I.V. Bagramyan, Moscow
The path of a person growing up is quite thorny. For a child, the first school of life is his family, which represents the whole world. In a family, a child learns to love, endure, rejoice, sympathize and many other important feelings. In a family environment, an emotional and moral experience unique to it develops: beliefs and ideals, assessments and value orientations, attitude towards surrounding people and activities. The priority in raising a child belongs to the family (M.I. Rosenova, 2011, 2015).
Let's declutter
Much has been written about how important it is to be able to let go and complete the old and outdated. Otherwise, they say, the new one will not come (the place is occupied), and there will be no energy. Why do we nod when reading such articles that motivate us to clean, but everything still remains in its place? We find thousands of reasons to put aside what we have put aside and throw it away. Or don’t start clearing out rubble and storage rooms at all. And we already habitually scold ourselves: “I’m completely cluttered, I need to pull myself together.”
Being able to easily and confidently throw away unnecessary things becomes a mandatory program for a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “right” - and the better we can hear ourselves, the happier we live. And the more correct it is for us. So, let’s figure out whether it’s really necessary for you personally to declutter.
The art of communicating with parents
Parents often love to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn... It gets to the point that children do not want to see their parents because they are tired of their moral teachings.
What to do?
Accepting flaws. Children must understand that it will not be possible to re-educate their parents; they will not change, no matter how much you want them to. Once you accept their shortcomings, it will be easier for you to communicate with them. You will simply stop expecting a different relationship than you had before.
How to prevent cheating
When people start a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners within a legal relationship. In short, the number of faithful and unfaithful people is distributed 50 to 50.
Before we talk about how to protect a marriage from cheating, it is important to understand
Ministry of Education and Science of the Republic of Kazakhstan
Communal Government agency « high school No. 26"
Mini-center "Sun"
Program for the development of cognitive processes in children before school age
Prepared by:
psychologist at the Solnyshko mini-center
Asylbekova A.K.
Ust-Kamenogorsk 2013
Explanatory note
Preschool age is the period of the most intensive formation motivational sphere. Among the various motives of preschoolers, a special place is occupied by the cognitive motive, which is one of the most specific for older preschool age. Thanks to cognitive mental processes, the child gains knowledge about the world around him and himself, assimilates new information, remembers, and solves certain problems. Among them you divide sensations and perceptions, memory, thinking, imagination. A necessary condition flow mental processes is attention
Attention of a child at the beginning of preschool age reflects his interest in surrounding objects and the actions performed with them. The child is focused only until interest wanes. The appearance of a new object immediately causes a shift of attention to it. Therefore, children rarely do the same thing for a long time. During preschool age, due to the complication of children's activities and their movement in general mental development, attention acquires greater concentration and stability. So, if younger preschoolers can play the same game for 30-50 minutes, then by the age of five or six years the duration of the game increases to two hours. The stability of children's attention also increases when looking at pictures, listening to stories and fairy tales. Thus, the duration of looking at a picture approximately doubles by the end of preschool age; A six-year-old child is more aware of a picture than a younger preschooler and identifies more interesting aspects and details in it. Development of voluntary attention. The main change in attention in preschool age is that children for the first time begin to control their attention, consciously direct it to certain objects and phenomena, and stay on them, using certain means for this. Starting from senior preschool age, children become able to maintain attention on actions that acquire intellectually significant interest for them (puzzle games, riddles, educational-type tasks). Sustainability of attention in intellectual activity increases noticeably by age seven.
Memory. Significant changes in children occur in the development of voluntary memory. Initially, memory is involuntary in nature - in preschool age children usually do not set themselves the task of remembering anything. The development of voluntary memory in a child in the preschool period begins in the process of his upbringing and during games. The degree of memorization depends on the child’s interests. Children remember better what interests them and remember meaningfully, understanding what they remember. In this case, children primarily rely on visually perceived connections of objects and phenomena, rather than on abstract logical relationships between concepts. In addition, in children the latent period during which the child can recognize an object that is already known to him from past experience is significantly extended. Thus, by the end of the third year, a child can remember what he perceived several months ago, and by the end of the fourth, what happened about a year ago.
The most amazing feature of human memory is the existence of a type of amnesia that everyone suffers from: almost no one can remember what happened to him in the first year of his life, although this is the time that is most rich in experience.
Start working on development fine motor skills needed from a very early age. Already an infant can massage his fingers (finger gymnastics), thereby influencing active points associated with the cerebral cortex. In early and early preschool age, you need to perform simple exercises, accompanied by a poetic text, and do not forget about developing basic self-care skills: buttoning and unbuttoning buttons, tying shoelaces, etc.
And, of course, in older preschool age, work on developing fine motor skills and coordination of hand movements should become an important part of preparation for school, in particular for writing. Read more about the methods of preparing a preschooler’s hand for writing in the section “Developmental techniques.
Why is it so important for children to develop fine motor skills? The fact is that in the human brain the centers responsible for speech and finger movements are located very close. By stimulating fine motor skills and thereby activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech.
The task of teachers and child psychologists is to convey to parents the importance of games for the development of fine motor skills. Parents must understand: in order to interest the child and help him master new information, you need to turn learning into a game, not back down if tasks seem difficult, and do not forget to praise the child. We bring to your attention games for the development of fine motor skills, which you can practice both in kindergarten, and at home.
Imagination child develops in the game. At first, it is inseparable from the perception of objects and the performance of game actions with them. A child rides on a stick - at this moment he is a rider, and the stick is a horse. But he cannot imagine a horse in the absence of an object suitable for riding, and he cannot mentally transform a stick into a horse when he is not acting with it. In the play of three- and four-year-old children, the similarity of the substitute object with the object that it replaces is essential. In older children, the imagination can also rely on objects that are not at all similar to the ones being replaced. Gradually the need for external supports disappears. Interiorization occurs - a transition to playful action with an object that does not actually exist, to a playful transformation of the object, giving it a new meaning and imagining actions with it in the mind, without real action. This is the origin of imagination as a special mental process. Formed in play, imagination moves into other activities of the preschooler. It is most clearly manifested in drawing and in writing fairy tales and poems. At the same time, the child develops voluntary imagination when he plans his activities, has an original idea and focuses himself on the result. At the same time, the child learns to use involuntarily arising images. There is an opinion that a child’s imagination is richer than an adult’s imagination. This opinion is based on the fact that children fantasize for a variety of reasons. However, a child's imagination is actually not richer, but in many respects poorer than an adult's imagination. A child can imagine much less than an adult, since children have more limited life experience and therefore less material for imagination. In the period from three to four years, with a pronounced desire to recreate, the child is still unable to retain the previously perceived images. The recreated images are for the most part far from the original principle and quickly leave the child. However, it is easy to lead a child into a fantasy world where there are fairy tale characters. In older preschool age, the child’s imagination becomes controllable. Imagination begins to precede practical activity, combining with thinking when solving cognitive problems. Despite all the importance of the development of active imagination in the general mental development of a child, there is also a certain danger associated with it. For some children, imagination begins to “replace” reality and creates a special world in which the child can easily achieve the satisfaction of any desires. Such cases require special attention as they lead to autism.
