Program for the development of mental processes. Program for the development of cognitive processes in preschool children
Explanatory note
Justification of the topic.“Modern children do not want to learn,” adults say with one voice: parents, teachers. This phrase has become something of a proverb. There is a certain amount of truth in this statement. The problem of educational motivation, increased and high level of school anxiety, low level of selectivity of attention every year is becoming more and more acute for teachers, psychologists, and parents. Everyone understands that something needs to be changed in the education system. But what? Logic suggests 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 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 attend school with a desire for certain reasons.
What is school motivation? It is based on the child's need for something. The child comes into the world with an innate need for external impressions and a need for vigorous activity. Otherwise, such activity can be called curiosity. The development of this need makes it possible for the child to grow, to gain life experience.
Therefore, motivation is the process of inducing a person to activity in order to achieve a particular goal. Then there is the formation of internal motivation of cognitive interests: the desire to overcome difficulties, the manifestation of intellectual activity. The formation of intrinsic motivation is a valuable neoplasm for the 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, come up with new tasks. He experiences pleasure, satisfaction from the very search, analysis of the hidden meaning of things.
The comprehensive program "Psychocorrection of low and medium 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.
Program goal: psychological support for students with an average, low level of academic motivation and a negative attitude towards 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 solving the following psychologists tasks:
Formation of interest in oneself and others; strengthening identity, defining the boundaries of one's "I"; development of internal self-assessment criteria.
Actualization of ideas about personality traits, knowledge and skills necessary to achieve life goals
Awareness of the importance of an adequate assessment of one’s capabilities and the necessary time, development of skills for analyzing one’s own efforts to solve problems
Orientation of adolescents to the search for the true goals of life, the formation positive attitude, looking to the future
Accumulation of emotionally positive experience and increased attention to the changes taking place in oneself; work with anxiety.
In implementing the program, we relied on the following principles:
1. The principle of the 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 corrective work, since the effectiveness of corrective work depends on the complexity, thoroughness and depth of the previous diagnostic work by 90%.
2. The principle of normative development. Normativity of 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 focus of correctional work. The focus of the psychologist's attention is on the future of development, and the main content of correctional activity is the creation of a "zone of proximal development" for the client (for L. S. Vygotsky, such clients were children). Correction according to the “top-down” principle is of a proactive nature and is built as a psychological activity aimed at the timely formation of psychological neoplasms.
4. The principle of systematic development of psychological activity. This principle sets the need to take into account preventive and developmental tasks in the correctional work. The consistency of these tasks reflects the interconnectedness of various aspects of the personality and the heterochrony (i.e., unevenness) of their development.
5. Activity principle of correction. This principle determines the very subject of application of corrective efforts, the choice of means and methods for achieving the goal, the tactics of corrective work, the ways and means of achieving the goals [Osipova A.A. General psychocorrection . Study guide. M.: SPHERE, 2002].
This program is focused on working with adolescents who have an average, low level of academic 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 psycho-correctional program is presented in the form of a thematic lesson plan, which includes 34 activities, each lasting 45 minutes, i.e. the total time for the implementation of the psycho-correctional 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, the formation of interest in oneself and others, the creation of positive emotional attitudes, the removal of psychological barriers, increased and high levels of school anxiety, the actualization of personal ideas, the search for life goals, the accumulation of 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. Cadewson, C. Schaefer, V. Ocklander, A.I. Kopytina, O.V. Khukhlaeva.
Classes are held with teenage students once a week. Classes are selected in such a way that throughout the entire lesson and the entire course, the interest of adolescents remains.
The lesson structure includes the following elements:
1. Rituals of greeting - 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, their level of activity.
3. The main content of the lesson. The main content of the lesson is aimed at developing the ability to analyze one's own feelings, the formation of social skills, the development of the ability to overcome difficulties, the formation of a positive attitude towards school.
4. Reflection of the lesson. The final part of the lesson, its assessment is carried out in 2 aspects: emotional (I liked it - I didn’t like it, it was good - it was bad and why), and semantic (why it is important, why we did it).
In the process of implementing a psycho-correction program, the use of the following psycho-corrective methods:
Play therapy is a psychological and social process in which children naturally interact with each other, acquire new knowledge not only about other children, but also about themselves. This method implies the game 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, respond to internal conflicts, fears, aggressive tendencies, reduce anxiety and guilt .;
Methods of art therapy - the main goal of art therapy is to harmonize the development of the individual through the development of the ability of self-expression and self-knowledge. The most important technique of art therapy influence here is the technique of active imagination, aimed at bringing the conscious and the unconscious face to face and reconciling them with each other through affective interaction. As another possible corrective mechanism, the creative process itself can be considered as a study of reality, the knowledge of new aspects that were previously hidden from the researcher, and the creation of a product that embodies these relationships.
Psycho-gymnastics is a method in which participants express themselves and communicate without the help of words. This effective remedy optimization of the social perceptual sphere of the individual, as it allows you to pay attention to the "body language" and spatio-temporal characteristics of communication.
Psychodrama is a group work method that represents a role-playing game, during which dramatic improvisation is used as a way to study the inner world of group members and conditions are created for spontaneous expression of feelings associated with the most important problems for the client. Psychodrama is based on the game principle.
Thematic planning
Thus, psycho-correctional work with adolescents is a system of interrelated activities, built in a certain logic, by alternating psycho-correctional directions, for the systematic maintenance and consolidation of the correctional result. After the implementation of this psycho-corrective program, it is expected that adolescents will increase the level of educational motivation, the level of selectivity and concentration of attention, as well as the level of school anxiety will normalize. It is expected that adolescents will be dominated by a positive attitude towards the upcoming classes. Also, the psycho-correction program provides adolescents with opportunities to actualize fear and helps to strengthen their sense of adulthood.
List of used literature
1. Akopyan L.S. Diagnosis of children's fears and anxiety: Methodological guide (2nd edition, corrected and supplemented) - Samara: Publishing House of the SSC RAS, 2006.
2. Cadyson H., Schaefer C. Workshop on play therapy. SPb., 2000.
3. Oaklander V. Windows on the child's world: A guide to child psychotherapy. M., 1997.
4. Workshop on art therapy / Ed. A.I. Kopytin. SPb., 2000.
5. Khukhlaeva O.V. The path to your self. Psychology lessons in high school. M., 2007.
6. Khukhlaeva O.V. School psychological service. Work with students. - 2nd ed., M.: Genesis, 2010.
Tatiana Golotvina
GENERAL CHARACTERISTICS PROGRAMS
The period of preschool childhood is the most favorable for the formation of the necessary mental functions and socially significant personality traits. It was at this time that the foundations of the future educational activity of the child were laid, there was an active development of cognitive abilities.
The age period from five to seven years is characterized by increased emotionality, imitation of knowledge of the world, sensitivity to influence from an adult and peers.
Curiosity, developed thinking and speaking are qualities no less important than the ability to read and write. They need develop in the child in the first place.
Formation and improvement cognitive processes in preschool childhood provides not only intellectual child development but also his preparation for teaching at school. In addition to reaching a certain level development of cognitive abilities, such training includes ensuring a sufficiently high level of upbringing of personal qualities, the ability to communicate and interact with people.
This program developed, for development and correction various aspects of the psyche of children in preschool age. The proposed games-tasks are aimed at development of perception, attention, memory, thinking and imagination. The very same activity of children is creative.
THE PROGRAM ALLOWS
Ensure the psychological readiness of children for schooling;
Contribute to improvement cognitive processes: memory, attention, thinking, imagination, perception, graphic writing skills.
To form a child's communication skills, increase self-esteem, lay the foundations for interpersonal interaction with peers and adults.
The leading specialist is a teacher-psychologist.
Program involves working with preschoolers 5-7 years old.
METHODOLOGICAL AND THEORETICAL FOUNDATIONS PROGRAMS
As a methodological basis programs the general methodological principles of science, such as the principle of an active approach, the principle of a humanistic approach, spoke.
Using the activity approach in correctional and developmental work(theories of A. N. Leontiev, D. B. Elkonin, the central point of which is the position on the role of activity in mental child development, involves the inclusion of the child in activities that are not only the most common in this age period, but also contain the most powerful developmental effect, lead child development. Another condition is the interested inclusion of the child in socially organized, creative activities, which is also ensured in correctional development program.
GOAL PROGRAMS
Development of mental processes.
TASKS PROGRAMS
1. Improving mental processes(memory, attention, thinking, perception, imagination, speech, creativity).
2. Creation of conditions for self-realization of children in creative, educational activities.
3. Development children's communication skills.
ROOM REQUIREMENTS:
the room should be bright, ventilated;
the room must be permanent and not passable;
the room should be aesthetically decorated.
ORGANIZATION, FORMS AND METHODS OF WORK
Program The duration of the lesson is 30 minutes, the number of lessons depends on individual characteristics of the child.
The work uses the following methods:
tasks for visual perception;
exercises to improve graphic writing skills;
psychodiagnostic methods;
creative tasks;
logical tasks;
STAGES OF THE LESSON
1. Preparatory stage (5 minutes.)
2. Main stage (20 minutes.)
3. Final stage (5 minutes.)
EFFICIENCY OF USE PROGRAMS
The main indicator of the effectiveness of the use program is that when working, various methods and techniques of working with children are used, which help to form self-confidence, self-satisfaction, and the intellectual level increases.
With the help of the lessons, children improve cognitive processes: memory, attention, thinking, imagination, perception, graphic writing skills. And also formed skills in communication, increases self-esteem.
Efficiency programs can be identified through a survey twice: before the beginning correctional and developing lessons and after the course. Analysis of the results includes the following moments:
examination of children psychologist: study of cognitive and emotional-personal sphere of the child's psyche.
the level of intellectual abilities of the child.
EXPECTED RESULTS
Program help solve the following Problems:
to increase the intellectual potential of children, to reveal creative possibilities;
ensure the psychological readiness of the child for schooling.
EXAMPLE STUDY PROGRAM
ACTIVITY #1
GOAL:
Development:
arbitrary attention;
visual perception;
graphic writing skills;
logical thinking.
Equipment: cards with assignments: "Trace the Outline", "Continue Pattern",mystery.
1. Exercise "Trace the Outline"
A task: Development voluntary attention
Description: Using a pencil or pen, reproduce as accurately as possible on the right half of the same drawing the contour that is presented on its left side. All lines should be kept straight.
2. Creative task "Draw Geometric Shapes" Development of auditory attention, memory. Draw a circle, a square, a triangle. Color them.
3. Exercise "Continue Pattern" Development graphic writing skills. Continue to the end of the line.
4. Guess and draw.
Development of creativity, thinking, imagination.
Round, but not a bow,
Yellow, but not oil,
Sweet, not sugar
With a tail, but not a mouse.
(Turnip)
ACTIVITY #2
GOAL:
Development:
voluntary and auditory attention;
thinking;
graphic writing skills;
imagination.
Equipment: task cards "Continue Pattern", Toy Mouse, riddle.
1. Exercise "Continue Pattern"
Development arbitrary attention Continue to the end of the line.
