yourself and others; strengthening identity, defining the boundaries of one’s “I”; development of internal self-assessment criteria.

Updating ideas about personal traits, knowledge and skills necessary to achieve life goals

Awareness of the importance of adequately assessing one’s capabilities and the required time, developing skills in analyzing one’s own efforts to solve problems

Orientation of adolescents towards the search for true goals in life, formation positive attitude, looking to the future

Accumulation of emotionally positive experience and increased attention to changes occurring in oneself; working with anxiety.

When implementing the program, we relied on the following principles:

1. The principle of unity of diagnosis and correction reflects the integrity of the process of providing psychological assistance as a special type of practical activity of a psychologist. This principle is fundamental to all correctional work, since the effectiveness of correctional work depends 90% on the complexity, thoroughness and depth of previous diagnostic work.

2. The principle of normative development. Normative development should be understood as a sequence of successive ages, age stages of ontogenetic development.

3. The principle of correction “from top to bottom”. This principle, put forward by L. S. Vygotsky, reveals the direction of correctional work. The psychologist’s focus is on tomorrow’s development, and the main content of correctional activities is the creation of a “zone of proximal development” for the client (for L. S. Vygotsky, such clients were children). Correction based on the “top-down” principle is proactive in nature and is built as a psychological activity aimed at the timely formation of psychological new formations.

4. The principle of systematic development of psychological activity. This principle sets the need to take into account preventive and developmental tasks in correctional work. The systematic nature of these tasks reflects the interconnectedness of various aspects of personality and the heterochronicity (i.e., unevenness) of their development.

5. Activity principle of correction. This principle determines the very subject of application of correctional efforts, the choice of means and methods of achieving the goal, the tactics of carrying out correctional work, the ways and means of achieving the goals [Osipova A.A. General psychocorrection . Textbook. M.: SPHERE, 2002].

This program is aimed at working with adolescents who have an average or low level of educational motivation and a negative attitude towards school, a low level of selectivity of attention and perception, and an increased or high level of anxiety.

The psychocorrection program is presented in the form thematic plan classes, which includes 34 activities, each lasting 45 minutes, i.e. the total time for implementing the psychocorrectional part of the program is 25.5 hours.

The program includes art therapeutic games and psychotechnical exercises aimed at developing the ability to overcome difficulties, creating interest in oneself and others, creating positive emotional attitudes, removing psychological barriers, increased and high levels of school anxiety, updating personal ideas, searching for life goals, accumulating emotionally positive experience, training of attention and perception.

The program of correctional and developmental classes with adolescents was developed on the basis of exercises presented in the literature by H. Caduson, C. Schaefer, V. Oaklander, A.I. Kopytina, O.V. Khukhlaeva.

Classes are held with students adolescence once a week. The classes are selected so that teenagers remain interested throughout the entire lesson and the entire course.

The structure of the lesson includes the following elements:

1. Rituals of greeting and farewell. Games and exercises are aimed at creating an atmosphere of trust and acceptance, developing the ability to express feelings.

2. Warm up. It has a direct impact on the emotional state of children and their level of activity.

3. Main content of the lesson. The main content of the lesson is aimed at developing the ability to analyze one’s own feelings, developing social skills, developing the ability to overcome difficulties, and developing a positive attitude towards school.

4. Lesson reflection. The final part of the lesson, its assessment is carried out in 2 aspects: emotional (liked it - didn’t like it, it was good - it was bad and why), and semantic (why is this important, why did we do it).

In the process of implementing a psychocorrection program, the following is implied: psychocorrectional methods:

Play therapy is a psychological and social process, in which children naturally interact with each other and acquire new knowledge not only about other children, but also about themselves. This method involves play as a therapeutic process and is an effective means of correcting functional neuropsychiatric disorders, psychosomatic diseases and psychoprophylaxis. Group play therapy is designed to: help the child realize his real “I”, increase his self-esteem and develop potential capabilities, respond to internal conflicts, fears, aggressive tendencies, reduce anxiety and guilt.;

Art therapy methods - the main goal of art therapy is to harmonize personality development through the development of the ability of self-expression and self-knowledge. The most important art therapy technique here is the technique of active imagination, aimed at bringing the conscious and unconscious face to face and reconciling them with each other through affective interaction. As another possible correction mechanism, the creative process itself can be considered as an exploration of reality, the knowledge of new aspects previously hidden from the researcher, and the creation of a product that embodies these relationships.

Psychogymnastics is a method in which participants express themselves and communicate without the help of words. This effective remedy optimization of the socially perceptive sphere of the individual, as it allows you to pay attention to “body language” and spatio-temporal characteristics of communication.

Psychodrama is a method of group work, representing a role-playing game, during which dramatic improvisation is used as a way to explore the inner world of group members and create conditions for the spontaneous expression of feelings related to the problems that are most important to the client. Psychodrama is based on the gaming principle.

Thematic planning

Thus, psychocorrectional work with adolescents is a system of interrelated activities, built in a certain logic, by alternating psychocorrectional directions, to systematically maintain and consolidate the correctional result. After the implementation of this psychocorrection program, it is expected that the level of educational motivation, the level of selectivity and concentration of attention in adolescents will increase, and the level of school anxiety will normalize. It is expected that teenagers will have a positive attitude towards upcoming activities. Also, the psychocorrectional program provides opportunities for adolescents to actualize fear and helps strengthen their sense of adulthood.

List of used literature

1. Akopyan L.S. Diagnosis of children's fears and anxiety: Toolkit(2nd edition corrected and expanded) - Samara: Publishing House of the SSC RAS, 2006.

2. Caduson H., Schaefer C. Workshop on play therapy. St. Petersburg, 2000.

3. Aucklander V. Windows into the child’s world: A guide to child psychotherapy. M., 1997.

4. Workshop on art therapy / Ed. A.I. Kopytina. St. Petersburg, 2000.

5. Khukhlaeva O.V. Path to your Self. Psychology lessons in high school. M., 2007.

6. Khukhlaeva O.V. School psychological service. Working with students. - 2nd ed., M.: Genesis, 2010.

PROGRAM FOR CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF SENIOR PRESCHOOL CHILDREN

Durneva Marina Alekseevna, teacher-speech therapist, MBDOU kindergarten No. 17, Kamensk-Shakhtinsky.

Target: implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschoolers 6 years old.

Tasks:
- learn to build logical chains, distinguish between the general and the particular, the whole and the parts, establish patterns and cause-and-effect relationships;
- learn to navigate in space;

Description: Senior preschool age is a sensitive period in the development of the cognitive sphere of children. Therefore, it is so important at this age to conduct specially organized activities with children that will allow them to develop and correct their cognitive sphere. For these purposes, I systematized, supplemented and adapted for older preschool age the correctional and developmental program of L. I. Sorokina, aimed at developing the cognitive sphere of six-year-old children. This material will be useful to preschool psychologists and other teachers working with children older than school age.

PROGRAM FOR CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF SENIOR PRESCHOOL CHILDREN
CONTENT.
I. Explanatory note
II. Program content
Lesson No. 1: “Competition game”
Lesson No. 2: “Help Dunno”
Lesson No. 3: “School”
Lesson No. 4: “Island of Attention”
Lesson No. 5: “Island of Attention”
Lesson No. 6: “Competition game”
Lesson No. 7: “Play with Pinocchio”
Lesson No. 8: “Competition game”
Lesson No. 9 “Forest School”
Lesson No. 10 “Forest School”
Lesson No. 11 “Competition game”
Lesson No. 12 “We are scouts”
Lesson No. 13 “Games with the Bunny”
Lesson No. 14 “Visiting the Hare”
Lesson No. 15 “Let’s Help the Wolf”
Lesson No. 16 “Let’s help Pinocchio”

III. Providing the program
3. 1. List of basic literature
3. 1. List of additional literature

I. Explanatory note.
Preschool childhood is the first period of a child’s mental development and therefore the most responsible. At this time, the foundations of all mental properties and personality traits, cognitive processes and types of activities are laid. The active development of cognitive abilities at this age is the most important component of the child’s mental development, which serves as the basis for the formation of his mental development.
The mental development of a preschooler is the most important component of his overall mental development, preparation for school and for his entire future life. But mental development itself is a complex process: it is the formation of cognitive interests, the accumulation of various knowledge and skills, and mastery of speech.
The “core” of mental development, its main content is the development of the cognitive sphere. The main components of the cognitive sphere are cognitive processes and abilities - dynamic components, as well as cognitive interests and cognitive activity, which act as a motivational component of the child’s cognitive sphere.
At each age stage, a preschooler develops certain cognitive abilities. So a six-year-old child should develop the following cognitive abilities:
- ability to observe;
- ability to visual and auditory perception;
- ability for creative imagination;
- the ability to arbitrarily, independently generate any idea and recreate an imaginary plan for its implementation;
- ability for voluntary and verbal-logical memorization;
- ability to distribute and sustain attention;
- ability for visual-schematic thinking and organization of activities;
- ability to classify, generalize, establish logical connections;
- ability to navigate in space.
The level of development of these processes and abilities can be determined using certain techniques.
The purpose of this program:
- implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschoolers 6 years old.
Program objectives:
- learn to build logical chains, distinguish between the general and the particular, the whole and the parts, establish patterns and cause-and-effect relationships
- learn to navigate in space.
- to develop the ability to observe;
- develop visual and auditory perception;
- to develop the ability for creative imagination;
- promote the development of voluntary and verbal-logical memory;
- to form the ability to distribute and sustain attention;
- develop visual-schematic thinking and the ability to organize activities.
- cultivate curiosity, independence, accuracy;
- to develop in children the ability to answer common sentences and listen to the answers of their comrades.
A necessary condition The effectiveness of the program is the active participation of children in classes and their interest.
In accordance with these requirements, we have developed story games-activities, the content of which used various educational games and exercises.
Program principles:
1. The principle “from simple to complex” (gradual complication of tasks, which allows you to gradually prepare the child to complete tasks of a sufficiently high level of complexity).
2. The principle of activity and freedom of self-expression of the child (putting the child in a position of self-control and self-expression).
3. The principle of sympathy and participation (the adult provides support himself and, without imposing it, organizes it from peers).
The program is designed to work with children of senior preschool age.
Total number of classes: 16, twice a week.
Duration of each lesson: 20 – 30 minutes.
Classes are held: in the afternoon; group.
Number of children in the group: 8 people.

Lesson No. 1: “Game – competition.”
Target: development of voluntary attention, ability to navigate in space, visual, random memory, visual perception, ability to distribute and sustain attention, ability to compare.
Equipment and material: tokens, the musical composition “The Wind is Blowing”, a tape recorder, 10 cards with images of objects, individual forms, a pencil, a poster “A Boy and 5 Portraits”.
Contents of the lesson.
1. Organizational moment.

2. Game “Don’t Yawn” (development of voluntary attention, ability to navigate in space).
Children walk in a circle to the music. At the leader’s signal (“Don’t yawn!”), they must stop and turn 180°, and then continue moving.
You have passed this test. Well done! And now the task of attention is even more difficult.
3. Game “Animals” (development of attention).
Children are invited to choose any animal (hare, wolf, fox, etc.). The presenter alternately names the animals. When the child hears the name of his animal, he should clap his hands.
And everyone coped with this test. Congratulations, you will all be taking part in the competition.

Children are offered 10 picture cards, each of which depicts 1 object. Children look at these cards for 2 minutes. Then the cards are removed, and the children are asked to see the pictures that they remembered to whisper to the presenter. For each correct answer, the child receives a token. Whoever has the most tokens wins.