As curiosity and educational interests develop thinking is increasingly used by children to master the world around them, which goes beyond the scope of the tasks put forward by their own practical activities. Preschoolers resort to some kind of experiments to clarify questions that interest them, observe phenomena, reason about them and draw conclusions. Acting with images in his mind, the child imagines a real action with an object and its result, and in this way solves the problem facing him. Figurative thinking is the main type of thinking of a preschooler. In its simplest forms, it appears already in early childhood, revealing itself in the solution of a narrow range of practical problems related to the child’s objective activity, using the simplest tools. By the beginning of preschool age, children solve in their minds only those tasks in which the action performed by a hand or tool is directly aimed at achieving a practical result - moving an object, using it or changing it. Younger preschoolers solve such problems with the help of external orienting actions, i.e. at the level of visual-effective thinking. In middle preschool age, when solving simpler and then more complex problems with indirect results, children gradually begin to move from external tests to tests performed in the mind. After the child is introduced to several variants of the problem, he can solve a new version of it, no longer resorting to external actions with objects, but obtaining the necessary result in his mind.
The “Sunshine” program is aimed at developing cognitive processes, communication skills, emotional and volitional qualities in a preschooler, as well as forming the foundations for the safety of one’s own life and the prerequisites for environmental awareness, preserving and strengthening the physical and mental health of children.
In the process of working on this program, psychological and pedagogical literature was studied and analyzed.
In the manual by Zemtsova O.N. “Smart Books” presents games and exercises aimed at the development of mental processes (attention, memory, thinking, imagination), mathematical concepts, speech development, preparation for learning to read and write, as well as the development of fine motor skills and familiarity with the outside world.
Manual by Alyabyeva E.A. “Correctional and developmental classes for children of senior preschool age) presents practical material on the development of empathy, communication skills, prevention of aggressiveness, conflict, isolation, and anxiety.
The manual by M.M. and N.Ya Semago “Organization and content of the activities of a special education psychologist” allows you to assess the maturity of the prerequisites for the child’s educational activities, his readiness to begin schooling. It includes tasks for the frontal examination of children, instructions for their implementation, analysis of the results, a description of the behavioral characteristics of children and their assessment.
“Developmental tasks for kids” by S.V. Burdin is aimed at developing voluntary attention, logical thinking, mathematics, development of speech and graphic skills.
Belousova L.E. Hooray! I learned! Collection of games and exercises for preschoolers: Method
a manual for preschool teachers. The games and exercises proposed in the collection are intended for the comprehensive development of the intellectual sphere of preschoolers based on improving fine motor skills of the fingers. The book includes exercises with cereals, legumes, seeds, buttons, as well as exercises in checkered notebooks. The speech material of the tasks is selected taking into account the lexical topics of the training program at the preschool educational institution.
The structure of the program and the content of the classes are designed in such a way that they cover all aspects of preparing a preschooler for learning, taking into account mental characteristics children of this age. During classes, children adapt more easily to a peer group, are united by joint activities, they develop a sense of unity, increase confidence in their abilities, create a safe space for communication, and conditions for self-expression.
The program is intended for teachers additional education working with children of preschool and primary school age in additional education institutions, in early childhood development centers.
GOAL: targeted development of the child’s personality and cognitive mental processes that underlie successful schooling.
TASKS:
promote the development of cognitive processes: memory, attention, thinking;
develop communication skills;
promote the development of the emotional-volitional sphere;
develop Creative skills preschoolers;
develop social behavior skills;
promote increased self-confidence and development of independence;
Principles of program construction
The Solar Steps program is built on the following principles:
systematic and planned.
Child development is a process in which all components are interconnected, interdependent and interdependent. You cannot develop just one function; systematic work is necessary. Classes are conducted systematically. The material is arranged sequentially, from simple to more complex.
principle of taking into account age characteristics.
Taking into account the psychological and physiological characteristics of children, the selection of tasks, methods and techniques of teaching is carried out, ensuring the formation of an active and creative individuality in each child.
principle of accessibility.
The material is presented in an understandable form, which makes working with children easier and makes it understandable for them.
4) the principle of creativity.
The teacher’s creative approach to conducting classes and the creative application of knowledge and skills by children.
5) game principle.
For preschool and younger age The leading type of activity is play, so the activities are of a playful nature. Training is provided through logic games and game situations.
6) the problem principle.
Creating a problem situation in class allows children to independently find a solution (choosing a strategy for behavior in the situation; variability in solving the problem, etc.).
7) the principle of child development in activity, since the activity of the child himself is the main factor in his development.
8) the principle of holistic and harmonious formation of personality in the process of training and education.
The child develops as a personality in accordance with his physical characteristics and existing inclinations.
9) the principle of individuality and differentiation.
Knowledge and consideration of the individual psychological characteristics of students, setting tasks for specific students in accordance with their personal characteristics, adjusting the methods of education and training.
10) the principle of unity of developmental and diagnostic functions
Testing, diagnostic tasks that allow you to analyze the degree to which children have mastered knowledge and skills, and assess their level of development.
Implementation period
The “Sunshine” program is intended for preschool children aged 5-6 years:
This educational program is designed for one year of study: during this period, children will be prepared for school, including the development of logical thinking, memory, sensory perception, fine motor skills, communication skills, and observation skills; development of the emotional-volitional sphere; development of communication skills and empathy.
Principles of lesson design:
Creating a psychologically favorable atmosphere;
Compliance with the individual characteristics of students;
Adequacy of requirements and loads;
Goodwill;
Non-evaluative, indirect assessment, which characterizes only a positive result;
The interest and activity of the child himself;
Community of adults and children.