2."Draw and Cross Out"
Development of attention, observational. Development voluntary auditory attention. Draw three triangles, one circle, two ovals and cross out the fourth figure
3. “Help the mouse draw square objects.
Fixing geometric shapes. Development of attention, thinking, imagination. Draw four squares. Draw the necessary details so that you get objects. Additional questions: What does a square look like? What item does it remind you of?
4. Guess and draw.
Development of the imagination, attention, thinking.
Worth Antoshka
On one leg
They are looking for him,
And he doesn't respond.
(Mushroom)
ACTIVITY #3
GOAL:
Development:
logical thinking;
attention;
imagination;
auditory perception.
Equipment: task cards "Cross out the extra figure", "Copy points", mystery.
1. Exercise "Cross out the extra figure"
Development of attention, logical thinking Cross out the extra figure.
2. Draw details.
Development of the imagination, attention, creative thinking.
Turn geometric shapes into objects. Draw the necessary details. Use colored pencils, felt-tip pens, paints.
3. Exercise "Copy points".
Develop random attention. Fill in the empty table with dots according to the sample.
4. Guess and draw.
Development of the imagination, attention, thinking.
Mystery:
Sitting grandfather
Dressed in fur coats
Who undresses him
He sheds tears.
(Onion)
ACTIVITY #4
GOAL:
Development:
logical thinking;
auditory and voluntary attention;
imagination;
graphic writing skills.
Sensory perception.
Equipment: task cards , Classification of Geometric Figures”, riddle.
1. Exercise "Draw and Cross Out".
Development of auditory attention, logical thinking. Draw two ovals, two rectangles, two squares and cross out the third figure.
2. Exercise "Connect the dots and copy the pattern"»
Improving graphomotor skills. Connect the dots and copy the pattern.
3. Exercise "Classification of geometric shapes"
Development sustained attention, activation of mental processes. Color the same shapes with the same color.
4. Guess and draw.
Development of the imagination, creative thinking, attention.
Mystery:
They beat him
And he doesn't cry
Only higher
Jumps higher.
(Ball)
ACTIVITY #5
GOAL:
Development:
logical thinking;
imagination;
visual perception;
graphic writing skills.
Equipment: task cards « Developing logic» , "Learning to Copy", "Draw the balls", mystery.
1. Exercise « Developing logic» .
Development logical thinking, visual perception.
Arrange the signs so that there are no two identical signs in the rows and columns.
2. Exercise "Learning to Copy"
Development visual perception, observation, attention. Look carefully at the drawing. Then try to draw the same figure.
3. Exercise "Draw the balls"
Develop fine motor skills to improve graphomotor skills. Draw a picture with balls so that there are 6 of them. Color it.
4. Guess and draw.
Development of the imagination, creativity.
Mystery:
Lives in the sky, shines in the window -
Sits down and gets up.
What it is?
(The sun)
ACTIVITY #6
GOAL:
Development:
logical thinking;
imagination;
attention;
visual perception;
graphic writing skills.
Equipment: task cards "Draw a circle","Labyrinth", "Decorate the Napkin", mystery.
1. Exercise "Draw a circle".
Development creative imagination, thinking, attention.
Draw a circle. Add the necessary details, so that the objects are obtained. Use colored pencils, markers or paints.
2. Exercise "Labyrinth".
Development graphomotor skills, visual perception.
Draw a neat line through the maze. Repeat the drawing.
3. Exercise "Decorate the Napkin"
Development of attention, color fastening, development of creativity. Draw colored squares on the napkin.
4. Guess and draw.
Development creative thinking, memory, attention.
Mystery:
Red nose
Rooted into the ground.
And the green tail
We have a green tail
Not needed.
Need only
Red nose.
(Carrot)
ACTIVITY #7
GOAL:
Development:
logical thinking;
imagination;
visual perception;
graphic writing skills.
Equipment: task cards "Draw the Same", touch table, riddle.
1. Exercise "Draw the Same"
Development visual perception
In the empty squares, draw exactly the same objects.
2. Exercise "Help the mouse to draw round objects" Development of the imagination, memory.
Draw four circles. Draw the necessary details so that you get objects. Additional questions: What does a circle look like? What item does it remind you of?
3. Game "Find the shape address: second row, third column". Development
.
4. Guess and draw.
Development
Mystery:
Its spring and summer
We saw dressed
And in the fall from the poor thing
They ripped off all the shirts.
(wood)
ACTIVITY #8
GOAL:
Development:
activation of mental processes;
creative thinking;
visual perception;
graphic writing skills;
strengthening memory;
orientation on a sheet of paper.
Equipment: task cards "Hatching", touch table, riddle.
1. Exercise "Hatching".
Development visual perception, voluntary attention, sensorimotor coordination.
Shade the houses as shown.
2. Game "Find the shape address: fifth row, fourth column".
Development auditory and visual attention, orientation on a sheet of paper. Working with a touch table.
Color the figures that surround her (right, left, top, bottom).
3. Guess and draw.
Development creative thinking, memory, attention, sensorimotor coordination.
Mystery:
Beautiful rocker
It hung over the forest.
(Rainbow)
ACTIVITY #9
GOAL:
Development:
logical thinking;
attention;
visual perception;
graphic writing skills;
orientation on a sheet of paper.
Equipment: task cards "Identical Figures", "Color the Objects".
1. Exercise "Identical Figures"
Development of attention, observation, visual perception, logical thinking.
Color the same shapes with the same color.
2. Exercise "Finish the sentence"
Development of coherent speech, logical and figurative thinking, attention.
Listen and complete the sentence.
3. Exercise "Color the Objects".
Development auditory and visual perception, memory, attention. Color the items. Say the first sound in each word.
4. Exercise. We draw objects according to the form.
Development of attention, memory, imagination. Draw what objects look like a triangle.
ACTIVITY #10
GOAL:
Development:
logical thinking;
imagination;
visual perception;
arbitrary attention;
graphic writing skills.
Equipment: task cards "Continue Pattern", "What figures did the artist draw", "Traffic lights", touch table.
1. Exercise "Continue Pattern".
Development voluntary attention, visual perception, graphic writing skills.
Continue the pattern to the end of the line.
2. Game "Find the shape address: first row, sixth column". Development auditory and visual attention, orientation on a sheet of paper. Working with a touch table.
Color the figures that surround her (right, left, top, bottom).
3. Exercise "Guess what is in this picture"?
Development of attention, visual perception, graphomotor skills. Color first the rectangles yellow, then the remaining quadrangles green, and the triangles blue. Say what is shown in this picture.
4. Exercise "Traffic lights"
Development of attention, sensory and visual perception, memory. Color the triangles in the colors of the traffic lights.
ACTIVITY #11
GOAL:
Development:
logical thinking;
imagination;
visual perception;
arbitrary attention;
graphic writing skills.
Equipment: task cards "Draw the Same", "Hatching", method N. Gutkina "House", mystery.
1. Exercise "Arrange icons"
Development visual perception, attention.
Arrange the icons in geometric shapes according to the pattern.
2. Exercise "Draw things"
Development voluntary attention, sensorimotor coordination. Draw tails for fish, antennae for butterflies, and shells for snails.
3. Exercise "Hatching".
Development sensorimotor coordination, visual perception, attention.
Shade the left half of the triangle slanted to the right, and the right half slanted to the left.
4. Guess and draw.
Development creative thinking, memory, attention, sensorimotor coordination.
Mystery:
They go, they go
And everything is here, yes here.
(clock)
ACTIVITY #12
GOAL:
Development:
logical thinking;
imagination;
visual perception;
arbitrary attention;
graphic writing skills.
Equipment: task cards "Hatching", "Paint It Right", touch table, riddle.
1. Exercise "Who loves what"?
Memory Development, attention, logical thinking.
Answer the question: What foods will these animals choose?
2. Game "Find the shape address: seventh row, third column". Development auditory and visual attention, orientation on a sheet of paper. Working with a touch table.
Color the figures that surround her (right, left, top, bottom).
3. Exercise "Hatching"
Development of attention, visual perception, graphomotor skills.
Hatch the shapes in the direction shown by the arrows.
4. Guess and draw.
Development creative thinking, memory, attention, sensorimotor coordination.
Mystery:
three tops,
three corners,
Three sides. Here I am.
(triangle)
5. Exercise "Find differences"
Development of attention, visual perception.
Find the differences between the two pictures. Color the pictures.
Teacher-psychologist Golotvina Tatyana Vladimirovna
PROGRAM OF CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF CHILDREN OF THE OLDER PRESCHOOL AGE
Durneva Marina Alekseevna, teacher-speech therapist, MBDOU kindergarten No. 17, Kamensk-Shakhtinsky.Target: implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschool children of 6 years old.
Tasks:
- to teach to build logical chains, to distinguish between the general and the particular, the whole and the parts, to establish patterns and cause-and-effect relationships;
- learn to navigate in space;
Description: Senior preschool age is a sensitive period in the development of the cognitive sphere of children. Therefore, it is so important at this age to conduct specially organized classes with children that will allow them to develop and correct their cognitive sphere. For these purposes, I systematized, supplemented and adapted to the senior preschool age the correctional and developmental program of L. I. Sorokina, aimed at developing the cognitive sphere of six-year-old children. This material will be useful to preschool psychologists and other teachers working with older children. preschool age.
PROGRAM OF CORRECTION AND DEVELOPMENT OF THE COGNITIVE SPHERE OF CHILDREN OF THE OLDER PRESCHOOL AGE
CONTENT.
I. Explanatory note
II. Program content
Lesson number 1: "Competition game"
Lesson number 2: "Help Dunno"
Lesson #3: "School"
Activity #4: Attention Island
Activity #5: Attention Island
Lesson number 6: "Competition game"
Lesson number 7: "Play with Pinocchio"
Lesson #8: "Competition Game"
Lesson number 9 "Forest School"
Lesson No. 10 "Forest School"
Lesson number 11 "Competition game"
Lesson number 12 "We are scouts"
Lesson number 13 "Games with the Bunny"
Lesson number 14 "Visiting the Hare"
Lesson number 15 "Let's help the Wolf"
Lesson number 16 "Let's help Pinocchio"
III. Program provision
3. 1. List of main literature
3. 1. List of additional literature
I. Explanatory note.
Preschool childhood is the first period of a child's mental development and therefore the most responsible. At this time, the foundations of all mental properties and qualities of the individual, cognitive processes and activities are laid. The active development of cognitive abilities at this age is the most important component of the mental development of the child, which is the basis for the formation of his mental development.
The mental development of a preschooler is the most important component of his overall mental development, preparation for school and for his entire future life. But mental development itself is a complex process: it is the formation of cognitive interests, the accumulation of various knowledge and skills, and the acquisition of speech.
The "core" of mental development, its main content is the development of the cognitive sphere. The main components of the cognitive sphere are cognitive processes and abilities - dynamic components, as well as cognitive interests and cognitive activity, which act as a motivational component of the child's cognitive sphere.