Each child is given forms with drawings. Cross out the fish and circle the apples. Whoever has everything correct gets 2 tokens, whoever has errors gets 1 token.
6. Game “Help me find a portrait” (development of visual perception, ability to compare).
Children are asked to look carefully at the boy and 5 portraits and answer which portrait belongs to this boy. The token is given to the person who finds the portrait first.
7. Summary.

Lesson No. 2: “Help Dunno.”
Target: development of visual perception, attention (the ability to distribute attention, stability of attention), dexterity and the ability to compare.
Equipment and material: a letter from Dunno, individual forms, pencils and colored pencils, a ball.
Contents of the lesson.
1. Organizational moment.
Guys, we received a letter from Dunno. He asks us to help him complete the tasks that the teacher gave him.
2. Game “Find an object” (development of visual perception, ability to distribute attention).
Each child is given an individual form with drawings. Among the 8 drawings, the child must find the same object as the standard. The task is limited in time; children are given 30 seconds to study the picture. After that, they must put a cross next to the correct picture.
3. Game “Labyrinth” (development of stability of attention).
Each child is given an individual form with drawings. We need to help the boy go to kindergarten and the girl to school.
4. Physical exercise (development of attention and dexterity).
It is explained to the children that the ball can only be caught when, when throwing it, they say: “Catch it!” A competition is being held to see who is the most attentive.
5. Game “Find an object that is not similar to others” (development of attention and ability to compare).
Each child is given an individual form with drawings. Among several objects, you need to find one that is not similar to the others and color it (the color of the child’s choice).
6. Summary.
All forms are collected and sent to Dunno.

Lesson No. 3: “School”.
Target: development of verbal and logical memory, auditory and visual perception, attention (voluntary attention, stability of attention).
Equipment and material: poster for the game “Find the hidden animals”.
Contents of the lesson.
1. Organizational moment.
I suggest you go to school today. Close your eyes and imagine that you are already schoolchildren, you need to go to school and study in class. First lesson “Speech development”.
2. Exercise “Reproduction of a story” (development of verbal and logical memory, auditory perception, speech).
A story is read to each child. Then they are asked to reproduce what they heard as close to the text as possible. If the child cannot cope with the story, you should ask him questions.
After the lesson, recess begins. And during breaks, children play different games. Let's play too.
3. Game “Follow the rules” (to develop voluntary attention).
Option 1: players take turns making the following movements: 1st – clap their hands once, 2nd – clap their hands twice, 3rd – clap their hands once, etc.
Option 2: children make the following movements: 1st – squats and stands up, 2nd – claps their hands, 3rd – squats and stands up, etc.
Next lesson is “Singing”.
4. Exercise “Singing together” (development of attention).
The presenter offers to sing some song familiar to all children and explains what needs to be done: one clap - start singing, two clap - continue singing, but to yourself, mentally. One clap - continue singing out loud again.
And again a change.
5. Game “Find the hidden animals” (to develop visual perception and attention stability).
You need to look carefully at the picture and find the animals hiding there.
6. Summary.
So we visited the school. Now close your eyes and go back to kindergarten. Was it interesting at school? What was the most difficult activity for you?

Lesson No. 4: “Island of Attention.”
Target: development of verbal-logical and voluntary memory, auditory and visual perception, attention (voluntary attention, stability of attention), the ability to navigate in space.
Equipment and material: a letter from Professor Verkh-Tormashkin, individual forms, pencils and colored pencils, album sheets, the musical composition “A Fantastic Journey on a Yacht”, a tape recorder.
Contents of the lesson.
1. Organizational moment.
Guys, we received a letter again, but this time from Professor Verkh-Tormashkin. Here's what he writes:
“Hello, my little friend!
My name is Professor Verkh-Tormashkin. I am studying wildlife and really want to undertake a risky sea expedition.
The fact is that quite recently I found in an old book a sea map on which the island of Attention is marked. It seems to me that amazing animals must live there, which simply need to be found and studied. And if you believe the inscription on the back of the map, then you can find pirate treasure there!
All this is so interesting that I immediately began to get ready for the expedition, but here’s the problem: you see, I’m terribly absent-minded and if I set off without true friend, I’ll definitely get lost and never reach the island.
That is why I decided to write you a letter and invite you on an exciting journey to the Island of Attention.
But I want to honestly warn you, my young friend: this will be a rather dangerous journey, full of surprises and mysterious coincidences. I hope that my knowledge and your observation, attention and ingenuity will definitely lead us to the goal of the journey - the Island of Attention, where amazing animals are found and pirate treasures are stored.”
Shall we help the professor? Then let's go!
1. Game “Map” (to develop the ability to concentrate, to hold attention on one object for the required amount of time).
Professor Verkh-Tormashkin sent us a map of the island. Crosses mark safe places on it: lakes, clearings, paths. And zeros are dangerous: swamps, predators, sharp rocks. Help him connect all the crosses into a route so as to bypass the zeroes (a card for each child).
2. Game “Collect things” (development of distribution and stability of attention).
Professor Verkh-Tormashkin always carries with him a lot of different medicines and potions in small jars - and now they are scattered everywhere! Circle all the jars to make it easier for him to find them (an individual sheet for each child).
3. Game “Find the ticket” (development of visual perception, stability of attention).
That's it, the preparations are completed, and we are heading straight to the ship. But, due to his absent-mindedness, the professor confused the new tickets with the old ones. Find two identical tickets among the tickets and color them yellow (an individual sheet for each child).
4. Exercise “Repeat and draw” (development of verbal-logical and voluntary memory; auditory perception).
Here we are on the ship, but in order to set sail, the captain asked us to complete the following task: repeat the poem and draw what it says.
"The blue sea sparkles,
A seagull circles in the sky.
The sun disperses the clouds,
And the boat runs into the distance."
5. Summary.
We have passed all the tests and can hit the road!

Lesson No. 5: “Island of Attention.”
Target: development of voluntary memory, visual perception, attention (voluntary attention, distribution and stability of attention), the ability to navigate in space.
Equipment and material: individual forms, a simple pencil, a poster for the game “Look and Remember,” a treasure chest (toys from “Kinder Surprises”), the musical composition “A Fantastic Voyage on a Yacht,” a tape recorder.
Contents of the lesson.
1. Organizational moment.
Today we will continue our journey with Professor Verkh-Tormashkin. We close our eyes and imagine that we are on a yacht. We can already see the island. We reached our destination.
2. Game “Find and Count” (development of visual perception, distribution and stability of attention).
Very shy parrots live on Attention Island. And now they are all hiding in a tree. Help the professor find and count all the parrots (an individual sheet for each child).
There is also a pirate treasure chest in our travel plan. To get to them you need to go through a series of tests. Here's the first test.
3. Game “Repeat the drawing” (development of voluntary memory, visual perception).
Children are given individual sheets. Look at the picture and remember how objects are located on it. Turn the sheet over and draw all the shapes in the same sequence.
Well done! Here's another test.
4. Game “Look and Remember” (development of voluntary memory, visual perception).
The children are shown a picture. Look at and remember the picture (memorization time 10 seconds). The picture is removed, the children are given individual cards, they need to circle the objects that were in the picture.
Well done! And you passed this test! And here is the treasure chest (the presenter shows the chest, opens it with the children, takes out the treasures (Kinder Surprise toys for each child).
5. Summary.
Our journey is over! It's time to go home!
Game "Don't Yawn!" (see lesson No. 1; the musical composition “Fantastic trip on a yacht” is used); (development of voluntary attention, ability to navigate in space).

Lesson No. 6: “Competition game.”
Target: development of voluntary memory, visual and auditory perception, attention (voluntary attention, distribution and stability of attention).
Equipment and material: tokens, plot pictures for the game "Scouts", geometric figures, plates depicting objects from geometric shapes, individual forms, a simple pencil.
Contents of the lesson.
1. Organizational moment.
Today we will hold a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And to complete all the tasks correctly you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. Game “Forbidden Movement” (development of voluntary attention, auditory perception).
Children repeat all the movements of the leader, except one: when the command “Hands up” follows, they should be lowered down.

3. Game “Scouts” (development of concentration, stability of visual attention, observation).
Children are asked to look at a fairly complex plot picture and remember all the details. Then the presenter turns the picture over and asks several questions about it. Gradually more and more complex pictures are shown. For each correct answer, the child receives a token.
4. Game “Make a figure” (development of visual perception, voluntary visual memory).
Children are given geometric figures (for each child). A sign with an image is displayed. It is necessary to create the same figure. For each correctly completed task, the child receives a token.
5. Game “Find objects” (development of visual perception, ability to distribute and maintain attention).
Each child is given forms with drawings. Cross out the balls and circle the cubes. Whoever has everything correct gets 2 tokens, whoever has errors gets 1 token.
6. Summary.
The number of tokens is counted and the winner is determined.

Lesson No. 7: “Play with Pinocchio.”
Target: development of voluntary memory, visual and auditory perception, attention (voluntariness and stability of attention).
Equipment and material: toy “Pinocchio”, pictures for the game “Find the Differences”, 10 picture cards for the game “Remember the Pictures”.
Contents of the lesson.
1. Organizational moment.
Buratino came to visit us. He wants to play different games in his sleep. Here's the first game.
2. Game “Find the differences” (development of visual attention).
Children are shown 2 pictures. It is proposed to find 7 differences (3 – 4 pictures).
3. Game “Request” (development of auditory perception, stability of attention).
The presenter shows any exercises, but children should only perform those that are preceded by the word “Request.” The game is played as a knockout game.
4. Game “Remember the pictures” (development of visual, voluntary memory).
Children are offered 10 picture cards, each of which depicts 1 object. Children look at these cards for 2 minutes. Then the cards are removed, and the children are asked to name the pictures that they remember.
Then the task becomes more difficult. Children are asked to look carefully and remember in what order the cards are located. Then the pictures are mixed, the children must arrange them in the same order as they were.
5. Summary.
Pinocchio says goodbye to the children and offers to play the goodbye game “Forbidden Movement” (see Lesson No. 6); (development of voluntary attention, auditory perception).

Lesson No. 8: “Competition game.”
Target: development of voluntary memory, visual and auditory perception, attention (sustainability of visual attention).
Equipment and material: tokens, pictures for the game “Find the Differences”, posters and cut-out pictures for the game “Make a Picture”.
Contents of the lesson.
1. Organizational moment.
Today we will hold a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And to complete all the tasks correctly you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. Game “Request” (development of auditory perception, stability of attention).
The presenter shows any exercises, but children should only perform those that are preceded by the word “Request.”
You have passed this test. Well done! Congratulations, you will all be taking part in the competition.
3. Game “Find the differences” (development of visual attention).
Children are shown 2 pictures. You are asked to find the differences (3 – 4 pictures). For each correct answer, the child receives a token.
4. Game “Make a picture” (to develop visual perception, stability of attention, voluntary memory).
Distribute pictures to children, cut into 6–7 parts. A standard picture is shown that the children must remember, then it is removed. Each child must assemble the same one from the cut pieces. For each correctly completed task, the child receives a token (6 coins).
5. Summary.
The number of tokens is counted and the winner is determined.