Forms of classes
Classes are conducted in the form of travel games, research classes, fairy tale classes, story game, mini-training.
Organization of classes
Duration of classes - 30 minutes.
Between classes, children rest for 10 minutes during recess, which includes low-mobility games
Each lesson consists of two blocks.
The first block includes ethical conversations aimed at developing the emotional-volitional, moral sphere, empathy, exercises, and studies on the development of communication skills.
The second block includes games and tasks for the development of cognitive processes, fine motor skills and coordination of movements, and relaxation exercises.
The following are used forms of work:
Individual;
Collective;
Group.
Expected results
By the end of this program, children must have:
Idea about the school;
A formed system of knowledge and skills that characterizes readiness for schooling.
be able to:
Find a solution to the problem yourself;
Analyze situations, explore the object proposed by the teacher;
Control your behavior; restrain emotions, desires;
Communicate with peers and adults.
During the program, the teacher monitors the children’s results using tests, creative tasks, open classes, diagnostics, and parent surveys.
To track the dynamics of the development of students’ mental processes, an individual diagnostic card and a summary diagnostic table based on the diagnostic results are compiled.
Summing up the results of the program implementation is carried out in the form of diagnostic measures to determine the level of readiness of children for school, as well as group and individual consultations for parents
The following tests and methods are used in the work:
To study thinking:
- “What’s extra?”
Circle game “Opposite word” (with a ball)
Notebooks for developing a child's thinking
To study attention:
Notebooks for developing a child's attention
Game "Notice everything"
Game “Edible - Inedible”
Circle the number "4"
A book with educational aids “Smart Book”.
To study memory:
Game "Notice everything"
- “Remember 10 pictures”
- “Draw from memory”
Game "Remember the order"
Remember what color each item is.
Notebooks for developing a child's memory
A book with educational aids “Smart Book”.
For studying fine motor skills
- “Match painting”
Cut out shapes from paper folded like an accordion.
Complete the patterns in the cells
A book with educational aids “Smart Book”.
To study the emotional state:
Observation, interviews with parents and teachers,
Diagnostics to determine readiness for school:
Kern-Jirasek test;
Methods for studying voluntary attention;
Diagnostics of the development of elements of logical thinking;
Diagnostics of self-control and voluntary memorization;
Diagnostics speech development child, awareness of perception and use of speech;
The “Happy – Sad” technique for assessing the emotional attitude towards school.
The final diagnosis involves carrying out the same techniques using other illustrative material.
Children receive information about the results obtained at the final lesson (after diagnostics) in the form of the game “What We Learned.” Individual consultations and recommendations are provided for teachers and parents.
classes
Lesson structure
The goal of the game
exercises
Materials for
occupation
1
TARGET:
Game “Which Hand Does Your Neighbor Have”
Participants stand or sit in a circle holding hands. Each participant, turning to the neighbor on the right, tells him what kind of hand he has (soft, warm, tender).
Musical
accompaniment
Game "Pass the Ball"
Standing in a circle, the players try to pass the ball to their neighbor as quickly as possible without dropping it. You can throw the ball to each other as quickly as possible or pass it, turning your back in a circle and removing your hands from your back. You can make the exercise more difficult by asking children to play with their eyes closed or by using several balls in the game at the same time.
Training precision movements, concentration, reaction speed.
Images
Pinocchio stretched
Once I bent over
Two bent over
Three bent over
He spread his arms to the side
Apparently I didn't find the key
To get us the key
You need to stand on your toes
physical stress
Musical
accompaniment
Game “Remember 10 pictures”.
Children are given about 15-20 seconds to study the pictures. Then, closing the book, the children must name at least seven to eight objects.
Development
short term memory
Images
2
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
Game "Who will do better"
Participants stand in a line opposite the leader and imitate walking on different surfaces that the leader offers (on ice, snow, mud, hot sand, puddles).
Develop a positive attitude towards peers.
Working with notebooks. Page 2 (part 2). Circle the same shapes with the same color.
Exercise
for development
attention
Physical exercise-warm-up (motor-speech)
Pinocchio stretched
Once I bent over
Two bent over
Three bent over
He spread his arms to the side
Apparently I didn't find the key
To get us the key
You need to stand on your toes
Physical
voltage
Musical
accompaniment
Game “Invisible”.
The psychologist shows the children gnomes in hats, or you can use only hats; cardboard hat cards are gnomes in multi-colored hats. Then he says the names of the colors in sequence and asks the children to repeat them. When all the gnomes are named again, the psychologist asks the children to close their eyes and try not to peek, and covers one of the gnomes’ hats with an invisible white hat. You need to determine which gnome is covered, that is, who is under the invisible hat. Gradually the game becomes more complicated as the number of caps to cover increases.
Development of switchability, stability and distribution of attention;
Dwarf hats cut out of colored and white cardboard
3
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
Game "Compliments"
Sitting in a circle, everyone joins hands. Looking into your neighbor's eyes, you need to tell him a few kind words, Praise for something. The receiver nods his head and says: “Thank you, I’m very pleased!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle.
Warning:
Some children cannot give a compliment; they need help. Instead of praising, you can simply say “delicious”, “sweet”, “floral”, “milk” word.
If a child finds it difficult to give a compliment, do not wait for his neighbor to be sad, give the compliment yourself.
Develop a positive attitude towards peers.
Musical
accompaniment
Working with notebooks. Page 23 (part 2). Complete the other halves of these figures.
develop fine motor skills and coordination;
Physical exercise-warm-up (motor-speech).
Everyone raised their hands up
And then they were lowered
And then we’ll hold you close
And then we'll separate them
And then faster, faster
Clap clap more cheerfully
physical stress
Musical accompaniment
Game "Seasons"
Look carefully at the pictures on the page. What seasons did the artist depict? What can you tell us about them? Children should recognize the seasons in the pictures and be able to talk about the signs of each of them.
Getting to know the world around you
Pictures with seasons
4
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
A game. “Who loves what?”
Children sit in a circle and everyone says what they like from sweets, hot food, fruits, etc.
Develop a positive attitude towards peers.
Working with notebooks. Page 9 (part 2). Color each group of objects only three that are meaningful to each other. Explain why one of the items is not suitable?