At each age stage, a preschooler develops certain cognitive abilities. So a six-year-old child should develop the following cognitive abilities:
- ability to observe;
- ability to visual and auditory perception;
- ability to creative imagination;
- the ability to arbitrarily, independently generate an idea and recreate an imaginary plan for its implementation;
- the ability to arbitrary and verbal-logical memorization;
- the ability to distribute and sustain attention;
- ability for visual-schematic thinking and organization of activities;
- the ability to classify, generalize, establish logical connections;
- the ability to navigate in space.
It is possible to determine the level of development of these processes and abilities using certain methods.
The purpose of this program:
- implementation of correctional and developmental work in the form of specially organized classes aimed at developing the cognitive sphere of preschool children of 6 years old.
Program objectives:
- learn to build logical chains, distinguish between the general and the particular, the whole and the parts, establish patterns and cause-and-effect relationships
- learn to navigate in space.
- to form the ability to observe;
- develop visual and auditory perception;
- to form the ability to creative imagination;
- to promote the development of arbitrary and verbal-logical memory;
- to form the ability to distribute and sustain attention;
- develop visual-schematic thinking and the ability to organize activities.
- cultivate curiosity, independence, accuracy;
- to educate children in the ability to respond with common sentences and listen to the answers of their comrades.
A necessary condition for the effectiveness of the program is the active participation of children in the classroom, their interest.
In accordance with these requirements, story games-classes were developed, in the content of which various educational games and exercises were used.
Program principles:
1. The principle "from simple to complex" (gradual complication of tasks, which allows you to gradually prepare the child to complete tasks of a sufficiently high level of complexity).
2. The principle of activity and freedom of self-expression of the child (putting the child in a position of self-control and self-expression).
3. The principle of sympathy and participation (an adult provides support himself and, without imposing, organizes it from peers).
The program is designed to work with children of preschool age.
Total number of classes: 16, twice a week.
Duration of each lesson: 20 - 30 minutes.
Classes are held: in the afternoon; group.
Number of children in the group: 8 people.
Lesson number 1: "The game is a competition."
Target: development of voluntary attention, the ability to navigate in space, visual, voluntary memory, visual perception, the ability to distribute and maintain attention, the ability to compare.
Equipment and material: tokens, the musical composition "The wind is blowing", a tape recorder, 10 cards with the image of objects, individual forms, a simple pencil, a poster "A boy and 5 portraits".
Lesson content.
1. Organizational moment.
2. The game "Do not yawn" (development of voluntary attention, the ability to navigate in space).
Children walk in a circle to the music. At the leader’s signal (“Don’t yawn!”), they must stop and turn 180 °, and then continue to move.
You have passed this test. Well done! And now the task of attention is even more difficult.
3. Game "Animals" (development of attention).
Children are invited to choose any animal (hare, wolf, fox, etc.). The host alternately names the animals. Hearing the name of his animal, the child should clap his hands.
And everyone passed this test. Congratulations, you will all take part in the competition.
Children are offered 10 picture cards, each of which depicts 1 subject. Children look at these cards for 2 minutes. Then the cards are removed, and the guys are asked to take the pictures that they remembered in a whisper to call the host. For each correct answer, the child receives a token. Whoever has the most tokens wins.
Each child is given a worksheet with pictures. Cross out the fish and circle the apples. Who has everything right - gets 2 tokens, who has mistakes - 1 token.
6. The game "Help me find a portrait" (development of visual perception, ability to compare).
Children are invited to carefully look at the boy and 5 portraits and answer which portrait belongs to this boy. The token is given to the first person to find the portrait.
7. Bottom line.
Lesson number 2: "Help Dunno."
Target: development of visual perception, attention (the ability to distribute attention, stability of attention), dexterity and the ability to compare.
Equipment and material: a letter from Dunno, individual forms, pencils and colored pencils, a ball.
Lesson content.
1. Organizational moment.
Guys, we received a letter from Dunno. He asks us to help him complete the tasks that the teacher gave him.
2. The game "Find the object" (development of visual perception, the ability to distribute attention).
Each child is given an individual form with drawings. Among 8 drawings, the child must find the same object as the standard. The task is limited in time, children are given 30 seconds to study the picture. After that, they must put a cross next to the correct picture.
3. The game "Labyrinth" (development of stability of attention).
Each child is given an individual form with drawings. We need to help the boy to go to kindergarten, and the girl to school.
4. Fizminutka (development of attention and dexterity).
It is explained to children that the ball can be caught only when, throwing it, they say: “Catch!”. A competition is organized for the most attentive.
5. The game "Find an object not like the others" (development of attention and ability to compare).
Each child is given an individual form with drawings. Among several objects, you need to find one that is not like the others and color it (the color of the child's choice).
6. Bottom line.
All forms are collected and sent to Dunno.
Lesson number 3: "School".
Target: development of verbal-logical memory, auditory and visual perception, attention (voluntary attention, attention stability).
Equipment and material: poster for the game "Find the Hidden Animals".
Lesson content.
1. Organizational moment.
I suggest you go to school today. Close your eyes and imagine that you are already schoolchildren, you need to go to school and study in the classroom. The first lesson "Development of speech."
2. Exercise "Reproduction of the story" (development of verbal-logical memory, auditory perception, speech).
Each child is told a story. Then they are asked to reproduce what they heard as close to the text as possible. If the child did not cope with the story, you should ask him questions.
After the lesson, the break begins. And during the breaks, children play different games. We will play too.
3. The game "Follow the rules" (to develop voluntary attention).
Option 1: the players in turn must make movements: 1st - clap your hands once, 2nd - clap your hands twice, 3rd - clap your hands once, etc.
Option 2: children make the following movements: 1st - squats and stands up, 2nd - claps his hands, 3rd - squats and stands up, etc.
The next lesson is "Singing".
4. Exercise "Singing together" (development of attention).
The host offers to sing some song familiar to all children and explains what to do in this case: one clap - start singing, two clap - continue to sing, but to yourself, mentally. One clap - again continue to sing out loud.
And again change.
5. The game "Find the hidden animals" (to develop visual perception and stability of attention).
You need to look carefully at the picture and find the animals hiding there.
6. Bottom line.
Here we are at the school. Now close your eyes and go back to kindergarten. Was it interesting at school? What was the most difficult task for you?
Lesson number 4: "Island of Attention".
Target: development of verbal-logical and voluntary memory, auditory and visual perception, attention (voluntary attention, attention stability), the ability to navigate in space.
Equipment and material: a letter from Professor Vverkh-Tormashkin, individual forms, pencils and colored pencils, album sheets, a musical composition “A Fantastic Journey on a Yacht”, a tape recorder.
Lesson content.
1. Organizational moment.
Guys, we received a letter again, but this time from Professor Vverkh-Tormashkin. Here is what he writes:
“Hello my little friend!
My name is Professor Vverkh-Tormashkin. I am engaged in the study of wildlife and very much want to undertake one risky sea expedition.
The fact is that quite recently I found in one old book a sea map, on which the island of Attention is indicated. It seems to me that amazing animals should live there, which simply need to be found and studied. And if you believe the inscription on the back of the map, then you can find a pirate treasure there!
All this is so interesting that I immediately began to prepare for an expedition, but here's the trouble: you see, I'm terribly absent-minded and if I set off on a journey without a true friend, I'll definitely get lost and never reach the island.
That is why I decided to write you a letter and invite you on an exciting journey to the island of Attention.
But I want to honestly warn you, my young friend: it will be a rather dangerous journey, full of surprises and mysterious coincidences. I hope that my knowledge and your observation, attention and ingenuity will certainly lead us to the destination of the trip - the island of Attention, where amazing animals live and pirate treasures are kept.
Can we help the professor? Then go!
1. The game "Map" (to develop the ability to focus, to keep attention on one object for the required amount of time).
Professor Vverkh-Tormashkin sent us a map of the island. Crosses on it mark safe places: lakes, clearings, paths. And zeroes are dangerous: swamps, predators, sharp rocks. Help him connect all the crosses in the route so as to bypass the zeros (a card for each child).
2. The game "Pack things up" (development of the distribution and stability of attention).
Professor Vverkh-Tormashkin always carries with him a lot of different medicines and potions in small jars - and now they are scattered everywhere! Circle all the jars to make it easier for him to find them (an individual sheet for each child).
3. The game "Find a ticket" (development of visual perception, stability of attention).
Everything, the fees are over, and we go straight to the ship. But, the professor, due to his absent-mindedness, confused the new tickets with the old ones. Find two identical tickets among the tickets and color them yellow (an individual sheet for each child).
4. Exercise "Repeat and draw" (development of verbal-logical and arbitrary memory; auditory perception).
Here we are on the ship, but in order to set sail, the captain suggested that we complete the following task: repeat the poem and draw what it says.
"The blue sea sparkles,
The seagull circles the sky.
The sun disperses the clouds
And the boat is running away.
5. Bottom line.
We have passed all the tests and we can hit the road!
Lesson number 5: "Island of Attention".
Target: development of arbitrary memory, visual perception, attention (voluntary attention, distribution and stability of attention), the ability to navigate in space.
Equipment and material: individual forms, a simple pencil, a poster for the game “Look and remember”, a treasure chest (toys from Kinder Surprises), a musical composition “A fantastic trip on a yacht”, a tape recorder.
Lesson content.
1. Organizational moment.
Today we will continue our journey with Professor Vverkh-Tormashkin. We close our eyes and imagine that we are on a yacht. We can already see the island. We have reached our destination.
2. The game "Find and count" (development of visual perception, distribution and stability of attention).
Very shy parrots live on Attention Island. And now they are all hiding in a tree. Help the professor find and count all the parrots (an individual sheet for each child).
In the plan of our trip there is also a pirate treasure chest. To get to them, you need to pass a series of tests. Here is the first test.
3. The game "Repeat the picture" (development of arbitrary memory, visual perception).
Children are given individual sheets. Look at the picture and remember how the objects are located on it. Turn the sheet over and draw all the shapes in the same sequence.
Well done! Here's another test.
4. The game "Look and remember" (development of arbitrary memory, visual perception).
The children are shown a picture. Consider and memorize the picture (memorization time 10 seconds). The picture is removed, the children are given individual cards, it is necessary to circle the objects that were in the picture.
Well done! And you passed this test! And here is the treasure chest (the presenter shows the chest, opens it with the children, takes out treasures (Kinder Surprise toys for each child).
5. Bottom line.
Here our journey is over! It's time to go home!
The game "Do not yawn!" (see lesson No. 1; the musical composition “A Fantastic Journey on a Yacht” is used); (development of voluntary attention, the ability to navigate in space).
Lesson number 6: "Game-competition."
Target: development of arbitrary memory, visual and auditory perception, attention (voluntary attention, distribution and stability of attention).
Equipment and material: tokens, plot pictures for the game "Scouts", geometric figures, plates with the image of objects from geometric figures, individual forms, a simple pencil.
Lesson content.
1. Organizational moment.
Today we will have a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And in order to complete all the tasks correctly, you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. The game "Forbidden movement" (development of voluntary attention, auditory perception).
Children repeat all the movements of the leader, except for one: when the “Hands up” command follows, they should be lowered down.