Lesson No. 9: “Forest School.”
Target: development of visual perception and attention, coordination of the auditory and motor analyzers, the ability to reason, compare, correlate a form with a pattern, and make basic inferences; strengthening the muscles of the hands, developing coordination of movements of the fingers, developing the ability to control the movements of the hands by showing, presenting, or verbal instructions.
Equipment and material: Fox toy, Dienish blocks. Demonstration material for the exercise “Place the figures”, handouts for the exercise “Find the patch”, “Scarves”, colored pencils, prizes-stickers.
Contents of the lesson.
1. Organizational moment.
Guys, guess who is coming to visit us now.
Red-haired, with a fluffy tail,
Lives in a hole under a bush.
(fox)
The Fox appears and invites the children to play forest school.
2. Exercise “Place the figures” (Develop visual perception and attention, learn to correlate the form with the sample)
The first lesson at forest school is construction.
The psychologist takes turns hanging out cards with drawn figures. Children lay out Dienesh blocks according to the pattern.
3. Exercise “Four Elements” (Develop attention, coordination of the auditory and motor analyzers)
And now physical education.
Children stand in a circle and perform movements in accordance with the words: “earth” - hands down, “water” - hands forward, “air” - hands up, “fire” - rotation of the hands in the wrist and elbow joints. The pace of the exercise gradually accelerates.
4. Exercise “Find the patch” (Develop visual perception and attention)
And now handicrafts.
Children look at the drawn rugs and select patches that will allow them to restore the pattern (draw a line with a pencil connecting the rug to the desired patch).
5. Finger gymnastics “Scratch” (Strengthen the muscles of the hands, develop coordination of movements of the fingers, develop the ability to control the movement of the hands by demonstration, presentation, verbal instructions)
It's break at the forest school.
The psychologist gives the children instructions: “Now you and I will turn into cats. On the count of “one,” you need to press the pads of your fingers to the top of your palm, hissing like an angry cat: “Sh-sh-sh!” On the count of “two,” quickly straighten and spread your fingers, meowing like a satisfied cat: “Meow!” Repeat several times.
6. Exercise “Scarves” (Teach to reason, compare, make basic conclusions)
And now a drawing lesson.
The psychologist gives the children drawings of scarves, two colored pencils each and formulates the problem: “The Fox has two scarves - red and yellow. The long scarf is not yellow, and the short one is not red. Color the scarves correctly."
7. Summary.
The fox praises all the children and gives everyone small prizes (stickers) for correctly completed tasks. He promises to come to the children for the next lesson.

Lesson No. 10: “Forest School.”
Target: developing the ability to find the desired figure according to verbal instructions, classify objects according to given characteristics, work together according to a visual model; development of attention and visual-figurative thinking, auditory perception, motor coordination, auditory and motor memory.
Equipment and material: toy Fox, Dienish blocks, handouts for the “Classification” exercise, demonstration material for the game “Multi-colored chains”, “Tall Tales”, colored pencils, colorful flags.
Contents of the lesson.
1. Organizational moment.
Fox comes to the children again and tells them what classes are held at the forest school.
2. Exercise “Orders” (Learn to find the desired figure according to verbal instructions, develop auditory perception)
First, the fox checks which children are attentive.
The psychologist (on behalf of the Fox) gives the children an assignment: to find among the logical blocks all the non-red, non-blue, non-round, non-triangular, non-square, non-thick, small figures.
3. Exercise “Musicians” (Develop coordination of movements, auditory and motor memory)
And now there is a music lesson at the forest school.
Children, together with a psychologist, pronounce poetic lines and perform movements in accordance with the text.
I play the violin
Tili-tili, tili-tili.
(Left hand - to the shoulder. Use the right hand to imitate the movements of the bow)
Bunnies are jumping on the lawn,
Tili-tili, tili-tili.
(Knock on the table with their fingertips)
And now on the drum:
Boom boom, boom boom
Tram-tram, tram-tram.
(They vigorously hit the table with their palms)
Bunny in fear
They ran into the bushes.
(Perform movements with fingers on the table, imitating fleeing hares)
A change has come.
After completing the exercises, repeat finger gymnastics“Scratchy” (see Task No. 9).
4. Exercise “Tall Tales” (Develop voluntary attention and visual-figurative thinking)
The psychologist shows the children pictures of confusion and says: “Little Fox found out that the Fox was coming to visit us and drew us a picture. But he doesn’t go to forest school yet, so he made a lot of mistakes. Please find all the mistakes." Children look at the picture and take turns calling out the mistakes.
5. Exercise “Classification” (Learn to classify objects according to given characteristics)
And now drawing at forest school.
The psychologist hands out cards and asks to color the images of toys with a red pencil, items of clothing with a yellow pencil, and items of utensils with blue.
6. Summary. Game “Colorful Chains” (Develop voluntary attention, learn to work together using a visual pattern)
The fox praises the children for completing tasks correctly and plays a game with them before leaving.
Five people participate in the game. Each child receives a red, blue or yellow flag and faces the psychologist. Then the children must line up as shown on the card that the psychologist shows. The remaining participants in the game - the judges - check the correctness of the task.

Lesson No. 11: “Game – competition.”
Target: development of the ability to schematically depict objects using sticks, formation of the ability to abstract from minor details, highlighting the main feature of an object, development of voluntary attention and auditory perception, short-term and long-term auditory memory, improving graphomotor skills.
Equipment and material: handouts for exercises “Draw a picture with sticks”, “Copy dots”, “Tracks”, counting sticks, noise orchestra instruments.
Contents of the lesson.
1. Organizational moment.
Today we will hold a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. Here's your first task.
2. Exercise “Draw a picture with chopsticks” (Learn to schematically depict objects using sticks. Develop the ability to abstract from minor details, highlighting the main feature of the object)
The teacher hands out cards one after another with a schematic representation of objects (from simple to complex). Children lay out shapes using counting sticks.
For each correct figure - a token.
3. Exercise “Copy points” (Develop voluntary attention)
The psychologist distributes blank tables and tables with dots - samples. Children must fill in the blank tables with dots according to the patterns.
For a correctly completed task - a token.
4. Exercise “Remember the words” (Develop short-term and long-term auditory memory)
The psychologist reads the words to the children (ball, hand, moon, sea, cat, watermelon, bull, water) and asks them to repeat the ones they remember.

5. Exercise “Tracks” (Develop fine motor skills hands, improve graphomotor skills)
The psychologist hands out cards with images of tracks.
Children must draw a line with a pencil inside each path, without going beyond its boundaries.
For each correct task - a token.
6. Game “Remember your number” (Develop auditory memory, attention and auditory perception)
A psychologist distributes noise orchestra instruments to children. Each participant in the game is assigned a number that he must remember. Then the psychologist calls the number, and the child whose number is called knocks (waves) once with his musical instrument.
At first the game is played at a slow pace, gradually the pace accelerates.
At the end of the game, the children remember the words that the psychologist read to them during the “Remember the Words” exercise.
For every correct word - a token.
7. Summary.
The number of tokens is counted, the winner is determined, and prizes are awarded.

Lesson No. 12: “We are scouts.”
Target: developing the ability to read instructions, connect the signs expressed symbols, into a single image of the figure that needs to be found; development logical thinking, coordination of movements, memory (auditory, short-term and long-term auditory), visual perception, attention, coherent speech.
Equipment and material: Dienesha blocks; handouts for the exercises “Find the figure”, “What’s extra?”, “House”; pictures for the game “Snowmen”; simple pencil.
Contents of the lesson.
1. Organizational moment.
Today we will play the game “Scouts”. Who are the scouts, do you think? (children's answers)
Not everyone can be a scout. Now we will find out which of us can become a scout.
2. Exercise “Find the figure” (learn to read the instructions, combine the signs expressed by symbols into a single image of the figure that needs to be found).
Any intelligence officer can read an encrypted mission. We are now practicing this skill.
Before starting work, the psychologist, together with the children, repeats the symbols of the signs of Dienesh blocks (color spots - the color of the block, houses of different sizes - size, images of people - thickness).
You each need to read your encrypted letter and find the item that is indicated in your encryption. (Each child is given a card with symbols. Children find the necessary figures in a box with Dienish blocks and together check the correctness of the choice).
3. Game “What’s extra?” (develop logical thinking by eliminating unnecessary pictures).
Every scout must be attentive in order to notice what he needs. We will now check which of you is attentive. I'll give you cards with pictures now. You must carefully examine your card yourself and cross out the picture that is superfluous (after finishing the work, everyone checks the correctness of the choice together).
4. Game “Two Claps” (to develop coordination of movements and auditory memory).
All scouts must exercise to be strong. Let's do a little exercise with you. Children, together with a psychologist, form a circle on the carpet and perform movements, pronouncing poetic lines.
Two claps overhead
Two claps in front of you,
Let's hide two hands behind our back
And let's jump on two legs.
5. Exercise “Snowmen” (to develop visual perception, attention, coherent speech).
And now you, like real intelligence officers, will have a special task. The psychologist hangs up a picture of two snowmen. Children look at them, compare them and say one by one how they differ from each other.
6. Game “Remember the words” (to develop short-term and long-term auditory memory and thinking).
Any intelligence officer must have a good memory, since he must remember a lot of different information. Let's test your memorization skills and play the "Memorize Words" game.
The psychologist reads out the words, then asks them to repeat them (nose, ear, forehead, bus, mouth, eyes, train, cheek). Children take turns saying one word at a time. Then they must name the groups into which these concepts can be divided.
7. Exercise “House” (to develop perception, to teach the mental connection of parts of an object into a single whole).
Here's another task for you.
The psychologist gives each child a card. Children trace with a pencil the figures that make up the house.
8. Summary.
At the end of the lesson, the psychologist asks the children to remember the words that he read to them.

Lesson No. 13: “Games with the Bunny.”
Target: development of voluntary attention, logical and auditory-verbal memory, fine motor skills of the hand, sensorimotor coordination; formation of the ability to classify concepts, development of verbal-logical thinking and coherent speech; developing in children the ability to negotiate and help each other during play.
Equipment and material: soft toy hare, equipment for the game “Bambaleo”.
Contents of the lesson.
1. Organizational moment - the game “Clap your hands” (to develop voluntary attention and auditory-verbal memory)
We have a guest coming to our class today. In the meantime, we are waiting for him, let's play the game “Clap Your Hands.”
The psychologist reads the words and asks the children to clap their hands if they hear the name of a wild animal (watermelon, lion, shoe, cat, water, thunder, tiger, dog, tree, hare, autumn, monkey, log, raccoon, tooth, cow , iris, ball, moon, elephant, mimosa, flour, horse, leg, scissors, squirrel, folder, mouth, pig, giraffe).
Then he offers to list the names of these animals.
So you and I played a game. Which wild animal do you think will come to visit you today? A riddle will help you with this. Guess who it is.
A ball of fluff, a long ear.
Jumps deftly and loves carrots.
(hare)
Psychologist shows soft toy hare
2. Game “Pairs of words” (to develop logical and auditory memory)
The bunny wants to play with you.
The psychologist reads pairs of words between which there are semantic connections. Then he reads the first word of each pair, and the children take turns remembering the second word (pit-shovel, brush - paints, pear - vase, son - skates, birch - mushroom, candy - friend).
3. Finger game “Ring Bunny” (to develop attention, fine motor skills, sensorimotor coordination)
Guys, our bunny knows another interesting game.
Children, together with a psychologist, form a circle and perform movements, pronouncing poetic lines.
The bunny jumped from the porch
And I found a ring in the grass.
(Hands clenched into fists, index and middle fingers spread apart.)
And the ring is not simple -
Shines like gold.
(The thumb and index fingers are connected into a ring, the remaining fingers are spread apart.)
After the game, the “Two Claps” exercise is repeated.
4. Game “Extra Word” (learn to classify concepts, develop verbal-logical thinking and coherent speech)
And now the bunny wants to ask you to help him solve a difficult problem that his teacher at the forest school asked him.
The psychologist asks you to choose the odd one out of three words (taking into account the highlighted attribute) and explain your choice. Children answer in turns.
Color: cucumber, carrot, grass.
Shape: watermelon, ball, sofa.
Size: house, pencil, spoon.
Materials: album, notebook, pen.
Flavor: cake, herring, ice cream.
Weight: meat grinder, feather, dumbbell.
5. Game “Bambaleo” (teach children to negotiate, help each other during the game, develop thinking)
Our bunny knows another very interesting game.
On an unstable plate, children take turns placing first light, then heavy figures so that the plate does not tip over.
8. Summary.
So our lesson has come to an end, let's thank the bunny for teaching us to play various interesting games.