Development
thinking
Workbook, colour pencils
Physical exercise-warm-up (motor - speech)
Everyone raised their hands up
And then they were lowered
And then we’ll hold you close
And then we'll separate them
And then faster, faster
Clap clap more cheerfully
physical stress
Musical accompaniment
Page 16 (part 2). Remember the pictures in the table. Then turn the page.
Development of visual memory
Workbook
5
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
Game "Cooks"
Everyone stands in a circle - this is a saucepan. Now we will prepare the soup (compote, vinaigrette, salad). Everyone comes up with what it will be (meat, potatoes, carrots, onions, cabbage, parsley, salt, etc.). The presenter shouts out in turn what he wants to put in the pan. The one who recognizes himself jumps into the circle, the next one, jumping, takes the hands of the previous one. Until all the “components” are in the circle, the game continues. The result is a delicious, beautiful dish - simply delicious.
develop a positive attitude towards peers.
Musical accompaniment, hats with drawings of vegetables
Working with notebooks. Page 3 (part 2). Circle this portion of the image on each line.
Development
attention
Workbook, pencil
Physical exercise-warm-up (motor-speech)
physical stress
Musical accompaniment
Game "Remember the order"
There are 10 items on the table. In 15-20 seconds. remember them. Then say what has changed. Children must remember 10 objects in front of them and independently name at least 7 objects.
Development
visual
10 different items
6
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
Game "Pass the ball"
Sitting or standing, the players try to pass the ball as quickly as possible without dropping it. You can throw the ball to your neighbors as quickly as possible. You can turn your back in a circle and put your hands behind your back and pass the ball. Whoever dropped it is out.
Note: You can make the exercise more difficult by asking children to close their eyes.
Develop a positive attitude towards peers.
Game "Draw from memory"
The presenter draws a figure. Children look at her for 15-20 seconds. Then they draw from memory.
Development of visual memory, fine motor skills, improvement of graphic skills.
Sheet of paper, simple pencil
Physical exercise-warm-up (motor-speech)
I'm walking and you're walking - one, two, three (step in place)
I sing and you sing - one, two, three (standing, conducting with both hands)
We walk and we sing - one, two, three (step in place)
We live very friendly - one, two, three (clap hands).
physical stress
Musical accompaniment
Game: “What holidays do you know?”
Tell us what holidays you know. What is interesting about each of them? Children should briefly talk about each holiday.
7
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
A game. "Change places, all those who..."
Participants sit on chairs. The host offers to change places for those who have a winter birthday. Participants get up from their seats and run to any free place. The presenter has the right to take an empty seat. The one who does not have enough space becomes the leader. Game continues.
Develop a positive attitude towards peers.
Musical accompaniment
Working with notebooks. A) page 24. (part 2). Shade the figures according to the sample.
Development
thinking
Workbook, pencil
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
physical stress
Musical accompaniment
Working with notebooks. Page 4 (part 2). In each row, paint the object exactly the same as drawn in the square.
Development
attention.
Workbook, pencil
8
TARGET:development of the emotional-volitional sphere of the child during the adaptation period
A game. "Listen and Guess"
An audio recording of natural sounds is turned on. Participants are asked to close their eyes and listen. Then they determine what the sounds sound like.
Develop a positive attitude towards peers.
Musical accompaniment
Game "Notice everything"
There are 7 – 10 items on the table. Children look at them for 10 seconds, then list what they remember.
Development of attention
visual
10 different items
Physical exercise – warm-up (motor-speech)
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
physical
voltage
Musical accompaniment
Working with notebooks. Page 25 (part 2). Draw exactly the same shapes in the empty squares.
Develop fine motor skills and coordination;
Workbook, pencil
9
TARGET:
Game “Match painting” – “House”, “Chair””
The psychologist invites children to place them with counting sticks on a colored background. Children choose their own background color .
Development of imagination, perception, fine motor skills.
Sets of counting sticks, sheets of colored cardboard and pictures of “House” and “Chair”.
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
physical stress
Musical accompaniment
Working with notebooks. Page 10 (part 2). Choose and color a suitable object that should be depicted in the empty square. Explain the choice.
Development
thinking
Workbook, pencil
Game “Edible - Inedible”
Edible - cotton, inedible - sit down.
Development
attention.
10
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 25 (part 2). Draw exactly the same figures in the empty squares.
Develop fine motor skills and coordination;
Workbook, pencil
Circle game “Opposite word”(with a ball)
Day - (night)
Black - (white)
Wet - (dry)
Funny - (sad)
Cold - (hot)
Bitter - (sweet)
New - (old)
Deep – (finely)
Far - (close)
Buy - (sell)
Sick - (healthy)
Start - (end)
Development
thinking
Physical exercise – warm-up (motor-speech)
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
physical
voltage
Musical accompaniment
Game "Flies - doesn't fly"
The presenter names the item. If it flies, the children flap their “wings,” and if it doesn’t fly, they hide their “wing” hands behind their backs.
Development
attention
11
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 17 (part 2). Color only those objects that were on the previous page. Circle the pictures that appear again.
Development
Workbook, colored pencils
Game “Find and name domestic, birdbinders and wintering birds on the page”
Children should know and name all domestic birds, several wintering birds, and bird-binding birds. And the picture is drawn; woodpecker, sparrow, duck, owl, crossbill, bullfinch, crow and goose.
Development of general awareness and social knowledge
Pictures with drawings of birds
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical stress
Musical accompaniment
Working with notebooks. Page 27 (part 2). Continue the pattern
Develop fine motor skills and coordination;
Workbook, pencil
12
TARGET: Development of cognitive mental processes in children
Game "Who is faster"
Match pictures to the generalizing word: clothes, furniture, animals, etc.
Development
thinking
Pictures with drawings
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical stress
Musical accompaniment
Working with notebooks. Page 5(part 2). Find the same boat in the picture. color them the same.
Development
attention
Workbook, colored pencils
13
TARGET: Development of cognitive mental processes in children
Game “What can come out of these drawings?”
Development
imagination
Paper
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical
voltage
Musical accompaniment
Working with notebooks. Page 6 (part 2). Complete the items on the right with all the missing details.
Development
attention
Workbook, pencil
14
TARGET: Development of cognitive mental processes in children
Working with notebooks.
Page 24 (part 1). What items are needed in different times of the year? Match the object with the name of the season.
Development of general awareness and social knowledge
Workbook, pencil
Game “Lay out the same drawings from counting sticks”
Children should be able to arrange simple figures from counting sticks.