3. Game "Scouts" (development of concentration, stability of visual attention, observation).
Children are invited to consider a fairly complex plot picture and remember all the details. Then the facilitator turns the picture over and asks a few questions about it. Gradually more and more complex pictures are shown. For each correct answer, the child receives a token.
4. The game "Make a figure" (development of visual perception, arbitrary visual memory).
Children are given geometric figures (for each child). A plate with an image is displayed. It is necessary to make the same figure. For each correctly completed task, the child receives a token.
5. The game "Find objects" (development of visual perception, the ability to distribute and sustain attention).
Each child is given a worksheet with pictures. Cross out the balls and circle the cubes. Who has everything right - gets 2 tokens, who has mistakes - 1 token.
6. Bottom line.
The number of tokens is counted, the winner is determined.
Lesson number 7: "Play with Pinocchio."
Target: development of arbitrary memory, visual and auditory perception, attention (arbitrariness and stability of attention).
Equipment and material: toy "Pinocchio", pictures for the game "Find the differences", 10 picture cards for the game "Remember the pictures".
Lesson content.
1. Organizational moment.
Pinocchio came to visit us. He wants to play different games in his dreams. Here is the first game.
2. The game "Find the differences" (development of visual attention).
Children are shown 2 pictures. It is proposed to find 7 differences (3-4 pictures).
3. The game "Request" (development of auditory perception, stability of attention).
The host shows any exercises, but the children should only perform those before which the word “Request” sounds. The game is played out.
4. The game "Remember the pictures" (development of visual, arbitrary memory).
Children are offered 10 picture cards, each of which depicts 1 subject. Children look at these cards for 2 minutes. Then the cards are removed, and the guys are asked to name the pictures that they remember.
Then the task becomes more difficult. Children are invited to carefully look and remember the order in which the cards are located. Then the pictures are shuffled, the children must arrange them in the same order as they lay.
5. Bottom line.
Pinocchio says goodbye to the children and offers to play the farewell game "Forbidden Movement" (see Lesson No. 6); (development of voluntary attention, auditory perception).
Lesson number 8: "Game-competition."
Target: development of arbitrary memory, visual and auditory perception, attention (stability of visual attention).
Equipment and material: tokens, pictures for the game "Find the Differences", posters and split pictures for the game "Make a picture".
Lesson content.
1. Organizational moment.
Today we will have a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. And in order to complete all the tasks correctly, you need to be very careful. Now we will see who is the most attentive and who will take part in the competition.
2. The game "Request" (development of auditory perception, stability of attention).
The host shows any exercises, but the children should only perform those before which the word “Request” sounds.
You have passed this test. Well done! Congratulations, you will all take part in the competition.
3. The game "Find the differences" (development of visual attention).
Children are shown 2 pictures. It is proposed to find differences (3 - 4 pictures). For each correct answer, the child receives a token.
4. The game "Make a picture" (to develop visual perception, attention span, arbitrary memory).
Distribute the pictures to the children, cut into 6 - 7 parts. A reference picture is shown, which the children must remember, then it is removed. Each child must collect the same from the cut parts. For each correctly completed task, the child receives a token (6 cubes).
5. Bottom line.
The number of tokens is counted, the winner is determined.
Lesson number 9: "Forest school".
Target: development of visual perception and attention, coordination of auditory and motor analyzers, the ability to reason, compare, correlate the form with the sample, make elementary conclusions; strengthening the muscles of the hands, developing the coordination of movements of the fingers, the formation of the ability to control the movement of the hands by showing, presenting, verbal instructions.
Equipment and material: Fox toy, Gyenish blocks. Demonstration material for the exercise “Put the figures”, handout for the exercises “Find the patch”, “Scarves”, colored pencils, sticker prizes.
Lesson content.
1. Organizational moment.
Guys, guess who will come to visit us now.
Redhead, with a fluffy tail,
Lives in a hole under a bush.
(a fox)
The Fox appears and invites the children to play forest school.
2. Exercise "Put the figures" (Develop visual perception and attention, learn to correlate the form with the sample)
The first lesson in the forest school is designing.
The psychologist takes turns posting cards with drawn figures. Children lay out Gyenesh blocks according to the model.
3. Exercise "Four elements" (Develop attention, coordination of auditory and motor analyzers)
And now physical education.
Children stand in a circle and perform movements in accordance with the words: "earth" - hands down, "water" - hands forward, "air" - hands up, "fire" - rotation of the hands in the wrist and elbow joints. The pace of the exercise gradually accelerates.
4. Exercise "Find the patch" (Develop visual perception and attention)
And now needlework.
Children look at the painted rugs and select patches that will allow you to restore the pattern (draw a line with a pencil connecting the rug with the desired patch).
5. Finger gymnastics"Scratch" (Strengthen the muscles of the hands, develop coordination of the movements of the fingers, form the ability to control the movement of the hands by showing, presenting, verbal instructions)
Break in the forest school.
The psychologist gives the children instructions: “Now we will turn into cats. At the expense of “one”, you need to press your fingertips to the top of your palm, hissing like an angry cat: “Shhh!”. On the count of "two" - quickly straighten and spread your fingers, meowing like a contented kitty: "Meow!" Repeat several times.
6. Exercise "Scarves" (Learn to reason, compare, make elementary conclusions)
And now the drawing lesson.
The psychologist gives the children drawings of scarves, two colored pencils each, and formulates the task: “The Fox has two scarves - red and yellow. The long scarf is not yellow, and the short one is not red. Color the scarves properly."
7. Bottom line.
The fox praises all the children and gives everyone small prizes (stickers) for correctly completed tasks. He promises to come to the children for the next lesson.
Lesson number 10: "Forest school".
Target: development of the ability to find the right figure according to verbal instructions, classify objects according to given characteristics, work together according to a visual pattern; development of attention and visual-figurative thinking, auditory perception, coordination of movements, auditory and motor memory.
Equipment and material: Fox toy, Gyenish blocks, handout for the “Classification” exercise, demonstration material for the game “Colorful chains”, “Fables”, colored pencils, multi-colored flags.
Lesson content.
1. Organizational moment.
The fox comes to the children again and tells what classes are held in the forest school.
2. Exercise "Instructions" (Learn to find the right figure according to verbal instructions, develop auditory perception)
First, the fox checks which children are attentive.
The psychologist (on behalf of Lisa) instructs the children: to find among the logical blocks all non-red, non-blue, non-circular, non-triangular, non-square, non-thick, small figures.
3. Exercise "Musicians" (Develop coordination of movements, auditory and motor memory)
And now there is a musical lesson in the forest school.
Children, together with a psychologist, pronounce poetic lines and perform movements in accordance with the text.
I play the violin
Tili-tili, tili-tili.
(Left hand - to the shoulder. With the right hand, they imitate the movements of the bow)
Bunnies jump on the lawn
Tili-tili, tili-tili.
(Tap fingertips on the table)
And now on the drum:
Boom boom, boom boom
Tram-tram, tram-tram.
(Vigorously strike the table with palms)
Bunny in fear
They ran through the bushes.
(Perform finger movements on the table, imitating running hares)
A change has come.
After completing the exercise, finger gymnastics “Scratch” is repeated (see Task No. 9).
4. Exercise "Fables" (Develop voluntary attention and visual-figurative thinking)
The psychologist shows the children confusing pictures and says: “Little Fox found out that the Fox was going to visit us and drew a picture for us. But he doesn't go to forest school yet, so he made a lot of mistakes. Please find all errors. Children look at the picture and take turns naming the mistakes.
5. Exercise "Classification" (Learn to classify objects according to given characteristics)
And now in the forest school drawing.
The psychologist distributes cards and asks to color the images of toys with a red pencil, items of clothing with a yellow pencil, and items of dishes with blue.
6. Bottom line. The game "Multi-colored chains" (Develop voluntary attention, learn to work together according to a visual pattern)
The fox praises the children for correctly completed tasks and plays a game with them before leaving.
The game involves five people. Each child receives a red, blue or yellow flag and faces the psychologist. Then the children should line up as shown on the card shown by the psychologist. The rest of the participants in the game - the judges - check the correctness of the task.
Lesson number 11: "The game is a competition."
Target: development of the ability to schematically depict objects using sticks, the formation of the ability to abstract from minor details, highlighting the main feature of the object, the development of voluntary attention and auditory perception, short-term and long-term auditory memory, the improvement of graphomotor skills.
Equipment and material: handout for the exercises “Draw a picture with sticks”, “Copy points”, “Tracks”, counting sticks, noise orchestra instruments.
Lesson content.
1. Organizational moment.
Today we will have a competition. You will be given various tasks. Whoever completes these tasks correctly receives a token. Whoever has the most tokens at the end of the competition is the winner. Here is your first task.
2. Exercise "Draw a picture with sticks" (Learn to schematically depict objects with sticks. To form the ability to abstract from minor details, highlighting the main feature of an object)
The teacher distributes cards with a schematic representation of objects one by one (from simple to complex). Children lay out the forms with the help of counting sticks.
For each correct figure - a token.
3. Exercise "Copy points" (Develop voluntary attention)
The psychologist distributes empty tables and tables with dots - samples. Children must fill in the empty tables with dots in accordance with the samples.
For a correctly completed task - a token.
4. Exercise "Remember the words" (Develop short-term and long-term auditory memory)
The psychologist reads the words to the children (ball, hand, moon, sea, cat, watermelon, bull, water) and asks them to repeat those that they remember.
5. Exercise "Paths" (Develop fine motor skills of hands, improve graphomotor skills)
The psychologist distributes cards with images of tracks.
Children should draw a line with a pencil inside each track, without going beyond its borders.
For each correct task - a token.
6. The game "Remember your number" (Develop auditory memory, attention and auditory perception)
The psychologist distributes the instruments of the noise orchestra to the children. Each participant in the game is assigned a number that he must remember. Then the psychologist calls the number, and the child, whose number is called, knocks (waves) once with his musical instrument.
At first, the game is played at a slow pace, gradually the pace accelerates.
At the end of the game, the children remember the words that the psychologist read to them during the “Remember the words” exercise.
For each correct word- token.
7. Bottom line.
The number of tokens is counted, the winner is determined, prizes are awarded.
Lesson number 12: "We are scouts."
Target: development of the ability to read instructions, to combine the signs expressed by conventional symbols into a single image of the figure to be found; development of logical thinking, coordination of movements, memory (auditory, short-term and long-term auditory), visual perception, attention, coherent speech.
Equipment and material: Gyenes blocks; handout for the exercises "Find a figure", "What is superfluous?", "House"; pictures for the game "Snowmen"; simple pencil.
Lesson content.
1. Organizational moment.
Today we will play the game "Scout". Who are the scouts, what do you think? (children's answers)
Not everyone can be a scout. Now we will find out which of us can become a scout.
2. Exercise "Find the figure" (learn to read the instructions, combine the signs expressed by conventional symbols into a single image of the figure to be found).
Any scout can read an encrypted mission. We will now practice this skill.