Lesson No. 14: “Visiting the Hare.”
Target: development of combinatorial and verbal-logical thinking, visual perception and voluntary attention, sensorimotor coordination of movements, auditory and motor memory, fine motor skills of the hands.
Equipment and material: toy hare, Dienish blocks, handouts for the exercise “Houses”, “Copy by dots”, simple pencils, game “Mini Maze”.
Contents of the lesson.
1. Organizational moment.
Who was our guest at the last lesson?
Today the bunny invited us to visit him. To get to his house you need to solve a difficult problem. You are ready?
2. Exercise “Houses” (Develop combinatorial thinking, visual perception and attention)
The psychologist gives each child a picture of a house. Children must mentally connect the two signs of Dienesh blocks and place the necessary blocks on the free “apartments”. After completing the task, the children change houses.
3. Exercise “Old Duck”. (Develop coordination of movements, auditory and motor memory)
Here we are visiting the bunny. And he wants to teach us how to play new game.
The psychologist and children read the poem and perform movements corresponding to the text.
The old duck went to the market
I bought a basket for my first son,
I bought pants for my second son,
The third chick got a lollipop,
I bought a comb for my fourth child.
After completing the exercise, repeat the exercise “Two claps” and finger game“Ring Bunny” (see Lesson No. 13).
4. Exercise “Part - Whole” (Develop verbal and logical thinking)
Here is another interesting game that the bunny will play with you.
The psychologist (on behalf of the hare), addressing each child, names an object that is part of something (door, dial, fin, branch, stem, head, sleeve, step, leg, handle). Children name the whole.
5. Exercise “Copy by dots” (Develop fine motor skills of the hands, voluntary attention)
Children, it's time to go back. Let's thank the bunny for playing with us and draw and give him drawings.
The psychologist gives a worksheet with a task to each child. Children copy the drawings dot by dot. The psychologist checks the correctness of the exercise.
6. Summary. Exercise “Mini-maze” (Develop sensorimotor coordination)
Children give their drawings to the hare.
To get out of the hare's house you need to go through the labyrinth.
Each child takes the mini-maze with both hands and moves the ball inside the maze so that it does not fall out.

Lesson No. 15: “Let's help the Wolf.”
Target: development of auditory perception, voluntary attention, creative imagination, logical and creative thinking, motor coordination, auditory and motor memory, visual-spatial orientation, fine motor skills; developing the ability to understand instructions, retain them in memory and look for figures (blocks) in accordance with them.
Equipment and material: a letter from the Wolf, Dienish blocks, handouts for exercises “Logical pairs”, “Unfinished picture”, “Go through the labyrinth”, simple and colored pencils, noise archestra instruments.
Contents of the lesson.
1. Organizational moment.
Children, we received a letter in kindergarten, but now you can guess who wrote it to us.
Again he runs on the trail,
Looking for something for lunch.
Knows a lot about piglets
Gray and toothy...
(wolf)
The Wolf writes in his letter that he is studying at a forest school, but Auntie Owl assigns such difficult tasks to her students. Let's help the Wolf complete them so that he can get a good grade.
2. Exercise “Show the figure” (Develop auditory perception, attention, learn to understand instructions, retain them in memory and look for figures (blocks) in accordance with them)
In front of each child is a box with Dienesh blocks. The psychologist asks you to find a red, large, thin triangle; yellow small thick circle, etc.
Children find blocks and show them.
2. Exercise “Logical pairs” (Develop logical thinking)
The psychologist distributes sheets with the task to each child. Children connect objects that are logically connected with each other with lines. Each child then explains their choice.
3. Exercise “Unfinished picture” (Develop creative thinking and imagination).
The psychologist gives each child a drawing with an element of the picture.
Children, using colored pencils, complete this element into a complete image. Then they come up with a name for their drawing.
4. Physical exercise “House” (Develop coordination of movements, auditory and motor memory)
Now let’s take a little rest and spend some physical exercise like in a real school.
Children, together with a psychologist, perform movements, pronouncing poetic lines.
Under the mushroom there is a hut-house,
(They connect their fingers with a hut)
A cheerful gnome lives there.
We'll knock softly
(Knock the fist of one hand on the palm of the other)
Let's ring the bell.
(Imitate movement)
The gnome will open the door for us,
He will call you to the hut-house.
(Call, imitating movement)
The house has a plank floor,
(Lower palms down, press one to the other with the ribs)
And on it is an oak table.
(The left hand is clenched into a fist, the palm of the right hand is placed on top of the fist)
Nearby is a high-backed chair.
(Point the left palm vertically upward, and put the fist of the right hand to its lower part)
There is a plate with a fork on the table.
(Hands lie on the table: the left hand is palm up; the index and middle fingers of the right hand are extended, the remaining fingers are clenched into a fist)
And the pancakes lie in a mountain -
Treat for the guys.
After completing the exercise, the “Old Duck” and “Two Claps” exercises are repeated (see Lessons No. 13; 14).
5. Exercise “Yes or no?” (Develop voluntary attention and auditory perception)
The psychologist reads the sentences. If children agree with these statements, they clap their hands (yes); if they disagree, their hands lie on the table (no).
- A meat grinder is used to grind the meat.
- They cut down a tree with an axe.
- It's cold in winter.
- The newspaper can be made of plastic.
- The donkey can talk.
- Water flows from the stone.
- The roof is made of straw.
- The tomato is blue.
- The wheel is square.
- Sausage is made from meat.
6. Exercise “Go through the labyrinth” (Develop visual-spatial orientation, attention, fine motor skills)
The psychologist distributes sheets with the task to each child. Children examine the labyrinth, looking for the road that will lead travelers to the forest. Then mark the path with a simple pencil.
7. Game “Remember your animal” (Develop auditory memory, attention and auditory perception)
Children are given instruments of a noise orchestra. Each child names an animal. Then the psychologist names the animals. The child whose animal is named swings his instrument once. The pace of the game gradually increases.
8. Summary.
Our lesson has come to an end. You and I helped the wolf complete all the tasks. Now he will know how to correctly answer Aunt Owl’s questions.

Lesson No. 16: “Let's help Pinocchio.”
Target: development of visual-spatial orientation, visual-figurative and logical thinking, voluntary attention, coordination of movements, auditory and motor memory; formation of the ability to concentrate and distribute attention, analyze, synthesize and combine, understand a schematic representation of a person’s posture.
Equipment and material: Pinocchio toy, Nikitin’s cubes “Fold the pattern”, demonstration material for the exercises “Make a picture”, “Tall tales”, “Freeze”, handouts for the exercise “Cars”, colored pencils.
Contents of the lesson.
1. Organizational moment.
Buratino comes to visit and asks the children to help him complete the homework that Malvina set.
2. Exercise “Make a drawing” (Develop visual-spatial orientation, voluntary attention, learn to analyze, synthesize and combine)
Malvina asked Pinocchio to put the cubes together into a pattern like the one in the picture, but he couldn’t. Shall we teach him?
The psychologist gives each child 4 cubes from the “Fold the Pattern” set. Then he hangs up samples of three pictures in turn, which the children have to put together.
3. Exercise “Tall Tales” (Develop visual-figurative thinking and voluntary attention)
Pinocchio drew a picture, but Malvina said that it was wrong. Why?
The psychologist posts a picture. The children look at it and take turns naming all the inconsistencies.
4. Exercise “At the deer” (Develop coordination of movements, auditory and motor memory)
Children, but Pinocchio still learned something. And now he will teach us how to play a game.
Children, together with a psychologist, stand on the carpet and perform movements, pronouncing poetic lines.
At the deer
(Hands depict horns)
House
(Hands depict a roof over your head)
Big.
(They spread their arms to the sides, showing how big the house is)
He looks out his window -
(Bend one arm horizontally at chest level. Place the elbow of the other hand on it, support your head with your palm)
A bunny runs through the forest
(Run in place)
There's a knock on his door:
- Knock-knock, open the door!
(Imitate knocking on the door)
There in the forest
(The fist with the thumb bent is waved over the shoulder, pointing back)
Hunter is evil!
(Imitate aiming with a gun)
- Hurry up and run
(Imitate opening a door)
Give me your paw!
(Offers hand for handshake)
And we also know many different games. Let's teach Pinocchio to play them.
After completing the exercise, the exercises “Old Duck”, “Two Claps”, “House” are repeated (see Lessons No. 13; 14, 15).
5. Exercise “Machines” (Develop logical thinking)
And here is another problem that the smart Malvina asked.
The psychologist gives each child a picture: “Pinocchio has two cars: red and blue. The cargo one is not red. What color is the car? Color the cars correctly."
6. Summary. Exercise “Freeze” (Teach to understand a schematic representation of a person’s posture)
You helped Pinocchio complete all of Malvina's tasks. And for this he will play one more game with you.
The psychologist explains the rules to the children: “Everyone must run around the room, and at the command of the leader, “One, two, three, freeze!” stop and take the pose shown on the card (shows one of the cards with a schematic image of a person). Those who take the wrong pose are eliminated from the game.”
At the end of the game, one or two children remain who are considered winners.
Pinocchio says goodbye to the children and leaves.

III. Providing the program
3. 1. List of basic literature
1. Govorova R., Dyachenko O. Games and exercises for the development of mental abilities in children // Preschool education. 1988. No. 1. p. 23 – 31.
2. Govorova R., Dyachenko O. Games and exercises for the development of mental abilities in children // Preschool education. 1988. No. 4. p. 29 – 33.
3. Pisarenko P.V. Soon to school. Attention. – Donetsk: VEKO, 2006.
4. Tikhomirova L. F. Cognitive abilities. Children 5 – 7 years old. – Yaroslavl: Development Academy, 2001.
5. Fomina L.V. Developmental activities in kindergarten. – Yaroslavl: Academy of Development, 2008.

3. 2. List of additional literature
1. Bashkirova N. Tests and exercises for preparing children for school. – St. Petersburg: Peter, 2010.
2. Wenger L. A. Games and exercises for the development of mental abilities in preschool children. – M.: Education, 1989.
3. Gatanova N.V., Tunina E.G. Program for the development and training of preschoolers: Tests for children 5 – 6 years old. – St. Petersburg: Publishing House “Neva”, 2004.
4. Gutkina N.I. Psychological readiness for school. – St. Petersburg: Peter, 2007.
5. Kryazheva N. L. Is the child ready for school? – Yaroslavl: Academy of Development, 1999.

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Bibliography

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32. A.K. Bondarenko Didactic games in kindergarten - “Enlightenment”, M. 1991.

Lesson No. 1 from the program for older preschoolers on the development of memory and attention

Psychologist: Good afternoon, children, I’m glad to see you all. Smile at me, at each other. I came to your classes today not alone, but with a boy who invites us to visit him, maybe someone knows his name, yes, kids, this is Petya Pyatochkin (cartoon character). He did not come empty-handed, but with various interesting tasks that will help us prepare for school.

1. Game “Say your name and say hello”

Goal: to unite children in a group and introduce each other for further joint work.