Develop fine motor skills and coordination;
Counting sticks
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical
voltage
Musical accompaniment
Exercise: Circle the number “4”.
Children must circle the number “4” among the numbers and letters.
Development
attention
Workbook, pencil
15
TARGET: Development of cognitive mental processes in children
Working with notebooks
Development
thinking
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We raise our hands up
And then we lower them
And then we’ll hold you close
And then we'll separate them
And then quickly, quickly
Clap, clap more cheerfully
Physical
voltage
Musical accompaniment
A game. "Make up stories." Come up with fairy tales so that these characters and objects are present in them. Children should be able to come up with fairy tale stories on their own.
Development of imagination
16
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 7. (part 2З). Color in each row an object that is different from the rest.
Development
attention
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We raise our hands up
And then we lower them
And then we’ll hold you close
And then we'll separate them
And then quickly, quickly
Clap, clap more cheerfully
physical
voltage
Musical accompaniment
Working with notebooks. Page 18 (part 2). Remember the pictures and the corresponding figures.
Memory development
Workbook
17
TARGET: Development of cognitive mental processes in children
Game "What's extra"
Find the extra object in the picture. Explain why it is redundant.
Development
thinking
Pictures with drawings of objects.
Physical exercise-warm-up (motor-speech)
Pinocchio stretched
Once I bent over
Two bent over
Three bent over
He spread his arms to the side
Apparently I didn't find the key
To get us the key
You need to stand on your toes
physical
voltage
Musical accompaniment
Game “Cut out shapes from paper folded like an accordion.”
Children should be able to cut out symmetrical figures from paper folded like an accordion.
Develop fine motor skills and coordination;
Sheets of colored paper, scissors
18
TARGET: Development of cognitive mental processes in children
Page 26 (part 1). Which natural phenomena shown in the pictures?
Development of general awareness and social knowledge
Workbook
Physical exercise-warm-up (motor-speech)
Pinocchio stretched
Once I bent over
Two bent over
Three bent over
He spread his arms to the side
Apparently I didn't find the key
To get us the key
You need to stand on your toes
physical
voltage
Musical accompaniment
Working with notebooks. Page 24 (part 2). Shade the figures according to the sample.
Develop fine motor skills and coordination;
Workbook, pencil
19
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 12 (part 2). Arrange these figures in the table so that they are located differently in each row.
Development of thinking
Workbook, pencil
Physical exercise – warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
Everyone raised their hands up
Sat down, stood up, sat down, stood up
And then they started galloping
Like my elastic ball
Physical
voltage
Musical accompaniment
Game “What mood are the guys in?”
What kind of mood do you think these guys are in? How do they express their emotions? (What are they doing?).
Children should be able to recognize and name human emotions and moods (surprise, joy, fear, resentment, anger, etc.), invent various stories about people and reflect in them their attitude to what is happening, give a correct assessment of the actions of the main characters and events.
Development
imagination
Pictures with drawings of guys with different moods.
20
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 7 (part 2). Color the object in each row that is different from the rest.
Development
attention
Workbook, colored pencils
Physical exercise – warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
One - sit down, two - stand up
Everyone raised their hands up
Sat down, stood up, sat down, stood up
Vanka-Vstanka as if they became
And then they started galloping
Like my elastic ball
physical
voltage
Musical accompaniment
Working with notebooks. Page 16 (part 2). Remember the pictures in the table. Then turn the page.
Memory development
Workbook
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 13 (part 2). Compare two objects in each frame with each other. Name three differences between them.
Development
thinking
Workbook
Physical exercise – warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
One - sit down, two - stand up
Everyone raised their hands up
Sat down, stood up, sat down, stood up
Vanka-Vstanka as if they became
And then they started galloping
Like my elastic ball
physical stress
Musical accompaniment
Game “Complete the patterns in the cells”
Children should be able to independently draw patterns in the cells, focusing on the sample.
Develop fine motor skills and coordination;
Checked notebook, pencil
22
TARGET: Development of cognitive mental processes in children
“What can come out of these drawings?”
Children must come up with several examples for each case; if they wish, they can draw pictures.
Development
imagination
Sheet of paper, pencil and colored pencil
Physical exercise – warm-up (motor-speech)
Our rest - Fizminutka
Take your seats
One - sit down, two - stand up
Everyone raised their hands up
Sat down, stood up, sat down, stood up
Vanka-Vstanka as if they became
And then they started galloping
Like my elastic ball
physical stress
Musical accompaniment
Working with notebooks. Page 7 (part 2). Color the object in each row that is different from the rest.
Development
attention
Workbook, pencil
23
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 19 (part 20. Remember and draw suitable shapes.
Memory development
Workbook, pencil
Physical exercise – warm-up (motor-speech)
Turned your head - that's "two"
Jump on "four"
physical
voltage
Musical accompaniment
Game “Name all the berries, fruits and vegetables in the picture”
The children should know the names of most berries, fruits and vegetables.
Development of general awareness and social knowledge
Images
24
TARGET: Development of cognitive mental processes in children
Working with notebooks.Page 13 (part 2). Compare two objects in each frame with each other. Name three differences between them.
Development
thinking
Workbook
Physical exercise – warm-up (motor-speech)
I ask you to rise - this is “one time”
Turned your head - that's "two"
Hands to the side, look forward - this is “three”
Jump on "four"
Press two hands to your shoulders - this is “five”
All the guys sit down quietly - that's "six"
Physical
voltage
Musical accompaniment
Working with notebooks. Page 6 (part 2). Complete the object on the right with all the missing details.
Development
attention
Workbook, pencil
25
TARGET: Development of cognitive mental processes in children
Working with notebooks. Page 28(part 2). Draw the figures
Develop fine motor skills and coordination;
Workbook, pencil
Physical exercise – warm-up (motor-speech)
I ask you to rise - this is “one time”
Turned your head - that's "two"
Hands to the side, look forward - this is “three”
Jump on "four"
Press two hands to your shoulders - this is “five”
All the guys sit down quietly - that's "six"
Physical
voltage
Musical accompaniment
Game “Cheerful Dwarf”.
The psychologist shows the children a gnome with a bag in his hand. Children are asked to come up with what is in the gnome's bag. First, children must find as many answers as possible about a bag of one shape, then about bags of other shapes in turn. Then come up with a story about how these items ended up in the gnome’s bag and what could happen next.