Before starting work, the psychologist, together with the children, repeats the symbols for the signs of Gyenes blocks (color spots - the color of the block, houses of different sizes - size, images of little men - thickness).
You need everyone to read your encrypted letter and find the item that is indicated in your encryption. (Each child is given a card with symbols. Children find the necessary figures in a box with Gyenish blocks and all together check the correctness of the choice).
3. The game "What is superfluous?" (to develop logical thinking by eliminating an extra picture).
Each scout must be attentive in order to notice what he needs. We will now check which of you is attentive. I will give you picture cards now. You must carefully consider your card yourself and cross out the picture that is superfluous (after finishing work, everyone checks the correctness of the choice together).
4. The game "Two claps" (to develop coordination of movements and auditory memory).
All scouts must play sports to be strong. Let's do a little exercise with you. Children, together with a psychologist, form a circle on the carpet and perform movements, pronouncing poetic lines.
Two claps over the head
Two claps in front of you
Hide two hands behind your back
And we will jump on two legs.
5. Exercise "Snowmen" (to develop visual perception, attention, coherent speech).
And now you, as real scouts, will have a special task. The psychologist hangs up a picture of two snowmen. Children examine them, compare them and say in turn how they differ from each other.
6. The game "Remember the words" (to develop short-term and long-term auditory memory and thinking).
Any scout must have a good memory, as he must memorize a lot of different information. Let's check how you can memorize and play the game "Memorize words".
The psychologist reads the words, then asks to repeat them (nose, ear, forehead, bus, mouth, eyes, train, cheek). Children take turns saying one word at a time. Then they should name the groups into which these concepts can be divided.
7. Exercise "House" (to develop perception, to teach the mental connection of parts of an object into a single whole).
Here's another task for you.
The psychologist gives each child a card. Children circle the figures that make up the house with a pencil.
8. Bottom line.
At the end of the lesson, the psychologist invites the children to remember the words that he read to them.
Lesson number 13: "Games with the Bunny."
Target: development of voluntary attention, logical and auditory memory, fine motor skills of the hand, sensorimotor coordination; the formation of the ability to classify concepts, the development of verbal-logical thinking and coherent speech; the formation in children of the ability to negotiate, help each other during the game.
Equipment and material: soft toy of a hare, equipment for the game "Bambaleo".
Lesson content.
1. Organizational moment - the game "Clap your hands" (to develop voluntary attention and auditory memory)
We have a guest coming to visit today. In the meantime, we are waiting for him, let's play the game "Clap your hands" with you.
The psychologist reads the words and asks the children to clap their hands if they hear the name of a wild animal (watermelon, lion, shoe, cat, water, thunder, tiger, dog, tree, hare, autumn, monkey, magazine, raccoon, tooth, cow , iris, ball, moon, elephant, mimosa, flour, horse, leg, scissors, squirrel, folder, mouth, pig, giraffe).
Then he proposes to list the names of these animals.
Here we are playing a game. What do you think, which of the wild animals will come to visit you today? This riddle will help you. Guess who it is.
A ball of fluff, a long ear.
Jumps deftly, loves carrots.
(Hare)
The psychologist shows a soft toy hare.
2. The game "Pairs of words" (to develop logical and auditory memory)
Bunny wants to play with you.
The psychologist reads pairs of words between which there are semantic connections. Then he reads the first word of each pair, and the children take turns remembering the second word (pit-shovel, brush - paints, pear - vase, son - skates, birch - mushroom, candy - friend).
3. Finger game "Bunny-ring" (to develop attention, fine motor skills of hands, sensorimotor coordination)
Guys, our bunny knows another interesting game.
Children, together with a psychologist, form a circle and perform movements, pronouncing poetic lines.
The hare jumped from the porch
And found a ring in the grass.
(Hands are clenched into fists, index and middle fingers spread apart.)
And the ring is not simple -
Shines like gold.
(The thumb and index fingers are connected in a ring, the remaining fingers are spread apart.)
After the game, the exercise "Two Claps" is repeated.
4. The game "Extra word" (learn to classify concepts, develop verbal-logical thinking and coherent speech)
And now the bunny wants to ask you to help him solve a difficult problem that his teacher asked him in the forest school.
The psychologist asks to choose from three words superfluous (taking into account the selected feature) and explain your choice. Children take turns answering.
Color: cucumber, carrot, grass.
Shape: watermelon, ball, sofa.
Size: house, pencil, spoon.
Material: album, notebook, pen.
Taste: cake, herring, ice cream.
Weight: meat grinder, feather, dumbbell.
5. The game "Bambaleo" (to teach children to negotiate, help each other during the game, develop thinking)
Our bunny knows another very interesting game.
On an unstable plate, children take turns placing first light, then heavy figures so that the plate does not turn over.
8. Bottom line.
So our lesson has come to an end, let's thank the bunny for teaching us how to play various interesting games.
Lesson number 14: "Visiting the Hare."
Target: development of combinatorial and verbal-logical thinking, visual perception and voluntary attention, sensorimotor coordination of movements, auditory and motor memory, fine motor skills of hands.
Equipment and material: toy hare, Gyenish blocks, handout for the exercise “Houses”, “Copy by dots”, pencils, mini-maze game.
Lesson content.
1. Organizational moment.
Who was our guest at the last lesson?
Today the bunny invited us to visit him. To get to his house you need to solve not a simple problem. You are ready?
2. Exercise "Houses" (Develop combinatorial thinking, visual perception and attention)
The psychologist gives each child a picture of a house. Children must mentally combine the two signs of Gyenesh blocks and lay out the necessary blocks on free “apartments”. After completing the task, the children change houses.
3. Exercise "Old duck". (Develop motor coordination, auditory and motor memory)
Here we are visiting the bunny. And he wants to teach us how to play a new game.
The psychologist and children read the poem and perform movements corresponding to the text.
The old duck went to the market
I bought a basket for my first son,
I bought pants for my second son,
The third chick got a lollipop
I bought a comb for the fourth child.
After completing the exercise, the exercise “Two Claps” and the finger game “Ring Bunny” are repeated (see Lesson No. 13).
4. Exercise "Part - whole" (Develop verbal-logical thinking)
And here is another interesting game that the bunny will play with you.
A psychologist (on behalf of a hare), referring to each child, names an object that is part of something (door, dial, fin, branch, stem, head, sleeve, step, leg, handle). Children name the whole.
5. Exercise "Copy by dots" (Develop fine motor skills of hands, voluntary attention)
It's time for the kids to go back. Let's thank the bunny for playing with us and draw and give him drawings.
The psychologist gives a worksheet to each child. Children copy drawings point by point. The psychologist checks the correctness of the exercise.
6. Bottom line. Exercise "Mini-maze" (Develop sensorimotor coordination)
Children give their drawings to the hare.
To get out of the hare's house, you need to go through the labyrinth.
Each child takes a mini-maze with both hands and moves the ball inside the maze so that it does not fall out.
Lesson number 15: "Let's help the Wolf."
Target: development of auditory perception, voluntary attention, creative imagination, logical and creative thinking, coordination of movements, auditory and motor memory, visual-spatial orientation, fine motor skills; formation of the ability to understand the instruction, keep it in memory and look for figures (blocks) in accordance with it.
Equipment and material: a letter from the Wolf, Gyenish blocks, handouts for the exercises “Logic pairs”, “Unfinished picture”, “Go through the maze”, pencils and colored pencils, noise orchestra instruments.
Lesson content.
1. Organizational moment.
Children, we received a letter in kindergarten, but you can guess who wrote it to us now.
Again he runs on the trail,
Looking for something for dinner.
Knows a lot about piglets
Gray and toothy...
(Wolf)
The wolf writes in his letter that he studies at the forest school, but Aunt Owl gives her students such difficult tasks. Let's help the Wolf complete them so that he can get a good mark.
2. Exercise "Show the figure" (Develop auditory perception, attention, learn to understand the instruction, keep it in memory and look for figures (blocks) in accordance with it)
In front of each child is a box with Gyenes blocks. The psychologist asks to find a red big thin triangle; yellow small thick circle, etc.
Children find blocks and show them.
2. Exercise "Logical pairs" (Develop logical thinking)
The psychologist distributes worksheets with the task to each child. Children connect objects with lines that are logically related to each other. Then each child explains their choice.
3. Exercise "Unfinished picture" (Develop creative thinking and imagination).
The psychologist gives each child a drawing with an element of the picture.
Children, using colored pencils, draw this element to the whole image. Then they come up with a name for their drawing.
4. Fizminutka "House" (Develop coordination of movements, auditory and motor memory)
And now let's have a little rest with you and spend a physical minute like in a real school.
Children, together with a psychologist, perform movements, pronouncing poetic lines.
Under the mushroom - a hut-house,
(Join fingers together)
A funny gnome lives there.
We'll knock softly
(Banging the fist of one hand on the palm of the other)
Let's ring the bell.
(Imitate movement)
The gnome will open the door for us,
Will call in a hut-house.
(They call, imitating movement)
Wooden floor in the house
(They lower their palms down, press one to the other with ribs)
And on it is an oak table.
(The left hand is clenched into a fist, the palm of the right hand is placed on top of the fist)
Nearby is a chair with a high back.
(They point the left palm vertically upwards, put the fist of the right hand to its lower part)
On the table is a plate with a fork.
(Hands lie on the table: left - palm up; index and middle fingers of the right hand are extended, the remaining fingers are clenched into a fist)
And pancakes lie in a mountain -
Treat for the kids.
After completing the exercise, the exercises “Old duck” and “Two claps” are repeated (see Lessons No. 13; 14).
5. Exercise "Yes or no?" (Develop voluntary attention and auditory perception)
The psychologist reads the sentences. If the children agree with these statements, they clap their hands (yes), if they do not agree, their hands are on the table (no).
- Meat grinder grind meat.
- They cut a tree with an axe.
- It's cold in winter.
- The newspaper can be made of plastic.
- Donkey can talk.
- Water flows from the stone.
- The roof is made of straw.
- Blue tomato.
- The wheel is square.
- Sausage is made of meat.
6. Exercise "Go through the maze" (Develop visual-spatial orientation, attention, fine motor skills of the hands)
The psychologist distributes worksheets with the task to each child. Children are looking at the labyrinth, looking for a path that will lead travelers to the forest. Then mark the path with a simple pencil.
7. The game "Remember your animal" (Develop auditory memory, attention and auditory perception)
Children are given the instruments of a noise orchestra. Each child names an animal. Then the psychologist names the animals. The child whose animal is named swings his instrument once. The pace of the game gradually increases.
8. Bottom line.
This is where our lesson comes to an end. We helped the wolf complete all the tasks. Now he will know how to answer Aunt Owl's questions correctly.
Lesson number 16: "Let's help Pinocchio."
Target: development of visual-spatial orientation, visual-figurative and logical thinking, voluntary attention, coordination of movements, auditory and motor memory; the formation of the ability to concentrate and distribute attention, analyze, synthesize and combine, understand the schematic representation of a person's posture.
Equipment and material: Pinocchio toy, Nikitin's cubes "Fold the pattern", demonstration material for the exercises "Make a picture", "Fables", "Freeze", handout for the exercise "Machines", colored pencils.