2. Exercise “Catch the ball and give a quick answer”

Goal: development of attention and memory

Psychologist: Let's play with the ball. I will throw the ball and ask questions that our new friend Petya Pyatochkin brought, whoever receives the ball must give the answer.

What is the number of the house where you live?

What time of year is your birthday?

What color are your eyes?

What fairy tale does your mother read to you?

What games do you play with dad?

3. Exercise “Recognize the shapes”

Games for memory development

Goal: development of visual memory

The psychologist demonstrates an illustration depicting 5 - 6 figures. Children look for 60 seconds. Then the psychologist takes away the illustration; Children cross out on the forms the figures that were in the psychologist’s illustration.

psychologist's lesson on memory development, psychologist's lesson on the development of attention, exercises for the development of attention in preschoolers

Psychologist: Well done, you quickly completed this task. I offer you a new game.

4. Game "Ear - nose"

Goal: to develop auditory and visual attention, memory, thinking.

The psychologist invites the children to play a game, the children must repeat the movements that the psychologist performs, saying the words “Ear” or “Nose” and grab the ear or nose, and then try to confuse.

5. Game “In order”

Goal: development of stability of attention

Each child has 10 pictures on their tables (animals, toys, household items, etc.). The psychologist puts 10 pictures on the board (like for children). We invite children to carefully consider and remember the order in which the pictures are placed for (1.5-2 minutes). Then he covers the pictures and asks the children to arrange the pictures on their tables, as they were on the board.

6. Drawing “What do you remember from yesterday’s walk”

Memory, attention

7. Farewell

Lesson No. 2 from the program for older preschoolers on the development of memory and attention

Psychologist: Good afternoon, children, today I received a letter again, do you want to know from whom? Yes, kids, this is a letter from our new friend Petya Pyatochkin, he couldn’t be in class today, but so that you don’t get bored, he gave you the task.

1. Greeting

2. Game “What is missing”

Goal: develop memory, attention, observation

The psychologist lays out on the table 10 objects that are not related to each other in meaning and that cannot be grouped: a comb, a book, a cube, a badge, a spoon, and the like. Invites children to carefully look for 2 - 3 minutes and remember what objects are on the table. He invites the children to turn away, takes two or three objects, and then asks “What’s missing?”

3. Game “Remember the word”

Goal: to develop verbal - logical memory

Children stand in a circle, the psychologist names a word (for example, flower) and hands a ball of thread to the child; the child, taking the ball, repeats the word that the psychologist named and names one of his own (for example: flower - pencil). The next child repeats the previous words and adds his own word.

4. Finger exercise “Orange”

Goal: development of fine motor skills of hands

We shared an orange (fingers locked)

There are many of us, but he is alone, (palms turned away from you, fingers to the sides)

This slice is for the cat (put your fingers in the basic “cat” position)

Tasks for the development of children's memory

This slice is a no brainer (fingers to the sides)

This lobe is a snail, (fingers into a fist, middle and index fingers extended, turn the right fist onto the palm of your left hand)

This slice is for the cuckoo, (fingers to the sides, fly)

And for the wolf it’s only skin! (Run the palm of your right hand over the palm of your left hand).

5. Game “Remember the movement”

Goal: development of visual memory and attention, fine motor skills

The psychologist comes up with simple movements and asks the children to repeat them after him to the music. When the kids remember, then the same movements are repeated in reverse order.

6. Game "Shop"

The psychologist calls the child and gives him the task of going to the store and buying 5-8 items there. The child is coming to the table - a store on which various items are laid out (10 pieces). He selects from memory, puts it in a suitcase and takes the purchase to the psychologist. A group of children checks the completion of the task.

7. Farewell.

Lesson No. 3 from the program for older preschoolers on the development of memory and attention

Goal: development of memory, attention

Progress of the lesson:

Psychologist: Guys, today I came to class not alone, but with teacher Petya Pyatochkina, who was preparing him for school and offers to play the games that your friend played when he went to kindergarten.

1. Greeting.

Goal: creating a positive atmosphere, developing communication skills.

Children stand in a circle, greet each other, turning to the neighbor on the right and the neighbor on the left.

Then each child stands in the center of the circle, says his name, and the names of all the children in the circle.

2. Game "Pyramids"

Goal: develop logical thinking and attention

Remove the tips from all the pyramids and mix them. Looking at one at a time, name the color and shape of the nozzles. Let the children assemble the pyramids the way they want. If the pyramid is “dressed” with various details, draw the children’s attention to this.

Mix the tips again and help the children assemble them correctly. Comment on your actions: “For this pyramid we need rings. Let's find all the rings. Now we need square nozzles. Compare rings by size and color. Explain to the children: “This ring is big, but this one is smaller, let’s find a big ring.”

3. Exercise “Alphabet game”.

Goal: development of logical thinking, memory and attention of preschoolers.

Option 1.

The psychologist chooses a letter of the alphabet and asks the children to name as many words as possible that begin with this letter. There is another version of this game.

Option 2.

The psychologist repeats the alphabet, and let the children come up with words for each letter. If you can’t think of words for a certain letter, it’s okay, you don’t need to stop! Pace is important here.

4. Game “What has changed?”

Goal: to develop visual memory, attention; cultivate perseverance.

The psychologist shows a drawing of children's room 1a and invites the children to remember what is shown in the drawing. Then he shows Figure 1b and asks: “What has changed in the room?” Let the children try to name all the objects that have disappeared or changed their place in the room.

Lesson No. 4 from the program for older preschoolers on the development of memory and attention

Goal: develop memory, attention, speech.

Progress of the lesson.

Psychologist: Good afternoon! Children, Petya and his class went on an excursion, leaving us a book so that we would not be discouraged and play interesting games.

1. Greeting.

Children stand in a circle, turn right, then left, greeting their neighbors. Then, each child stands in the center of the circle, says his name, and the other children repeat it.

2. Reading the story “Bone”

Mom bought plums and wanted to give them to the children after lunch. They were on the plate. Vanya never ate plums and kept sniffing them. And he really liked them. I really wanted to eat it. He kept walking past the plums. When no one was in the room, he could not stand it, grabbed one plum and ate it.

Before dinner, the mother counted the plums and saw that one was missing. She told her father.

At dinner my father says:

Well, children, did any of you eat one plum?

Everyone said: "No." Vanya blushed like a lobster and also said:

No, I didn't eat.

Then the father said:

That one of you ate a plum is not good, but that is not the problem. The trouble is that there are pits in plums, and if someone doesn’t know how to eat them and swallows a pit, he will die within a day. I'm afraid of this.

Vanya turned pale and said:

No, I threw the bone through the window.

And everyone laughed, and Vanya began to cry.

The psychologist conducts a conversation on the content of the work, asks to remember individual fragments, whether he did the right thing main character.

3. Finger gymnastics “Strawberry”

Goal: development of fine motor skills

Strawberries are removed from the fingers of one hand, then the procedure is repeated with the other hand.

It’s as if we remove each berry from the index finger, ring finger, middle finger, little finger and put it on a plate, etc.

4. Game “Whose circle will gather faster”

The psychologist divides the children into two teams, the children remember who is in which team; Form two circles, run and perform arbitrary movements to the music; when the music stops, the teams form their own circle.

5. Game “What cartoon is this melody from”

Goal: development of observation, attention and memory.

The psychologist plays melodies from the kids’ favorite cartoons and asks the children what cartoon the music is from.

6. Farewell.

5. Game “Forbidden movement”.

Goal: to cultivate attentiveness, intelligence, quick orientation in space, voluntary attention.

Children stand in a semicircle around the psychologist. They agree on what movement cannot be made. Then, to the music, the psychologist begins to make movements that everyone must repeat. Suddenly the psychologist makes a “forbidden movement.” The one who repeated it is eliminated from the game.

6. Drawing “Favorite Toy”

Goal: development of fine motor skills, attention and memory.

7. Farewell

Lesson No. 5 from the program for older preschoolers on the development of memory and attention

Goal: development of memory, attention.

Progress of the lesson:

Psychologist: Good afternoon, children! Today Petya Pyatochkin came not alone, but with his friend Dunno. Petya says that his friend confuses everything, forgets, should we help him remember what he forgot? And to do this you need to complete the tasks that your friends brought with them.

1. Greeting

Goal: to bring children closer together, create a positive atmosphere.

Children greet each other, affectionately calling the neighbor on the right, who, in turn, affectionately addresses and greets his neighbor on the right.

The exercise is performed in a circle.

2. Game “Guess the riddles”

Goal: development of memory and thinking

The psychologist reads the riddles and the kids give the answers:

Eg:

Black Ivashka

Wooden shirt,

Where the nose leads,

He puts a note there.

(Pencil)

They are usually for sewing

And I saw them at the hedgehog,

Happens on a pine tree, on a Christmas tree

And they are called...

3. Game “Who knows more”

Goal: development of memory, thinking, attention

The psychologist asks children to name 5 objects of a given shape or color in one minute. For example, 5 round objects or 5 red objects. The one who fails to name the objects within the allotted time loses. Repetitions are not counted.

4. Game “Recognize the Shapes”

(children have forms on their tables with images of 16 figures and objects).

The psychologist demonstrates an illustration depicting 7 - 8 figures. Children look at the shapes for 60 seconds. Then the psychologist takes the illustration, the children cross out on the forms the figures that were in the psychologist’s illustration.

5. Game “Remember the movement”

Goal: development of voluntary attention

The psychologist comes up with simple movements and asks the children to repeat them after him to the music. When the kids remember, then the same movements are repeated, only in reverse order.

6. Drawing “My mood yesterday.”

Goal: development of fine motor skills, memory and attention

7. Farewell

Lesson No. 6 from the program for older preschoolers on the development of memory and attention

In preschoolers, phonemic hearing.

Progress of the lesson

Psychologist: Good afternoon! Kids, today we will go to visit Petya, meet his family and, of course, play different games.

1. Greeting

Goal: creating a positive atmosphere, developing communication skills.

"Magic Ball"

Children stand in a circle and greet each other with the help of a “magic ball”, winding the thread of the ball around their finger and passing it around the circle without removing the thread from the finger. In this way, a visible connection is formed between all participants in the lesson. As soon as the glomerulus reaches the last participant, he returns the glomerulus back and removes the thread from his finger, the next one repeats the same thing, and so on until the first participant, until the glomerulus returns to its original state.

2. Game “Where is whose portrait”

Goal: development of visual memory and attention

The psychologist shows the children 5 cards of different colors and 5 of the same cards with portraits of people pasted on them: a baby, a girl, a boy, a woman, an old man. Children are asked to memorize five colored cards with portraits pasted on them, and they need to remember both the object and the background on which it is depicted. Memory time is 10 seconds. After a few minutes, children are shown color pictures without portraits. Children must remember what color this or that portrait was on the card.

Goal: development of phonemic hearing, attention

The psychologist seats the children around the room or the children stand in a semicircle. One child is chosen - he will guess. The child stands with his back to the other children. At this time, let one of the children say a short phrase or he will name the child’s name, and the child who has his back to everyone will try to guess whose voice he heard. If the voice is guessed, then the child sits down, and the one who said the phrase takes his place.

4. Game “Tell from memory”

Purpose: memory training

The psychologist demonstrates to the kids for a short time (you need to count to five) some interesting toy(doll, car), while asking the children to look at it carefully. Then he hides it and asks several questions about this toy.

5. Game “Collect a picture”

Goal: to develop logical thinking, auditory and visual attention, fine motor skills.

psychologist's lesson on memory development, psychologist's lesson on attention development, exercises for developing attention in preschoolers,

The children have cut up pictures on their tables. The psychologist shows the children a picture for 30 seconds identical to the pictures the children have. Collects a sample (the first picture) and instructs the children to create a picture from the fragments given to them.