Development
imagination
Gnome with a bag in his hands
26
TARGET: Development of cognitive mental processes in children
Game “Remember what color each object is”
Cover the top of the page and those pictures from memory. Children must remember the colors of all the objects and color the pictures below correctly.
Memory development
Miscellaneous items different color
Physical exercise – warm-up (motor-speech)
I ask you to rise - this is “one time”
Turned your head - that's "two"
Hands to the side, look forward - this is “three”
Jump on "four"
Press two hands to your shoulders - this is “five”
All the guys sit down quietly - that's "six"
physical
voltage
Musical accompaniment
A) "Who's hiding in the forest?"
Find all the animals. Children must quickly find and name all the animals in the picture.
B) “Count all the butterflies in the picture.”
Children must find eight butterflies.
Development of attention
Images
27
TARGET: Development of cognitive mental processes in children
Game "Extra item"
“In each row, find the “extra” object”
Name all the other items in one word. Children must find an “extra” item in each row and summarize the remaining items, for example: clothes, food, furniture, work tools.
Development
thinking
Physical exercise – warm-up (motor-speech)
We raise our hands up
And then we lower them
And then we’ll hold you close
And then we'll separate them
And then quickly, quickly
Clap, clap more cheerfully
Physical
voltage
Musical accompaniment
Working with notebooks.
A) Page 27 (part 1). Name the birds that are drawn here. what birds do you know?
B) Page 27 (part 1). Name the insects.
Development of general awareness and social knowledge
Workbook
28
TARGET: Development of cognitive mental processes in children
Game "Wizard"
Can you use colored pencils to complete the pictures and turn these figures into a good and an evil wizard? This task evaluates not the quality of the drawings, but their originality, the children’s ideas, and the ability to emphasize the characteristic differences in the images of wizards. This can be done by changing the shape of their lips and eyebrows; adding a skull or star on a magic wand; coloring the clothes.
Development
imagination
Drawing of a wizard, colored pencil
Physical exercise – warm-up (motor-speech)
We raise our hands up
And then we lower them
And then we’ll hold you close
And then we'll separate them
And then quickly, quickly
Clap, clap more cheerfully
Physical
voltage
Musical accompaniment
The game “Put out the same drawings from counting sticks.” Lay out the same drawings from counting sticks.
Children should be able to make simple figures using counting sticks.
Develop fine motor skills and coordination;
Counting sticks
29
TARGET: Development of cognitive mental processes in children
Working with notebooks.
Page 20 (part 2). Remember the figures in the left column. Then cover them with a sheet of cardboard. Draw these figures next to each other from memory.
Memory development
Workbook, pencil and colored pencil
Physical exercise-warm-up (motor-speech)
I'm walking and you're walking - one, two, three (step in place)
I sing and you sing - one, two, three (standing, conducting with both hands)
We walk and we sing - one, two, three (step in place)
We live very friendly - one, two, three (clap hands).
physical
voltage
Musical accompaniment
Working with notebooks.
Page 14 (part 2). Find in the picture exactly the same cars as in the frame below. Color them the same color.
Development of attention
Workbook, colored pencils
30
TARGET: Development of cognitive mental processes in children
Working with notebooks.
A) page 29. In the bottom row, draw the figures so that the square is to the left of the circle, and the triangle is to the right of the circle.
B) page 29. What's missing from the pictures? Finish it.
Development of thinking
Workbook, pencil
Physical exercise-warm-up (motor-speech)
I'm walking and you're walking - one, two, three (step in place)
I sing and you sing - one, two, three (standing, conducting with both hands)
We walk and we sing - one, two, three (step in place)
We live very friendly - one, two, three (clap hands).
Relieving physical stress
Musical accompaniment
Game “Divide the objects into three groups”
Explain your choice. The guys must divide all the drawn objects into three groups: musical instruments, sports and school supplies.
31
TARGET: Development of cognitive mental processes in children
Game "Turn shapes into interesting objects"
Color them.
Square, triangle, circle, rectangle.
Development of imagination, perception, improvement of graphic skills.
Shapes, colored pencils
Physical exercise – warm-up (motor-speech)
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
Relieving physical stress
Musical accompaniment
Game “What has changed in the picture?”
Take a close look at the top picture. Then cover it with a piece of paper. What has changed in the picture below? Children must independently find all the changes in the bottom picture.
Memory development
32
TARGET: Development of cognitive mental processes in children
Working with notebooks.
Page 29 (part 2). Put a pencil on your eyeglass, listen and draw.
Develop fine motor skills and coordination;
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We came to the forest meadow
Lifting your legs higher
Through bushes and buds
Through branches and warblers
Who walked so high
Didn't trip, didn't fall
physical
voltage
Musical accompaniment
Working with notebooks.
Page 30 (part 1). Name the days of the week in order. On each calendar sheet, write the number corresponding to the place in the week.
Development of general awareness and social knowledge.
Workbook, pencil
33
TARGET: Development of cognitive mental processes in children
Working with notebooks.
Page 3 (part 2). Circle this portion of the image on each line.
Development
attention
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical
voltage
Musical accompaniment
Game “What did the artist mix up?”
What did the artist get wrong? Can you come up with similar pictures?
Children must independently notice in the pictures everything that does not correspond to reality.
Development
thinking
Images
34
TARGET: Development of cognitive mental processes in children
Working with notebooks.
Page 30 (part 2). Continue the patterns.
Develop fine motor skills and coordination;
Workbook, pencil
Physical exercise – warm-up (motor-speech)
We kick top to top
We clap-clap our hands
We are the eyes of a moment-a-moment
We shrug our shoulders
One here, two there
Turn around yourself
One sat down, two stood up
Everyone raised their hands up
One-two, one-two
It's time for us to get busy
physical stress
Musical accompaniment
Working with notebooks.
Page 21 (part 2). Read the words in the left column, memorize them, and then cover them with a piece of cardboard. Circle the words in the right column that were in the left.
Development
Workbook, pencil
Program Goals
- Development and correction of students’ cognitive processes (attention,
Program objectives:
activities.
Download:
Preview:
Smolensk regional state state-financed organization“Demidov social and rehabilitation center for minors “Istok”
“Considered” at the MS meeting “I approve”
Minutes No. 1 of 01/18/2010 Director of SOGBU SRCN “Istok”
Protocol No. 8 of November 10, 2014. Stepanova E.V.