Lesson content.
1. Organizational moment.
Pinocchio comes to visit and asks the children to help him complete the homework that Malvina asked.
2. Exercise "Make a picture" (Develop visual-spatial orientation, voluntary attention, learn to analyze, synthesize and combine)
Malvina asked Pinocchio to make such a pattern from the cubes as in the picture, but he cannot. Shall we teach him?
The psychologist gives each child 4 cubes from the "Fold the pattern" set. Then he hangs out samples of three pictures in turn, which the children will have to add up.
3. Exercise "Fables" (Develop visual-figurative thinking and voluntary attention)
Pinocchio drew a drawing, but Malvina said that it was wrong. Why?
The psychologist puts up a picture. Children examine it and take turns calling all the inconsistencies.
4. Exercise "At the deer" (Develop coordination of movements, auditory and motor memory)
Children, but Pinocchio learned something. And now he will teach us to play one game.
Children, together with a psychologist, stand on the carpet and perform movements, pronouncing poetic lines.
At the deer
(Hands depict horns)
House
(Hands represent a roof over the head)
Big.
(Spread their arms to the sides, showing how big the house is)
He looks out his window
(Bend one arm horizontally at chest level. Put the elbow of the other hand on it, prop the head with the palm of your hand)
Bunny runs through the forest
(Run in place)
There is a knock on his door:
Knock knock, open the door!
(Imitate knocking on the door)
There in the forest
(A fist with a bent thumb waving over the shoulder, pointing back)
Evil hunter!
(Imitate aiming a gun)
- Run faster
(Imitate door opening)
Give me a paw!
(Hold out hand for a handshake)
And we also know a lot of different games. Let's teach Pinocchio to play them.
After completing the exercise, the exercises “Old duck”, “Two claps”, “House” are repeated (see Lessons No. 13; 14, 15).
5. Exercise "Machines" (Develop logical thinking)
And here is another problem that smart Malvina asked.
The psychologist gives each child a picture: “Pinocchio has two cars: red and blue. Freight - not red. What color is the car? Color the cars the right way.
6. Bottom line. Exercise "Freeze" (Learn to understand a schematic representation of a person's posture)
You helped Pinocchio complete all of Malvina's tasks. And for this he will play one more game with you.
The psychologist explains the rules to the children: “Everyone should run around the room, and at the command of the host, “One, two, three, freeze!” stop and take the pose shown on the card (shows one of the cards with a schematic representation of a person). Those who take the wrong posture are out of the game.”
At the end of the game, one or two children remain, who are considered winners.
Pinocchio says goodbye to the children and leaves.
III. Program provision
3. 1. List of main literature
1. Govorova R., Dyachenko O. Games and exercises for the development of mental abilities in children // preschool education. 1988. No. 1. p. 23-31.
2. Govorova R., Dyachenko O. Games and exercises for the development of mental abilities in children // Preschool education. 1988. No. 4. p. 29-33.
3. Pisarenko P. V. Soon to school. Attention. - Donetsk: VEKO, 2006.
4. Tikhomirova L. F. Cognitive abilities. Children 5 - 7 years old. - Yaroslavl: Academy of Development, 2001.
5. Fomina L. V. Educational activities in kindergarten. - Yaroslavl: Academy of Development, 2008.
3. 2. List of additional literature
1. Bashkirova N. Tests and exercises to prepare children for school. - St. Petersburg: Peter, 2010.
2. Wenger L. A. Games and exercises for the development of mental abilities in preschool children. – M.: Enlightenment, 1989.
3. Gatanova N. V., Tunina E. G. The program for the development and education of a preschooler: Tests for children aged 5–6 years. - St. Petersburg: Neva Publishing House, 2004.
4. Gutkina N. I. Psychological readiness for school. - St. Petersburg: Peter, 2007.
5. Kryazheva N. L. Is the child ready for school? - Yaroslavl: Academy of Development, 1999.
Municipal budgetary preschool educational institution
"Kindergarten No. 16"
PROGRAM FOR THE DEVELOPMENT OF MENTAL PROCESSES
CHILDREN OF THE OLDER PRESCHOOL AGE
(for children 5-6 years old)
Educational psychologist
MBDOU "Kindergarten No. 16"
Birobidzhan
1. Explanatory note
2. Purpose, objectives of the program
3. Organization of GCD
4. Psychological features children 5-6 years old
5. Thematic plan
Appendix
Explanatory note
The program was compiled on the basis of the program "Development of the cognitive sphere of preschoolers", the authors, taking into account the federal state requirements for the structure of the main general educational program for preschool education (Approved by order of the Ministry of Education and Science of the Russian Federation dated 01.01.2001 No. 000 "On approval and implementation of federal state requirements for the structure OOP DO").
The program is aimed at protecting and strengthening the mental health of pupils, their comprehensive development, ensures the unity of educational, teaching and developing goals and objectives of the process of educating preschool children in accordance with the age capabilities and characteristics of pupils, is built taking into account the principles of integrity and integration of content preschool education, the complex-thematic planning principle of the OOP "Kolosok" MBDOU "Kindergarten No. 16".
The program ensures the implementation of the educational process in two main organizational models, including:
1) joint activities adult and children;
2) independent activity children.
Activities at senior preschool age are organized in a playful way.
The program is based on the provisions:
1) fundamental research of the domestic scientific psychological and pedagogical school on the patterns of development of a child of preschool age;
2) scientific research, practical developments and methodological recommendations contained in the works of leading experts in the field of modern preschool education;
3) current legislation, other regulatory legal acts that regulate the activities of the preschool education system.
The mental development of a preschooler is the most important component of his overall development, preparation for school and later adult life. This complex process involves the formation of cognitive interests, the accumulation of various knowledge and skills, mastery of speech. The core of mental development, its main content is the development of mental abilities - those psychological qualities that determine the ease and speed of assimilation of new knowledge and skills, the possibility of their use to solve various problems.
The development of mental abilities is of particular importance in preparing children for schooling. After all, it is important not only what kind of knowledge the child has, but whether he is ready to receive them, whether he knows how to reason, fantasize, draw independent conclusions, and think about the ideas of drawings and designs.
Purpose of the program : increasing the level of development of cognitive and creative abilities in children of senior preschool age.
Program objectives:
1. Improve the perception of color, shape, size, space and time;
2. Develop concentration, switching and distribution of attention;
3. Train visual, auditory, motor-motor memory;
4. To learn to master the elementary skills of analysis and synthesis, to establish identities and differences. Summarize, draw conclusions;
5. To form the ability to establish causal, causal and logical relationships between objects and phenomena; work according to a model, rule, scheme;
6. Encourage the creation of new images, develop a recreative and creative imagination;
7. Stimulate speech development by training the movements of the fingers, to develop artistic and graphic skills;
8. Cultivate goodwill, mutual support, mutual assistance, a sense of collectivism.
Organization of NOD:
Frequency: 1 time per week
Duration of one event: 20-25 minutes
Subgroup: 6-8 persons
Number of total: 29
Location: the choice of venue depends on the tasks, it can be a psychologist's office, a music or sports hall
Form of organization and methods of work:
Games and exercises aimed at the development of cognitive functions, education of moral and volitional qualities.
Expected results: performance by children of diagnostic tasks not lower than the average level during re-diagnosis after corrective work.
Psychological characteristics of children 5-6 years
The age of five years is the last of the preschool ages, when fundamentally new formations appear in the child's psyche. This is the arbitrariness of mental processes - attention, memory, perception, etc. - and the resulting ability to control one's behavior, as well as changes in ideas about oneself and in self-consciousness, and in self-esteem.
The child has a desire to show their skills, ingenuity. Memory, attention, thinking, imagination, perception continue to develop actively.
Perception.
The perception of color, shape and size, the structure of objects continues to improve; systematization of children's ideas. They distinguish and name not only the primary colors and their shades by lightness, but also intermediate color shades; the shape of rectangles, ovals, triangles. They perceive the size of objects, easily line up - in ascending or descending order - up to ten different objects. Attention.
The stability of attention increases, the ability to distribute and switch it develops. There is a transition from involuntary to voluntary attention. The volume of attention at the beginning of the year is 5-6 objects, by the end of the year - 6-7.
Memory.
At the age of 5-6 years, arbitrary memory begins to form. The child is able to memorize 5-6 objects with the help of figurative-visual memory. The volume of auditory verbal memory is 5-6 words.
Thinking.
At the senior preschool age figurative thinking continues to develop. Children are able not only to solve the problem visually, but also to transform the object in their mind, etc. The development of thinking is accompanied by the development of mental means (schematized and complex ideas develop, ideas about the cyclicity of changes). In addition, the ability to generalize is improved, which is the basis of verbal-logical thinking. Imagination.
The age of five is characterized by the flowering of fantasy. The child's imagination is especially vividly manifested in the game, where he acts very enthusiastically. The development of imagination at the senior preschool age makes it possible for children to compose quite original and consistently unfolding stories. The development of the imagination becomes successful as a result of special work to activate it. Otherwise, this process may not result in a high level.
Thematic plan:
Month | A week | Topic |
September | Diagnostics |
|
1. Vegetables, fruits. (The labor of people in the garden) |
||
2. Berries, mushrooms, trees, shrubs. (The labor of people in the garden) |
||
October | 3. Autumn seasonal changes in nature (clothes and shoes) |
|
4. Toys |
||
5. Migratory birds |
||
6. Poultry |
||
November | 7. Bread, food |
|
8. Clothes, shoes, professions |
||
9. Family |
||
10. Wintering birds |
||
December | 11. Winter, seasonal changes in nature. (Clothes and shoes) |
|
12. Pets |
||
13. Wild animals and their cubs. Preparing for winter |
||
14. New Year. Winter fun |
||
January | ||
15. Dishes |
||
16. Animals of the North |
||
February | 17. Animals of hot countries |
|
18. City. Russia |
||
19. Defender of the Fatherland Day. Military professions |
||
20. Transport |
||
March | 21. Women's Day |
|
22. The structure of man. Sport. Health. |
||
23. Furniture. House. Construction. |
||
24. Spring, seasonal changes in nature (clothes and shoes) |
||
April | 25. Tales. Day of laughter. |
|
26. Space. Earth Day. |
||
27. Electrical appliances |
||
28. Books. School. school supplies |
||
29. Victory Day |
||
Final diagnostics |
||
Total lessons 29 |
Appendix
NOD 1.
Subject: Vegetables. Fruit. The work of people in the garden.
Target: (P) Learn to identify the subject from a verbal description, work according to the model; (P) Develop attention, figurative and visual memory, color perception, coherent speech, creative imagination; to form the ability to build logical chains, control actions, analyze; (C) Cultivate goodwill, activity.
Equipment: soft toy "Sun", 5 pictures depicting various garden tools; drawing depicting vegetables: turnip, tomato, pumpkin, cucumber); planar geometric figures: yellow circle - turnip, red - tomato, orange oval - pumpkin, green oval - cucumber (set for each child); colored pencils, a sheet with 3 circles drawn (for each child).