6. Farewell.

Lesson No. 7 from the program for older preschoolers on the development of memory and attention

Goal: development of memory, attention

Progress of the lesson

Psychologist: Hello! Petya Pyatochkin came today with his favorite book. This is a book with a lot interesting tales, and you love fairy tales, but want to know what fairy tales our friend likes? And to find out we need to complete various tasks, don’t you agree?

1. Greeting

2. Game “Fairytale Quiz”

Goal: development of memory, attention

The psychologist names several fairy tale heroes and asks the children to remember the names of fairy tales that contain these heroes.

3. Exercise “Place the dots”

For 2-3 seconds, the psychologist shows the children a picture with dots drawn in a square. Then he covers the square with a sheet of paper. Asks the children to place dots in the empty squares that are on their tables, as in the proposed version. You need to prepare several options for tasks in advance.

4. Game “What is missing”

Goal: development of memory, attention, observation

The psychologist lays out on the table 10 objects that are not related to each other in meaning and that cannot be grouped: a comb, a book, a cube, a badge, a spoon, and the like. We invite children to carefully look for 2 - 3 minutes and remember what objects are on the table. He invites the children to turn away, removes 2-3 objects, and then the psychologist asks: “What’s missing?”

Games for memory development

5. Finger exercise “Lock”

Goal: development of fine motor skills, attention

There's a lock on the door

the fingers of both hands are clasped together

Who could open it?

pull your hands in different directions, trying to disengage the lock

Twisted

make circular movements with your hands without releasing the lock

Turned it around

make wave-like movements with your hands

They knocked

Without unclenching your fingers, tap your palms together

And they opened

Unclasped hands

6. Game “Repeat the drawing”

Goal: development of attention, memory, observation, fine motor skills.

The psychologist shows the drawing, the children look attentively and remember it. Then the psychologist hides the drawing, and the children draw it on a sheet of paper. (5 demonstration drawings are prepared in advance)

7. Farewell.

Lesson No. 8 from the program for older preschoolers on the development of memory and attention

Progress of the lesson

Psychologist: Good afternoon! Guys, today our friend Petya was in such a hurry to come to us that he did not have time to complete all the tasks that were assigned to him at school, we will help him with this.

1. Greeting.

Goal: overcoming psycho-emotional stress, establishing group work.

A psychologist offers children to say hello in unusual ways, first with their noses, then with their arms, legs, shoulders, backs, foreheads.

2. Game “Decreased or increased.”

Goal: development of attention, memory, observation.

The psychologist lays out pictures on the table depicting objects from different groups: for example, 3-4 pictures of trees, vegetables, clothes, etc. Lays out the pictures mixed up on the tables. Children should look at them carefully for 1-2 minutes, remember and turn away. Then pick up 4-5 pictures from the table that relate to at least three different groups. Children must determine which pictures are missing. In our version, you can not only take pictures, but also add new ones, or simultaneously take some and add others.

3. Game “Picture helps the word”

Goal: development of visual and auditory memory

The psychologist must prepare 10 words and 10 pictures related to these words in meaning. For example: light, nest, tree, music, school, lunch, garden, river, forest; pictures: light bulb, swallow, table, leaf, violin, briefcase, plate, apple, wolf, pike.

The words are read out sequentially, and for each word the children select a picture that matches its meaning. After all the pictures have been selected, ask the child to look at the pictures for 1-2 minutes and remember the words associated with them. During this you can look at the pictures.

4. Game “Make a drawing from geometric shapes”

The psychologist distributes to the children a set of geometric figures for each child; three samples of drawings, 4 copies for each, for exchange among themselves (12 drawings in total). The psychologist asks the children to superimpose geometric shapes onto a given pattern (cat, dog, bird).

5. Game “Repeat after me”

Goal: development of phonemic hearing and attention

The psychologist chooses a simple rhythm and asks the children to repeat it after one listen. Gradually the task may become more difficult.

6. Game “Build a structure from memory”

Goal: memory development

A psychologist builds a house from six construction kit parts. Children watch and remember for 2 minutes. The psychologist covers the structure with a box and invites the children to use the same parts of the construction set to build the same house from memory.

7. Farewell.

Lesson No. 9 from the program for older preschoolers on the development of memory and attention

Goal: development of memory, attention, observation.

Progress of the lesson

Psychologist: Good afternoon, guys! Petya Pyatochkin did not come to us today, but I think that we will not be bored, but will play the games that Petya introduced us to.

1. Greeting.

Goal: overcoming psycho-emotional stress, establishing group work.

The psychologist suggests that children greet in unusual ways, first with their noses, then with their arms, legs, shoulders, backs, etc.

2. Game "Shop"

Goal: development of auditory memory

The psychologist calls the child and gives him the task of going to the store and buying 5-8 items there. The child goes to the table - a store on which various items (10 pieces) are laid out. He selects from memory, puts it in the basket and takes the purchase to the psychologist. A group of children checks the completion of the task.

Goal: development of phonemic hearing, attention.

The psychologist seats the kids in the room. One child is chosen - he will guess. The child stands with his back to the other children. At this time, one of the children should say a short phrase, for example: “It’s very hot today,” and the child who has his back to everyone tries to guess whose voice he heard. If the voice is guessed, then the child sits down, and the one who says the phrase takes his place.

4. Game “Place the dots”

Goal: development of visual memory, attention, thinking

For 2-3 seconds, the psychologist shows the children a picture with dots drawn in a square. Then he covers the square with a sheet of paper. Asks the children to place dots in the empty squares that lie on their tables, as in the first one. You need to prepare several options for tasks and blank squares in advance.

5. Game “Whose circle will gather faster”

Goal: development of memory, attention and spatial orientation.

The psychologist divides the children into two teams, the children remember who is in which team, form two circles, run around to the music and perform voluntary movements. At the signal, each team forms its own circle.

6. Game "Beads"

Goal: development of attention and fine motor skills of the hands

The psychologist invites the children to consider what geometric shapes the beads in the picture are made of. In what order are these figures located? Asks the children to draw beads the way they remember.

7. Farewell.

Lesson No. 10 from the program for older preschoolers on the development of memory and attention

Goal: development of memory, attention, observation.

Progress of the lesson

Psychologist: Good afternoon guys! I came today not alone, but together with your friend Petya, we learned a lot during our meetings.

1. Greeting.

2. Game “What is missing”

Goal: development of memory, attention, observation

The psychologist lays out 10 unrelated objects on the table that cannot be grouped: a comb, a book, a cube, a badge, a spoon, and the like. Invites the children to look carefully for 2-3 minutes and remember what objects are on the table. Invites the children to turn away, takes two or three objects, and then asks: “What’s missing?”

3. Game “Remember the Figures”

(children have forms on their tables depicting 16 figures)

Goal: development of memory, attention.

The psychologist demonstrates an illustration depicting 8-9 figures.

Children look for 60 seconds. Then the psychologist takes the illustration, the children cross out on the forms the figures that were in the psychologist’s illustration.

4. Game “Listen to the command”

Goal: development of attention, memory

The psychologist shows the movements and accompanies them with certain commands. Children must repeat the movement upon hearing the appropriate command, despite the psychologist showing a different movement. Afterwards, the child can become the leader.

5. Game “Magic Bows”

Goal: development of fine motor skills

The psychologist invites children to tie bows from various ribbons, ropes, laces, etc.

6. Game “Guess the melody”

Goal: development of auditory memory

The psychologist plays a melody from the kids’ favorite cartoons and asks them which cartoon this or that song comes from.

7. Farewell.

Correctional and developmental program for older preschoolers to develop memory and attention

Ministry of Education and Science of the Republic of Kazakhstan

Municipal State Institution " high school No. 26"

Mini-center "Sun"

Program for the development of cognitive processes in preschool children

Prepared by:

psychologist at the Solnyshko mini-center

Asylbekova A.K.

Ust-Kamenogorsk 2013

Explanatory note

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

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

Memory. Significant changes in children occur in the development of voluntary memory. Initially, memory is involuntary in nature - in preschool age children usually do not set themselves the task of remembering anything. Development of voluntary memory in a child in preschool period begins in the process of his upbringing and during games. The degree of memorization depends on the child’s interests. Children remember better what interests them and remember meaningfully, understanding what they remember. In this case, children primarily rely on visually perceived connections of objects and phenomena, rather than on abstract logical relationships between concepts. In addition, in children the latent period during which the child can recognize an object that is already known to him from past experience is significantly extended. Thus, by the end of the third year, a child can remember what he perceived several months ago, and by the end of the fourth, what happened about a year ago.

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

Start working on development of fine motor skills needed from the very beginning early age. Already infant You can massage your fingers (finger gymnastics), thereby influencing active points associated with the cerebral cortex. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.

And, of course, in older preschool age, work on developing fine motor skills and coordination of hand movements should become an important part of preparation for school, in particular for writing. Read more about the methods of preparing a preschooler’s hand for writing in the section “Developmental techniques.

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

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

Imagination child develops in the game. At first, it is inseparable from the perception of objects and the performance of game actions with them. A child rides on a stick - at this moment he is a rider, and the stick is a horse. But he cannot imagine a horse in the absence of an object suitable for riding, and he cannot mentally transform a stick into a horse when he is not acting with it. In the play of three- and four-year-old children, the similarity of the substitute object with the object that it replaces is essential. In older children, the imagination can also rely on objects that are not at all similar to the ones being replaced. Gradually the need for external supports disappears. Interiorization occurs - a transition to playful action with an object that does not actually exist, to a playful transformation of the object, giving it a new meaning and imagining actions with it in the mind, without real action. This is the origin of imagination as a special mental process. Formed in play, imagination moves into other activities of the preschooler. It is most clearly manifested in drawing and in writing fairy tales and poems. At the same time, the child develops voluntary imagination when he plans his activities, an original idea and orients himself to the result. At the same time, the child learns to use involuntarily arising images. There is an opinion that a child’s imagination is richer than an adult’s imagination. This opinion is based on the fact that children fantasize for a variety of reasons. However, a child's imagination is actually not richer, but in many respects poorer than an adult's imagination. A child can imagine much less than an adult, since children have more limited life experience and therefore less material for imagination. In the period from three to four years, with a pronounced desire to recreate, the child is still unable to retain the previously perceived images. The recreated images are for the most part far from the original principle and quickly leave the child. However, it is easy to lead a child into a fantasy world where fairy-tale characters are present. In older preschool age, the child’s imagination becomes controllable. Imagination begins to precede practical activity, combining with thinking when solving cognitive problems. Despite all the importance of developing active imagination in general mental development There is also a known danger associated with it. For some children, imagination begins to “replace” reality and creates a special world in which the child can easily achieve the satisfaction of any desires. Such cases require special attention as they lead to autism.

As curiosity and educational interests develop thinking is increasingly used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities. Preschoolers resort to some kind of experiments to clarify questions that interest them, observe phenomena, reason about them and draw conclusions. Acting with images in his mind, the child imagines a real action with an object and its result, and in this way solves the problem facing him. Figurative thinking is the main type of thinking of a preschooler. In its simplest forms it appears already in early childhood, showing up in the decision narrow circle practical problems related to subject activity child, using simple tools. By the beginning of preschool age, children solve in their minds only those tasks in which the action performed by a hand or tool is directly aimed at achieving a practical result - moving an object, using it or changing it. Younger preschoolers solve such problems with the help of external indicative actions, i.e. at the level of visual-effective thinking. In middle preschool age, when solving simpler and then more complex problems with indirect results, children gradually begin to move from external tests to tests performed in the mind. After the child is introduced to several variants of a problem, he can solve a new version without resorting to external actions with objects, and having received the necessary result in the mind.