Chairman of the MS Mishchenkova N.A ______________________________ ________________________________
Program
correctional and developmental classes for the development of cognitive processes in children of primary school age
(2-4 grade)
Compiled by: Lyakhova N.N.
(educator-psychologist)
Demidov
2014
Explanatory note
A program of correctional and developmental classes for the development of cognitive processes in children of primary school age was developed, reviewed at a meeting of the MS, approved and tested in 2010. Added in 2014.
The program of correctional and developmental classes for the development of cognitive processes in children of primary school age is compiled on the basis of the following documents:
1. Law No. 273 Federal Law of December 29, 2012,
2. Order of the Ministry of Education and Science of the Russian Federation dated August 30. 2013 No. 1015 “On approval of the Procedure for organizing the implementation educational activities on basic general educational programs– educational programs of primary general, basic general and secondary general education»
3. Federal basic curriculum and model curriculum for educational institutions of the Russian Federation implementing general education programs approved by order of the Ministry of Education Russian Federation from 09.03. 2004 No. 1312 (as amended by order No. 74 dated 02/01/2012).
4. Special (correctional) educational program VIII schools type: B 2sb. /Ed. V.V. Voronkova – M: Humanit. ed. VLADOS center, 2000
The role and place of discipline in the educational process
Children entering a social rehabilitation center experience certain difficulties in the learning process,
requiring understanding of the information provided, memorization,
reproducing and applying them in practice. To promote the child in
general development, for the assimilation of knowledge, skills and abilities is essential
a specially organized system of training and education is important,
including psychological correction of basic mental
processes, emotional-volitional, communicative and motor-
motor spheres. It seems especially important to form and
development of cognitive processes, since it is the mental
activities based on adequate perception are sufficient
developed attention and memory creates the basis for the child’s advancement in
development, promotes assimilation curriculum and lays the foundation for
social and labor adaptation of correctional school graduates.
One of the most important areas of work with children of primary school
age is the development of the cognitive sphere. Development and correction
cognitive sphere should be carried out in the context of both educational and
and gaming activities.
Thus, traditional lessons cannot provide an equal share
solving educational and developmental problems. There is a need for
conducting developmental activities that help younger schoolchildren not
just acquire the skills of working in a classroom, accepting a learning task,
independent activity, but also to update cognitive
processes, broaden your horizons, gain new activity experience.
This program is addressed to current problem psychological
stimulating and updating the process of development of the cognitive sphere
students in conditions of psychoprophylaxis. Developed correctional
developmental activities adequately reflect the structure of cognitive
abilities: active vocabulary, cultural awareness,
meaningfulness and structure of perception, arbitrariness of attention,
awareness of the processes of memorization and reproduction, mastery
techniques and means of establishing necessary for mental processing
logical relationships between concepts and their characteristics.
The program is focused on providing assistance and support to children
primary school age (8-11 years old) who have difficulties in
formation of cognitive, emotional and communicative spheres;
promotes the search for effective ways to overcome emerging
difficulties in joint educational and gaming activities.
The presented exercises are used to develop various
cognitive processes: memory, attention, thinking, perception,
imagination. They can be used both in group and in
individual work
The work program is compiled in accordance with the requirements
Federal State educational standard primary
general education, curriculum boarding school based
programs by V.V. Voronkova, based on the works of Wenger L.A., Mukhin V., Zabramnaya S.D.
The program is designed for 1 hour per week (34 hours)
Program goals:
- Development and correction of students’ cognitive processes (attention,
perception, imagination, thinking, memory);
Formation of communication skills and self-regulation skills;
Correction and development of the emotional-volitional sphere of children.
Program objectives:
Create comfortable correctional and developmental conditions for younger children
schoolchildren, promoting the correction and development of cognitive
processes and personal characteristics of students.
Promote the overall sensory development of higher mental
functions, the formation of positive motivation for learning in junior schoolchildren in conditions of joint educational and game
activities.
Create an atmosphere of acceptance and mutual understanding in the children's team.
Organizational structure of the program:
The program is designed for students aged 7-12 years, 34 lessons.
The duration of one lesson is 40 minutes.
Introductory stage - 3 lessons.
Aimed at relieving emotional stress, creating a group
atmosphere of mutual trust and acceptance, self-knowledge, formation
foundations of empathic interaction.
The main stage - 29 lessons.
This stage is divided into 5 blocks consisting of a certain number
classes.
Lesson 1 of the block - diagnostics of the level of development of cognitive processes
students in classes of compensatory training (attention, perception,
imagination, thinking, memory);
2-5 lessons of each block are aimed at developing a certain
cognitive process.
The lessons of all seven blocks include exercises and games aimed at
for the correction and development of communicative, emotional-volitional, speech
areas of students, fine motor skills, health security exercises.
The final stage - 2 lessons.
Diagnostics of the cognitive sphere of junior schoolchildren.
Gives the mood for further cooperation, helps to increase
self-esteem, learning teamwork skills, self-knowledge.
Reflection of the program.
2nd grade
The development of perception, attention, memory, imagination, visual-figurative thinking and the beginning of the formation of verbal-logical thinking, as well as the internal plan of action as one of the new formations of this period of development.
3rd and 4th grade
Formation of perception, attention, memory, imagination, verbal-logical conceptual thinking, development of arbitrariness of the internal plan of action.
Processes of analysis and synthesis permeate all cognitive activities of students. The main direction here is to develop the ability to isolate individual features of objects, operate with them and interpret them. So, the development task sensory sphere is to enrich children's sensory experience through differentiation with to varying degrees subtleties of sensations of the same modality and the same type, comparing them in one way or another, inclusion of sensations in the construction of a system of verbal and logical inferences
The main task solved in the development process perception , - teach students not only to identify and analyze individual signs or properties of perceived objects (color, shape), but also to learn to comprehend what they see, actively including mental activity in the process of perception
When developing attention importance is attached to both the formation of its stability and the distribution of attention, i.e. the ability to control the execution of two or more actions simultaneously. This skill is also based on a dissected, differentiated reflection of various parameters and conditions of activity.
The main direction in development memory for younger schoolchildren is the formation of their indirect memorization, i.e. use of auxiliary means for memorization, including signs and symbols. This requires the ability to divide memorized objects into parts, highlight various properties in them, establish certain connections and relationships between any of them and a certain system of conventional signs.