Stroke: Starting ritual: Friendship starts with a smile.
Children with a psychologist stand in a circle. The psychologist has a soft toy "sun".
Hello, I'm glad to see you! The sun has come to visit us today. Let's say hello to him. We will pass it around and everyone who has it in their hands should say their name and what they love to do the most. I will start, and the one who is on my right will continue. So, I am Irina. Most of all I love to knit. The toy is being handed over. Next, the children pass the "sun" in a circle and speak out. The psychologist encourages their answers.
Guess the riddle:
Rain since morning
It's time for the birds to go.
Terrible wind howls -
When does this all happen? (in autumn)
The children answer and sit down at the table.
Now it is early autumn, people have long been working in the garden at this time.
There are many beds in the garden.
There are turnips and lettuce.
There are beets and peas.
Are potatoes bad?
We will be fed for a whole year.
A. Prokofiev
What tools are needed to work in the garden?
Let's check if everyone remembers these items.
What changed?
The psychologist shows 5 pictures of various gardening tools that you need to remember. Then the children turn away, the psychologist removes one picture. The task of the children is to remember which picture is missing.
What grows in the garden? Solve riddles.
I grow in the ground in the garden,
Red, long, sweet. (Carrot)
Before we ate it
Everyone had time to cry. (Onion)
It is round and red, like the eye of a traffic light.
There is no juicier among vegetables ... (Tomato)
Bela, crumbly, tasty,
And it's always on the table. (Potatoes)
In the summer in the garden - fresh, green.
And in winter in a barrel - yellow, salty.
Guess, well done, what are our names? (Cucumbers)
Now let's look at our beds.
"Plant vegetables"
The psychologist lays out plane geometric figures in front of the children: yellow and red circles (turnip, tomato), orange oval (pumpkin), green oval (cucumber). Children determine which “vegetable” is in front of them, and continue the logical chain.
Look, the artist started drawing vegetables, but left the drawings unfinished. Let's paint them.
"Draw a figure"
The psychologist gives the children sheets with three circles drawn. Children have to turn them into different vegetables by drawing the characteristic details.
Ending ritual: sunbeams
NOD 2.
Subject: Berries. Mushrooms. Trees. Shrubs. (The labor of people in the garden).
Target: (P) Learn to identify familiar objects by touch - training the memory of sensations; (P) Develop tactile memory, voluntary attention, the ability to concentrate and distribute it, (F) fine motor skills; (P) To form visual-figurative thinking; (C) cultivate interest in activities, accuracy.
Equipment: bag, real vegetables or models (6-8 pcs.); forms with the image of fruits, vegetables, flowers; colored pencils (for each child); maze pictures with fruits drawn on one side, and images of children on the other (for each child); a silhouette image of a fruit tree, to which "apples" or "pears" are attached (buttons and pins).
Stroke: Starting ritual: Friendship starts with a smile.
The children sitting in a circle hold hands, look into the neighbor's eyes and silently smile at each other (the psychologist makes sure that all the children smile at each other - both the neighbor on the left and the neighbor on the right).
In the last lesson, we “worked” in the garden, and today we will work in the garden.
Our autumn garden is beautiful.
On branches like toys
Both apples and pears
And the night is chilly
And the yellow leaf rustles at your feet.
We will pick the fruits in the morning
And we will call all the neighbors.
And wave the sun
Thank you autumn! - let's say.
W. Rashid
Let's see what grows in our garden?
"Find all the fruits"
Children are invited to color all the forms with the image of vegetables, fruits, flowers, with the appropriate pencils.
I see you enjoy gardening very much. Let's see who picked which fruit.
"Who likes to do what"
Each child receives a maze picture with fruits drawn on one side and children on the other. The task of the child is to follow the lines of the maze in order to correctly determine who owns what.
Now let's go, let's take a walk through the woods:
We'll go to the woods
We'll find the fungus.
In a smart hat
Light chocolate.
You do not hide, fungus,
Under the sheet of your side!
The boys need you
By evening for dinner.
O. Vysotskaya
Children sit at tables.
"What fungus did you pick?"
The psychologist shows 6 pictures of various mushrooms that you need to remember. Children close their eyes. Then, the psychologist removes one of them. The task of the children is to remember which picture is missing.
Where do mushrooms grow?
"Faster connect"
Each child receives a maze picture with mushrooms drawn on one side, and images of children on the other. The task of each child is, following the lines of the labyrinth, to correctly determine who picked which mushroom.
Let's take a walk in the forest clearing and look for mushrooms. (Puzzles)
This mushroom is my favorite -
With a thick and straight leg.
He covered himself with a red hat,
Buried under the aspen. (Boletus)
These nice little sisters don't eat chicken.
These friendly sisters stand side by side.
Like yellow buttons
We stuck in the moss near the path. (chanterelles)
Red hat with polka dots
Collar on a thick leg.
This mushroom is beautiful to look at
But dangerous, poisonous. (Amanita)
Certainly not white.
I, brothers, are simpler.
I usually grow in a birch grove. (Boletus)
What kind of guys on stumps
Crowded in a tight bunch
And they hold umbrellas in their hands,
Caught in a cloud? (Honey mushrooms)
Look guys
Here - chanterelles, there - mushrooms,
Well, this, in the meadow,
Poisonous… ( toadstools)
In conclusion, the psychologist asks the children which game they liked the most and sums up the lesson.
Ending ritual: sunbeams
Children, standing in a circle, stretch their hands forward and join them in the center of the circle. They stand quietly for a while, trying to feel like a warm ray of sunshine.
NOD 3.
Theme: Autumn. Seasonal changes in nature.
Target: (P) To form the ability to compare and analyze, distribute and switch attention; (P) Develop visual-schematic and visual-figurative thinking, coherent speech, visual memory, perception of color, shape, (F) Fine motor skills, (X) Graphic skills; (X) To form an aesthetic taste; (C) to cultivate a sense of mutual support, collectivism.
Equipment: pictures depicting one autumn leaf; cards with the image of several autumn leaves, chips (a set for each child); two similar pictures on the theme "Golden Autumn" with 10 differences; geometric shapes for mosaics (a set for each child), a sample pattern for laying out; pictures with a dotted image of rain, an umbrella; colored pencils (a set for each child).
Stroke: Starting ritual:
Friendship starts with a smile.
The children sitting in a circle hold hands, look into the neighbor's eyes and silently smile at each other (the psychologist makes sure that all the children smile at each other - both the neighbor on the left and the neighbor on the right).
Today, friends, we will go to the park.
Autumn. Frosty in the morning.
In the groves yellow leaf fall.
Leaves near the birch
They lie like a golden carpet.
E. Golovin
Look how many beautiful foliage around. Let's take a closer look at autumn leaves.
Children come to the tables on which the pictures lie.
"Autumn leaves"
The psychologist shows a picture of one autumn leaf, the children find the same one on their cards and close it with a chip. The game is repeated 2-3 times with different images of autumn leaves.
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 for me, for each other. I came to your class 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. The game "Say your name and say hello"
Purpose: to unite children in a group and introduce each other for further joint work.
2. Exercise "Catch the ball and give a quick answer"
Purpose: development of attention and memory
Psychologist: Let's play with a ball. I will throw the ball and ask the questions that our new friend Petya Pyatochkin, whoever gets the ball must answer.
What is the number of the house where you live?
What time of year is your birthday?
What color are your eyes?
What story is your mother reading to you?
What games do you play with dad?
3. Exercise "Recognize the figures"
Memory games
Purpose: development of visual memory
The psychologist demonstrates an illustration depicting 5 - 6 figures. Children look at 60 seconds. The psychologist then takes the illustration; children cross out on the forms those figures that were in the psychologist's illustration.
psychologist's lesson for the development of memory, psychologist's classes for 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. The game "Ear - nose"
Purpose: 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, and pronouncing the words "Ear" or "Nose" and takes the ear or nose, and then tries to confuse.
5. The game "In order"
Goal: development of attention stability
Each child has 10 pictures (animals, toys, household items, etc.) on the tables. The psychologist puts 10 pictures on the board (as in children). We invite the children to carefully consider and remember the order in which the pictures are placed for (1.5-2 minutes). Then he closes the pictures and asks the children to arrange the pictures on their tables, as they were on the board.
6. Drawing "What I remember from yesterday's walk"
memory, attention
7. Farewell
Lesson number 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. The game "What's gone"
Purpose: to develop memory, attention, observation
The psychologist lays out on the table 10 objects that are not related in meaning and which cannot be grouped: a comb, a book, a cube, a badge, a spoon, and the like. Invites children to carefully consider for 2 - 3 minutes and remember what items are on the table. Invites the children to turn away, picks up two or three items, and then asks "What's wrong?".
3. The game "Remember the word"
Purpose: to develop verbal - logical memory
Children stand in a circle, the psychologist calls a word (for example, a flower) and passes a ball of thread to the child; the child, taking a ball, repeats the word that the psychologist called and names some of his own (for example: flower - pencil). The next child repeats the previous words and adds their own word.
4. Finger exercise "Orange"
Purpose: development of fine motor skills of hands
We shared an orange, (fingers to the castle)
There are many of us, and he is alone, (palms turned away from you, fingers of the side)
This slice is for the cat, (fold the fingers into the basic position of the “cat”)
Tasks for the development of children's memory
This slice is a hedgehog (fingers to the sides)
This lobule is a cochlea, (fingers into a fist, extended middle and index, turn the right fist onto the palm of the left hand)
This slice is for the cuckoo, (fingers to the sides, fly)
And for the wolf, only the skin! (with the palm of the right hand, run over the palm of the left hand).
5. The 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 to go to the store and buy 5-8 items there. The child goes to the table - a store, on which various items (10 pieces) are laid out. He chooses from memory, puts it in a suitcase and carries the purchase to a psychologist. A group of children checks the task.
7. Farewell.
Lesson number 3 from the program for older preschoolers on the development of memory and attention
Purpose: development of memory, attention
Lesson progress:
Psychologist: Guys, today I came to class not alone, but with the teacher Petya Pyatochkina, who prepared him for school and offers to play those 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 to 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 a circle.
2. The game "Pyramids"
Goal: develop logical thinking and attention
Remove nozzles from all pyramids and mix them. Considering one at a time, name the color and shape of the nozzles. Let the children assemble the pyramids however they like. If various details are “dressed” on the pyramid, draw the attention of the children to this.
Mix the nozzles again, help the children assemble them correctly. Comment on your actions: “We need rings for this pyramid. 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, and this is smaller, let's find a big ring."
3. Exercise "Alphabetic game".
Purpose: 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 start with that 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 don’t come up with words for some letter, it’s okay, you don’t need to stop! Pace matters here.
4. The game "What has changed?"
Purpose: to develop visual memory, attention; cultivate perseverance.
The psychologist shows a drawing of the children's room 1a and invites the children to remember what is shown in the picture. Then he shows figure 1b and asks: “What has changed in the room?”. Have the children try to name all the items that have disappeared or changed their place in the room.