The “Sunshine” program is aimed at developing cognitive processes, communication skills, emotional and volitional qualities in a preschooler, as well as forming the foundations for the safety of one’s own life and the prerequisites for environmental awareness, preserving and strengthening the physical and mental health of children.

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

In the manual by Zemtsova O.N. “Smart Books” presents games and exercises aimed at developing mental processes (attention, memory, thinking, imagination), mathematical representations, speech development, in preparation for learning to read and write, as well as the development of fine motor skills and familiarity with the outside world.

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

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

“Developmental tasks for kids” by S.V. Burdin is aimed at developing voluntary attention, logical thinking, mathematics, speech and graphic skills.

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

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

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

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

PURPOSE: targeted development of the child’s personality and cognitive mental processes underlying successful learning At school.

TASKS:

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

develop communication skills;

promote the development of the emotional-volitional sphere;

develop Creative skills preschoolers;

develop social behavior skills;

promote increased self-confidence and development of independence;

Principles of program construction

The Solar Steps program is built on the following principles:

systematic and planned.

Child development is a process in which all components are interconnected, interdependent and interdependent. You cannot develop just one function; systematic work is necessary. Classes are conducted systematically. The material is arranged sequentially, from simple to more complex.

principle of taking into account age characteristics.

Taking into account the psychological and physiological characteristics of children, the selection of tasks, methods and techniques of teaching is carried out, ensuring the formation of an active and creative individuality in each child.

principle of accessibility.

The material is presented in an understandable form, which makes working with children easier and makes it understandable for them.

4) the principle of creativity.

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

5) game principle.

For children of preschool and younger age, the leading type of activity is play, so classes are of a playful nature. Training is provided through logic games and game situations.

6) the problem principle.

Creation problematic situation during the lesson allows children to independently find a solution (choice of strategy for behavior in a situation; variability in solving a problem, etc.).

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

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

The child develops as a personality in accordance with his physical features and existing inclinations.

9) the principle of individuality and differentiation.

Knowledge and consideration of the individual psychological characteristics of students, setting tasks for specific students in accordance with their personal characteristics, adjusting the methods of education and training.

10) the principle of unity of developmental and diagnostic functions

Testing, diagnostic tasks that allow you to analyze the degree to which children have mastered knowledge and skills, and assess their level of development.

Implementation period

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

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

Principles of lesson design:

Creating a psychologically favorable atmosphere;

Correspondence individual characteristics students;

Adequacy of requirements and loads;

Goodwill;

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

The interest and activity of the child himself;

Community of adults and children.

Forms of classes

Classes are conducted in the form of travel games, research classes, fairy tale classes, story game, mini-training.

Organization of classes

Duration of classes - 30 minutes.

Between classes, children rest for 10 minutes during recess, which includes low-mobility games

Each lesson consists of two blocks.

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

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

The following are used forms of work:

Individual;

Collective;

Group.

Expected results

By the end of this program, children must have:

Idea about the school;

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

be able to:

Find a solution to the problem yourself;

Analyze situations, explore the object proposed by the teacher;

Control your behavior; restrain emotions, desires;

Communicate with peers and adults.

Diagnostic work

During the program, the teacher monitors the children’s results using tests, creative tasks, open classes, diagnostics, questioning of parents.

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

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

The work uses the following tests and methods:

To study thinking:

- “What’s extra?”

Circle game “Opposite word” (with a ball)

Notebooks for developing a child's thinking

To study attention:

Notebooks for developing a child's attention

Game "Notice everything"

Game “Edible - Inedible”

Circle the number "4"

A book with educational aids “Smart Book”.

To study memory:

Game "Notice everything"

- “Remember 10 pictures”

- “Draw from memory”

Game "Remember the order"

Remember what color each item is.

Notebooks for developing a child's memory

A book with educational aids “Smart Book”.

For studying fine motor skills

- “Match painting”

Cut out shapes from paper folded like an accordion.

Complete the patterns in the cells

A book with educational aids “Smart Book”.

To study the emotional state:

Observation, interviews with parents and teachers,

Diagnostics to determine readiness for school:

Kern-Jirasek test;

Methods for studying voluntary attention;

Diagnostics of the development of elements of logical thinking;

Self-control diagnostics and voluntary memorization;

Diagnostics speech development child, awareness of perception and use of speech;

“Happy – Sad” technique for assessment emotional attitude for school.

The final diagnosis involves carrying out the same techniques using other illustrative material.

Children receive information about the results obtained at the final lesson (after diagnostics) in the form of the game “What We Learned.” Individual consultations and recommendations are provided for teachers and parents.

classes

Lesson structure

Purpose of the game,

exercises

Materials for

occupation

1

TARGET:

Game “Which Hand Does Your Neighbor Have”

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

Musical

accompaniment

Game "Pass the Ball"

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

Training precision movements, concentration, reaction speed.

Images

Pinocchio stretched

Once I bent over

Two bent over

Three bent over

He spread his arms to the side

Apparently I didn't find the key

To get us the key

You need to stand on your toes

physical stress

Musical

accompaniment

Game “Remember 10 pictures”.

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

Development

short term memory

Images

2

TARGET:development of the emotional-volitional sphere of the child during the adaptation period

Game "Who will do better"

Participants stand in a line opposite the leader and imitate walking along different surfaces, which are suggested by the presenter (on ice, snow, mud, hot sand, puddles).

Shape positive attitude to peers.

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

Exercise

for development

attention

Physical exercise-warm-up (motor-speech)

Pinocchio stretched

Once I bent over

Two bent over

Three bent over

He spread his arms to the side

Apparently I didn't find the key

To get us the key

You need to stand on your toes

Physical

voltage

Musical

accompaniment

Game “Invisible”.

The psychologist shows the children gnomes in hats, or you can use only hats; cardboard hat cards are gnomes in multi-colored hats. Then he says the names of the colors in sequence and asks the children to repeat them. When all the gnomes are named again, the psychologist asks the children to close their eyes and try not to peek, and covers one of the gnomes’ hats with an invisible white hat. You need to determine which gnome is covered, that is, who is under the invisible hat. Gradually the game becomes more complicated as the number of caps to cover increases.

Development of switchability, stability and distribution of attention;

Dwarf hats cut out of colored and white cardboard

3

TARGET:development of the emotional-volitional sphere of the child during the adaptation period

Game "Compliments"

Sitting in a circle, everyone joins hands. Looking into your neighbor's eyes, you need to tell him a few kind words, Praise for something. The receiver nods his head and says: “Thank you, I’m very pleased!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle.

Warning:

Some children cannot give a compliment; they need help. Instead of praising, you can simply say “delicious”, “sweet”, “floral”, “milk” word.

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

Develop a positive attitude towards peers.

Musical

accompaniment

Working with notebooks. Page 23 (part 2). Complete the other halves of these figures.

develop fine motor skills and coordination;

Physical exercise-warm-up (motor-speech).

Everyone raised their hands up

And then they were lowered

And then we’ll hold you close

And then we'll separate them

And then faster, faster

Clap clap more cheerfully

physical stress

Musical accompaniment

Game "Seasons"

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

Getting to know the world around you

Pictures with seasons

4

TARGET:development of the emotional-volitional sphere of the child during the adaptation period

A game. “Who loves what?”

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

Develop a positive attitude towards peers.

Working with notebooks. Page 9 (part 2). Color each group of objects only three that are meaningful to each other. Explain why one of the items is not suitable?

Development

thinking

Workbook, colored pencils

Physical exercise-warm-up (motor - speech)

Everyone raised their hands up

And then they were lowered

And then we’ll hold you close

And then we'll separate them

And then faster, faster

Clap clap more cheerfully

physical stress

Musical accompaniment

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

Development of visual memory

Workbook

5

TARGET:development of the emotional-volitional sphere of the child during the adaptation period

Game "Cooks"

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

develop a positive attitude towards peers.

Musical accompaniment, hats with drawings of vegetables

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

Development

attention

Workbook, pencil

Physical exercise-warm-up (motor-speech)

physical stress

Musical accompaniment

Game "Remember the order"

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

Development

visual

10 different items

6

TARGET:development of the emotional-volitional sphere of the child during the adaptation period

Game "Pass the ball"

Sitting or standing, the players try to pass the ball as quickly as possible without dropping it. You can throw the ball to your neighbors as quickly as possible. You can turn your back in a circle and put your hands behind your back and pass the ball. Whoever dropped it is out.

Note: You can make the exercise more difficult by asking children to close their eyes.

Develop a positive attitude towards peers.

Game "Draw from memory"

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

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

Sheet of paper, simple pencil

Physical exercise-warm-up (motor-speech)

I'm walking and you're walking - one, two, three (step in place)

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

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

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

physical stress

Musical accompaniment

Game: “What holidays do you know?”

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

7

TARGET:development of the emotional-volitional sphere of the child during the adaptation period

A game. "Change places, all those who..."

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

Develop a positive attitude towards peers.

Musical accompaniment

Working with notebooks. A) page 24. (part 2). Shade the figures according to the sample.

Development

thinking

Workbook, pencil

We came to the forest meadow

Lifting your legs higher

Through bushes and buds

Through branches and warblers

Who walked so high

Didn't trip, didn't fall

physical stress

Musical accompaniment

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

Development

attention.

Workbook, pencil

8

TARGET:development of the emotional-volitional sphere of the child during the adaptation period

A game. "Listen and Guess"

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

Develop a positive attitude towards peers.

Musical accompaniment

Game "Notice everything"

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

Development of attention

visual

10 different items

Physical exercise – warm-up (motor-speech)

We came to the forest meadow

Lifting your legs higher

Through bushes and buds

Through branches and warblers

Who walked so high

Didn't trip, didn't fall

physical

voltage

Musical accompaniment

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

Develop fine motor skills and coordination;

Workbook, pencil

9

TARGET:

Game “Match painting” – “House”, “Chair””

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

Development of imagination, perception, fine motor skills.

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

We came to the forest meadow

Lifting your legs higher

Through bushes and buds

Through branches and warblers

Who walked so high

Didn't trip, didn't fall

physical stress

Musical accompaniment

Working with notebooks. Page 10 (part 2). Choose and color a suitable object that should be depicted in the empty square. Explain the choice.

Development

thinking

Workbook, pencil

Game “Edible - Inedible”

Edible - cotton, inedible - sit down.

Development

attention.

10

TARGET: Development of cognitive mental processes in children

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

Develop fine motor skills and coordination;

Workbook, pencil

Circle game “Opposite word”(with a ball)

Day - (night)

Black - (white)

Wet - (dry)

Funny - (sad)

Cold - (hot)

Bitter - (sweet)

New - (old)

Deep – (finely)

Far - (close)

Buy - (sell)

Sick - (healthy)

Start - (end)

Development

thinking

Physical exercise – warm-up (motor-speech)

We came to the forest meadow

Lifting your legs higher

Through bushes and buds

Through branches and warblers

Who walked so high

Didn't trip, didn't fall

physical

voltage

Musical accompaniment

Game "Flies - doesn't fly"

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

Development

attention

11

TARGET: Development of cognitive mental processes in children

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

Development

Workbook, colored pencils

Game “Find and name domestic, birdbinders and wintering birds on the page”

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

Development of general awareness and social knowledge

Pictures with drawings of birds

Physical exercise – warm-up (motor-speech)

We kick top to top

We clap-clap our hands

We are the eyes of a moment-a-moment

We shrug our shoulders

One here, two there

Turn around yourself

One sat down, two stood up

Everyone raised their hands up

One-two, one-two

It's time for us to get busy

physical stress

Musical accompaniment

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

Develop fine motor skills and coordination;

Workbook, pencil

12

TARGET: Development of cognitive mental processes in children

Game "Who is faster"

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

Development

thinking

Pictures with drawings

Physical exercise – warm-up (motor-speech)

We kick top to top

We clap-clap our hands

We are the eyes of a moment-a-moment

We shrug our shoulders

One here, two there

Turn around yourself

One sat down, two stood up

Everyone raised their hands up

One-two, one-two

It's time for us to get busy

physical stress

Musical accompaniment

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

Development

attention

Workbook, colored pencils

13

TARGET: Development of cognitive mental processes in children

Game “What can come out of these drawings?”