Lesson number 4 from the program for older preschoolers on the development of memory and attention
Goal: develop memory, attention, speech.
Course progress.
Psychologist: Good afternoon! Children, Petya and his class went on an excursion, leaving us a book so that we would not lose heart and play interesting games.
1. Greeting.
Children stand in a circle, turn to the right, then to the left, greeting their neighbors. Then, each child stands in the center of the circle, calls his name, the other children repeat it.
2. Reading the story "Bone"
Mom bought plums and wanted to give them to the children after dinner. They were on a plate. Vanya never ate plums and kept sniffing them. And he really liked them. I really wanted to eat. 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 sees - one is missing. She told her father.
At dinner, the father says:
And what, children, did any of you eat one plum?
Everyone said, "No." Vanya blushed like a cancer, 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 bones in plums, and if someone does not know how to eat them and swallows a stone, he will die in a day. I'm afraid of it.
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 recall individual fragments, whether he did the right thing main character.
3. Finger gymnastics "Strawberry"
Purpose: development of fine motor skills
Strawberries are removed from the fingers of one hand, then the procedure is repeated with the other hand.
As if we remove each berry from the index finger, ring finger, middle finger, little finger and put it on a plate, etc.
4. The 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 to the music and perform arbitrary movements, when the music stops, the teams form their own circle.
5. The game "What cartoon is this melody from"
Purpose: development of observation, attention and memory.
The psychologist puts melodies from the kids' favorite cartoons and asks the children from which cartoon the music sounds.
6. Farewell.
5. The game "Forbidden movement".
Purpose: to cultivate attentiveness, quick wit, quick orientation in space, voluntary attention.
Children become in a semicircle near the psychologist. Agree on what movement to do not. 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 out of the game.
6. Drawing "Favorite toy"
Purpose: development of fine motor skills of hands, attention and memory.
7. Farewell
Lesson number 5 from the program for older preschoolers on the development of memory and attention
Purpose: development of memory, attention.
Lesson progress:
Psychologist: Good afternoon children! Today Petya Pyatochkin came not alone, but with his friend Dunno. Petya says that his friend confuses everything, forgets, can we help him remember what he forgot? And for this you need to complete the tasks that friends brought with them.
1. Greeting
Purpose: to bring children together, to create a positive atmosphere.
Children greet each other by 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. The game "Guess the riddles"
Purpose: development of memory and thinking
The psychologist reads riddles, the kids give answers:
For instance:
Black Ivashka
wooden shirt,
Where the nose leads
Puts a note there.
(Pencil)
They are usually for sewing
And I saw them at the hedgehog,
There are on a pine tree, on a Christmas tree
And they are called...
3. The game "Who knows more"
Purpose: development of memory, thinking, attention
The psychologist asks the 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 did not have time to name the items in the allotted time loses. Repetitions are not counted.
4. The game "Recognize the figures"
(the children have blanks with the image of 16 figures, objects on the tables).
The psychologist demonstrates an illustration depicting 7 - 8 figures. Children look at the figures for 60 seconds. Then the psychologist takes the illustration, the children cross out on the forms those figures that were in the psychologist's illustration.
5. The 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 yesterday's mood."
Purpose: development of fine motor skills, memory and attention
7. Farewell
Lesson number 6 from the program for older preschoolers on the development of memory and attention
In preschoolers, phonemic hearing.
Lesson progress
Psychologist: Good afternoon! Kids, today we will go to visit Petya, get to know 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, pass it in a circle without removing the thread from the finger. Thus, they form a visible connection between all participants in the lesson. As soon as the glomerulus has reached the last participant, he returns the glomerulus back and removes the thread from the finger, the next one repeats the same thing, and so on until the glomerulus returns to its original state.
2. The game "Where is whose portrait"
Purpose: 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 young man, a woman, an old man. Children are invited 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. Memorization time - 10 seconds. After a few minutes, the children are shown color pictures without portraits. Children must remember what color card this or that portrait was on.
Goal: development of phonemic hearing, attention
The psychologist sits the children around the room or the children become 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 name the child, and the child who is with 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 spoke the phrase takes his place.
4. The game "Tell me from memory"
Purpose: memory training
The psychologist demonstrates to the kids for a short time (you need to count up to five) some interesting toy (doll, car), while asking the children to carefully examine it. Then he hides it and asks a few questions about this toy.
5. Game "Collect the picture"
Purpose: to develop logical thinking, auditory and visual attention, fine motor skills.
psychologist's lesson for the development of memory, psychologist's classes for the development of attention, exercises for the development of attention in preschoolers,
Children have cut pictures on their tables. The psychologist shows the children a picture for 30 seconds identical to the pictures that the children have. He collects a sample (the first picture), and gives the task to the children to make a picture from the fragments offered to them.
6. Farewell.
Lesson number 7 from the program for older preschoolers on the development of memory and attention
Purpose: development of memory, attention
Lesson progress
Psychologist: Hello! Petya Pyatochkin came today with his favorite book. This is a book where there are many interesting fairy tales, and you love fairy tales, but you want to know what kind of fairy tales our friend loves? And to find out we need to complete various tasks, do you agree?
1. Greeting
2. The game "Fairytale quiz"
Purpose: development of memory, attention
The psychologist names several heroes of fairy tales and asks the children to remember the names of fairy tales where these heroes are.
3. Exercise "Dot"
The psychologist for 2-3 seconds shows the children a picture on which dots are drawn in a square. Then close the square with a sheet of paper. Asks the children to dot the empty squares that lie on their tables, as it was in the proposed version. You need to prepare several options for tasks in advance.
4. The game "What's gone"
Purpose: development of memory, attention, observation
The psychologist lays out on the table 10 objects that are not related in meaning and which cannot be grouped: a comb, a book, a cube, a badge, a spoon, and the like. We invite the children to carefully consider for 2 - 3 minutes and remember what items are on the table. He invites the children to turn away, 2-3 objects are removed, and then the psychologist asks: “What is missing?”.
Memory games
5. Finger exercise "Lock"
Purpose: development of fine motor skills, attention
There is a lock on the door
the fingers of both hands are clasped together "in the castle"
Who could open it?
pull your hands in different sides trying to unlock the lock
Twisted
do circular motion with the hands, without disengaging the lock
Turned over
make undulating movements with the hands
knocked
Without unclenching your fingers, tap your palms against each other
And opened
Disengaged hands
6. Game "Repeat the drawing"
Purpose: development of attention, memory, observation, fine motor skills of hands.
The psychologist shows the drawing, the children carefully look and remember it. Then the psychologist hides the drawing, and the children draw it on the sheet. (5 demo drawings are being prepared in advance)
7. Farewell.
Lesson number 8 from the program for older preschoolers on the development of memory and attention
Lesson progress
Psychologist: Good afternoon! Guys, today our friend Petya was in such a hurry to visit us that he did not have time to do all the tasks that he was asked at school, we will help him with this.
1. Greeting.
Purpose: overcoming psycho-emotional stress, improving the work of the group.
The psychologist offers children to greet in unusual ways, first with their noses, then with their arms, legs, shoulders, backs, foreheads.
2. The game "Decreased or increased."
Purpose: 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. Spreads the pictures mixed on the tables. Children should carefully look at them 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 at the same time take one and add others.
3. The game "The picture helps the word"
Purpose: 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; Free Images: light bulb, swallow, table, leaflet, violin, briefcase, plate, apple, wolf, pike.
The words are read out sequentially, and the children for each word select a picture that fits it in meaning. After all the pictures are selected, they offer 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. The game "Make a picture of geometric shapes"
The psychologist gives the children a set of geometric shapes for each child; three sample drawings, 4 copies for each, for exchange among themselves (12 drawings in total). The psychologist asks the children to impose geometric shapes on a given pattern (cat, dog, bird).
5. The game "Repeat after me"
Purpose: development of phonemic hearing and attention
The psychologist chooses a simple rhythm and asks the children to repeat it after one listening session. Gradually, the task may become more difficult.
6. The game "Build a structure from memory"
Purpose: memory development
A psychologist builds a house out of six building blocks. Children watch and remember for 2 minutes. The psychologist covers the construction with a box and invites the children to make the same house from memory from the same parts of the designer.
7. Farewell.
Lesson number 9 from the program for older preschoolers on the development of memory and attention
Purpose: development of memory, attention, observation.
Lesson progress
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.
Purpose: overcoming psycho-emotional stress, improving the work of the group.
The psychologist offers children to greet in unusual ways, first with their noses, then with their arms, legs, shoulders, backs, etc.
2. Game "Shop"
Purpose: development of auditory memory
The psychologist calls the child and gives him the task to go to the store and buy 5-8 items there. The child goes to the table - a store, on which various items (10 pieces) are laid out. He chooses from memory, puts it in the basket, carries the purchase to the psychologist. A group of children checks the task.
Purpose: development of phonemic hearing, attention.
The psychologist sits 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: “Today is very hot,” and the child who is with 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. The game "Dot the dots"
Goal: development of visual memory, attention, thinking
The psychologist for 2-3 seconds shows the children a picture on which dots are drawn in a square. Then close the square with a sheet of paper. He asks the children to dot the empty squares that lie on their tables, as was the case in the first one. In advance, you need to prepare several options for tasks and clean squares.
5. The game "Whose circle will gather faster"
Purpose: development of memory, attention and orientation in space.
The psychologist divides the children into two teams, the children remember who is in which team, form two circles, run to the music and perform arbitrary movements. At the signal, each team forms its own circle.
6. Game "Beads"
Purpose: development of attention and fine motor skills of hands
The psychologist invites the children to consider what geometric shapes the beads in the picture are made of. What order are these figures in? Asks children to draw beads, as they remember.
7. Farewell.
Lesson number 10 from the program for older preschoolers on the development of memory and attention
Purpose: development of memory, attention, observation.
Lesson progress
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. The game "What's gone"
Purpose: development of memory, attention, observation
The psychologist lays out on the table 10 unrelated items that cannot be grouped: a comb, a book, a cube, a badge, a spoon, and the like. Invites the children to carefully consider for 2-3 minutes and remember what items are on the table. Invites the children to turn away, picks up two or three items, and then asks: “What is missing?”.
3. The game "Remember the figures"
(children have blanks with the image of 16 figures on the tables)
Purpose: development of memory, attention.
The psychologist demonstrates an illustration depicting 8-9 figures.
Children look at 60 seconds. Then the psychologist takes the illustration, the children cross out on the forms those figures that were in the psychologist's illustration.
4. The game "Listen to the command"
Purpose: development of attention, memory
The psychologist shows the movements and accompanies them with certain commands. Children must repeat the movement when they hear the appropriate command, despite the psychologist showing a different movement. After that, the child can become the leader.
5. The game "Magic Bows"
Purpose: development of fine motor skills
The psychologist offers children to tie bows from different ribbons, ropes, laces, etc.
6. The game "Guess the melody"
Purpose: development of auditory memory
The psychologist puts a melody from the kids' favorite cartoons and asks them which cartoon this or that song sounds from.
7. Farewell.
Correctional and developmental program for older preschoolers to develop memory and attention