Development

imagination

Paper

Physical exercise – warm-up (motor-speech)

We kick top to top

We clap-clap our hands

We are the eyes of a moment-a-moment

We shrug our shoulders

One here, two there

Turn around yourself

One sat down, two stood up

Everyone raised their hands up

One-two, one-two

It's time for us to get busy

physical

voltage

Musical accompaniment

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

Development

attention

Workbook, pencil

14

TARGET: Development of cognitive mental processes in children

Working with notebooks.

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

Development of general awareness and social knowledge

Workbook, pencil

Game “Lay out the same drawings from counting sticks”

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

Develop fine motor skills and coordination;

Counting sticks

Physical exercise – warm-up (motor-speech)

We kick top to top

We clap-clap our hands

We are the eyes of a moment-a-moment

We shrug our shoulders

One here, two there

Turn around yourself

One sat down, two stood up

Everyone raised their hands up

One-two, one-two

It's time for us to get busy

physical

voltage

Musical accompaniment

Exercise: Circle the number “4”.

Children must circle the number “4” among the numbers and letters.

Development

attention

Workbook, pencil

15

TARGET: Development of cognitive mental processes in children

Working with notebooks

Development

thinking

Workbook, pencil

Physical exercise – warm-up (motor-speech)

We raise our hands up

And then we lower them

And then we’ll hold you close

And then we'll separate them

And then quickly, quickly

Clap, clap more cheerfully

Physical

voltage

Musical accompaniment

A game. "Make up stories." Come up with fairy tales so that these characters and objects are present in them. Children should be able to come up with fairy tale stories on their own.

Development of imagination

16

TARGET: Development of cognitive mental processes in children

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

Development

attention

Workbook, pencil

Physical exercise – warm-up (motor-speech)

We raise our hands up

And then we lower them

And then we’ll hold you close

And then we'll separate them

And then quickly, quickly

Clap, clap more cheerfully

physical

voltage

Musical accompaniment

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

Memory development

Workbook

17

TARGET: Development of cognitive mental processes in children

Game "What's extra"

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

Development

thinking

Pictures with drawings of objects.

Physical exercise-warm-up (motor-speech)

Pinocchio stretched

Once I bent over

Two bent over

Three bent over

He spread his arms to the side

Apparently I didn't find the key

To get us the key

You need to stand on your toes

physical

voltage

Musical accompaniment

Game “Cut out shapes from paper folded like an accordion.”

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

Develop fine motor skills and coordination;

Sheets of colored paper, scissors

18

TARGET: Development of cognitive mental processes in children

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

Development of general awareness and social knowledge

Workbook

Physical exercise-warm-up (motor-speech)

Pinocchio stretched

Once I bent over

Two bent over

Three bent over

He spread his arms to the side

Apparently I didn't find the key

To get us the key

You need to stand on your toes

physical

voltage

Musical accompaniment

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

Develop fine motor skills and coordination;

Workbook, pencil

19

TARGET: Development of cognitive mental processes in children

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

Development of thinking

Workbook, pencil

Physical exercise – warm-up (motor-speech)

Our rest - Fizminutka

Take your seats

Everyone raised their hands up

Sat down, stood up, sat down, stood up

And then they started galloping

Like my elastic ball

Physical

voltage

Musical accompaniment

Game “What mood are the guys in?”

What kind of mood do you think these guys are in? How do they express their emotions? (What are they doing?).

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

Development

imagination

Pictures with drawings of guys with different moods.

20

TARGET: Development of cognitive mental processes in children

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

Development

attention

Workbook, colored pencils

Physical exercise – warm-up (motor-speech)

Our rest - Fizminutka

Take your seats

One - sit down, two - stand up

Everyone raised their hands up

Sat down, stood up, sat down, stood up

Vanka-Vstanka as if they became

And then they started galloping

Like my elastic ball

physical

voltage

Musical accompaniment

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

Memory development

Workbook

TARGET: Development of cognitive mental processes in children

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

Development

thinking

Workbook

Physical exercise – warm-up (motor-speech)

Our rest - Fizminutka

Take your seats

One - sit down, two - stand up

Everyone raised their hands up

Sat down, stood up, sat down, stood up

Vanka-Vstanka as if they became

And then they started galloping

Like my elastic ball

physical stress

Musical accompaniment

Game “Complete the patterns in the cells”

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

Develop fine motor skills and coordination;

Checked notebook, pencil

22

TARGET: Development of cognitive mental processes in children

“What can come out of these drawings?”

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

Development

imagination

Sheet of paper, pencil and colored pencil

Physical exercise – warm-up (motor-speech)

Our rest - Fizminutka

Take your seats

One - sit down, two - stand up

Everyone raised their hands up

Sat down, stood up, sat down, stood up

Vanka-Vstanka as if they became

And then they started galloping

Like my elastic ball

physical stress

Musical accompaniment

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

Development

attention

Workbook, pencil

23

TARGET: Development of cognitive mental processes in children

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

Memory development

Workbook, pencil

Physical exercise – warm-up (motor-speech)

Turned your head - that's "two"

Jump on "four"

physical

voltage

Musical accompaniment

Game “Name all the berries, fruits and vegetables in the picture”

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

Development of general awareness and social knowledge

Images

24

TARGET: Development of cognitive mental processes in children

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

Development

thinking

Workbook

Physical exercise – warm-up (motor-speech)

I ask you to rise - this is “one time”

Turned your head - that's "two"

Hands to the side, look forward - this is “three”

Jump on "four"

Press two hands to your shoulders - this is “five”

All the guys sit down quietly - that's "six"

Physical

voltage

Musical accompaniment

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

Development

attention

Workbook, pencil

25

TARGET: Development of cognitive mental processes in children

Working with notebooks. Page 28(part 2). Draw the figures

Develop fine motor skills and coordination;

Workbook, pencil

Physical exercise – warm-up (motor-speech)

I ask you to rise - this is “one time”

Turned your head - that's "two"

Hands to the side, look forward - this is “three”

Jump on "four"

Press two hands to your shoulders - this is “five”

All the guys sit down quietly - that's "six"

Physical

voltage

Musical accompaniment

Game “Cheerful Dwarf”.

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

Development

imagination

Gnome with a bag in his hands

26

TARGET: Development of cognitive mental processes in children

Game “Remember what color each object is”

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

Memory development

Various objects of different colors

Physical exercise – warm-up (motor-speech)

I ask you to rise - this is “one time”

Turned your head - that's "two"

Hands to the side, look forward - this is “three”

Jump on "four"

Press two hands to your shoulders - this is “five”

All the guys sit down quietly - that's "six"

physical

voltage

Musical accompaniment

A) "Who's hiding in the forest?"

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

B) “Count all the butterflies in the picture.”

Children must find eight butterflies.

Development of attention

Images

27

TARGET: Development of cognitive mental processes in children

Game "Extra item"

“In each row, find the “extra” object”

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

Development

thinking

Physical exercise – warm-up (motor-speech)

We raise our hands up

And then we lower them

And then we’ll hold you close

And then we'll separate them

And then quickly, quickly

Clap, clap more cheerfully

Physical

voltage

Musical accompaniment

Working with notebooks.

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

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

Development of general awareness and social knowledge

Workbook

28

TARGET: Development of cognitive mental processes in children

Game "Wizard"

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

Development

imagination

Drawing of a wizard, colored pencil

Physical exercise – warm-up (motor-speech)

We raise our hands up

And then we lower them

And then we’ll hold you close

And then we'll separate them

And then quickly, quickly

Clap, clap more cheerfully

Physical

voltage

Musical accompaniment

The game “Put out the same drawings from counting sticks.” Lay out the same drawings from counting sticks.

Children should be able to make simple figures using counting sticks.

Develop fine motor skills and coordination;

Counting sticks

29

TARGET: Development of cognitive mental processes in children

Working with notebooks.

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

Memory development

Workbook, pencil and colored pencil

Physical exercise-warm-up (motor-speech)

I'm walking and you're walking - one, two, three (step in place)

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

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

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

physical

voltage

Musical accompaniment

Working with notebooks.

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

Development of attention

Workbook, colored pencils

30

TARGET: Development of cognitive mental processes in children

Working with notebooks.

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

B) page 29. What's missing from the pictures? Finish it.

Development of thinking

Workbook, pencil

Physical exercise-warm-up (motor-speech)

I'm walking and you're walking - one, two, three (step in place)

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

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

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

Relieving physical stress

Musical accompaniment

Game “Divide the objects into three groups”

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

31

TARGET: Development of cognitive mental processes in children

Game "Turn shapes into interesting objects"

Color them.

Square, triangle, circle, rectangle.

Development of imagination, perception, improvement of graphic skills.

Shapes, colored pencils

Physical exercise – warm-up (motor-speech)

We came to the forest meadow

Lifting your legs higher

Through bushes and buds

Through branches and warblers

Who walked so high

Didn't trip, didn't fall

Relieving physical stress

Musical accompaniment

Game “What has changed in the picture?”

Take a close look at the top picture. Then cover it with a piece of paper. What has changed in the picture below? Children must independently find all the changes in the bottom picture.

Memory development

32

TARGET: Development of cognitive mental processes in children

Working with notebooks.

Page 29 (part 2). Put a pencil on your eyeglass, listen and draw.

Develop fine motor skills and coordination;

Workbook, pencil

Physical exercise – warm-up (motor-speech)

We came to the forest meadow

Lifting your legs higher

Through bushes and buds

Through branches and warblers

Who walked so high

Didn't trip, didn't fall

physical

voltage

Musical accompaniment

Working with notebooks.

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

Development of general awareness and social knowledge.

Workbook, pencil

33

TARGET: Development of cognitive mental processes in children

Working with notebooks.

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

Development

attention

Workbook, pencil

Physical exercise – warm-up (motor-speech)

We kick top to top

We clap-clap our hands

We are the eyes of a moment-a-moment

We shrug our shoulders

One here, two there

Turn around yourself

One sat down, two stood up

Everyone raised their hands up

One-two, one-two

It's time for us to get busy

physical

voltage

Musical accompaniment

Game “What did the artist mix up?”

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

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

Development

thinking

Images

34

TARGET: Development of cognitive mental processes in children

Working with notebooks.

Page 30 (part 2). Continue the patterns.

Develop fine motor skills and coordination;

Workbook, pencil

Physical exercise – warm-up (motor-speech)

We kick top to top

We clap-clap our hands

We are the eyes of a moment-a-moment

We shrug our shoulders

One here, two there

Turn around yourself

One sat down, two stood up

Everyone raised their hands up

One-two, one-two

It's time for us to get busy

physical stress

Musical accompaniment

Working with notebooks.

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

Development

Workbook, pencil