Importance is attached to comprehensive developmentmental activity, namely such operations as analysis, synthesis, generalization, abstraction, establishment of patterns, formation of logical operations. The path from the global, holistic to the differentiated, specific is implemented in a sequence of tasks: starting with tasks that require operating with objects that are very different, and where, therefore, a fairly rough analysis of them is carried out, and moving on to tasks with operating with objects that differ by one or two signs and, therefore, requiring subtle analysis. Thus, the foundations of abstract thinking are gradually laid in younger schoolchildren.
When developing processes imagination , which is an important component of classes psychological development, tasks are performed both on and on creative imagination. The work begins with tasks in which different specified elements are included in different systems of connections and ends with tasks in which the same specified element must also be included in different systems. The implementation of the law of differentiation is also carried out in relation to other areas of psychological development of younger schoolchildren - the formation of prerequisites for mastering educational activities and psychological neoplasms of this age period. For example, developing the ability to analyze and copy a sample begins with performing a simple task that requires operating with holistic images of objects that differ significantly from each other. Gradually they move on to finding a given sample among images that differ in subtle details and performing tasks on independently reproducing samples given in verbal form
Organizational structure of classes:
Classes are based on the following principles:
integration (inclusion of elements of art therapy);
systematic;
continuity.
Forms of conducting classes - work in a group.
Lesson structure
I. Ritual of greeting, introduction.
Creating a greeting ritual is the first experience of shared
activity, and in addition, allows the teacher to assess the level of
development of communication skills of each child. Ritual
greetings help bring children together and create an atmosphere
group trust and acceptance.
Games used for this stage:
Oh, hi!";
about "Snowball";
about "Neighbors";
o “Smile” and others.
In the future, the use of the ritual created by the schoolchildren
greetings at the beginning of the lesson helps to establish a favorable
emotional background, group trust and acceptance of each member.
Starting from the second or third lesson after completion of the ritual
greetings psychologist, teacher invites children to evaluate their
emotional state at the beginning of the lesson. For this purpose a scale is used
mood “Thermometers” - a vertical line, in the upper part of which
positive values are located, and negative ones at the bottom:
- “Chamomile” - students choose a petal from a colored chamomile, color
which denotes the emotional state of the child;
- “Square, circle of my mood” - a child in a square or circle
paints over his mood at the beginning of the lesson with colored pencils;
- “Ribbon” - consisting of colored rectangles (according to Luscher),
pinned on the board, the child chooses a colored square,
corresponding to his emotional state at the moment.
Warm-up is a means of influencing the emotional state of children,
their activity, mood for productive joint activities, relieving psycho-emotional stress.
III. Diagnostic and correctional-developmental block - tasks and
exercises aimed at development and improvement:
1. cognitive processes: perception, imagination, attention,
thinking, memory;
2. development of fine motor skills, coordination in the “eye-hand” system,
arbitrariness, communication skills, speech sphere of the child;
3. exercises for mastering health-saving technologies.
IV. Final part.
Reflection - “What did I learn? What I did? How will I use what I receive?
knowledge?"
Conversation about the lesson - what do you remember most, were there any difficulties while doing the exercises?
Material support for classes.
All material support is intended for children’s independent and joint work in the classroom. This includes the required drawing supplies: landscape sheets, sets of colored pencils and markers, simple pencils, a work folder for each child, which includes: forms diagnostic techniques, forms with tasks, files, a checkered notebook, a ball of colored thread, a ball,
“magic wand”, “colored daisy”.
Technical means: tape recorder, relaxation music
accompaniment.
Expected results:
Form for assessing students’ knowledge – unmarked.
Forms of control:
Personal, meta-subject and subject results of mastering the course
Personal resultsstudying the course is the formation of the following skills:
- Define and express under the guidance of a teacher, the simplest rules of behavior in cooperation common to all people (ethical standards).
- Be able to adequately assess your strengths, understand what is possible and what is not.
- To develop a child’s curiosity, observation, and ability to notice new things.
- In the situations proposed by the teacher, based on simple rules of behavior common to everyone, make a choice , with the support of other group members and the teacher, what to do.
Meta-subject resultsstudying the course are the formation of the following universal educational activities(UUD).
Regulatory UUD:
- Define and formulate the purpose of the activity with the help of the teacher.
- pronounce sequencing.
- Learn to express your assumption (version) based on work with the workbook illustration.
- Learn to work according to the plan proposed by the teacher.
- Learn to distinguish a correctly completed task from an incorrect one.
- Learn together with the teacher and other students give an emotional assessment activities of comrades.
Cognitive UUD:
- Navigate your knowledge system: differ new from what is already known with the help of a teacher.
- Gain new knowledge: find answers answer questions using your life experience and information received from the teacher.
- draw conclusions as a result of joint work of the whole class.
- Process the information received: compare and group geometric figures, color standards.
Communicative UUD:
- Communicate your position to others: draw up your thought orally (at the level of one sentence or small text).
- Listen and understand the speech of others.
- Read and retell the text.
- Be able to ask an adult for help.
- Jointly agree on the rules of communication and behavior at school and follow them.
Expected results:
- development of the cognitive sphere (memory, attention, imagination, perception, thinking)
- positive motivation for learning,
- reduction of anxiety and unreasonable worry;
- creating an atmosphere of trust, acceptance and mutual understanding.
Student knowledge assessment form – unmarked.
Forms of control: performance test tasks, diagnostics.
Thematic planning
№ | Title of the lesson topic | Qty | date |
Section I "Introductory" | |||
"Acquaintance" | |||
"My mood" | |||
"My character" | |||
Section II “Diagnostics and development Cognitive processes" | |||
Block I "Attention" | |||
Diagnosis of attention features | |||
Development of attention | |||
Development of voluntary attention | |||
Development of attention switching | |||
Development of concentration | |||
Development of attention distribution | |||
Development of observation skills | |||
Block II “Perception” | |||
Diagnostics of perception features | |||
Development of perception | |||
Development visual perception | |||
Development of auditory perception | |||
Development of tactile perception | |||
Development of taste perception | |||
Unit III “Imagination” | |||
Diagnostics of features of imagination development. | |||
Development of imagination | |||
Development of creative imagination | |||
Development of voluntary imagination | |||
Block IV “Memory” | |||
Diagnosis of memory development features | |||
Memory development | |||
Development of auditory memory | |||
Development of auditory memory | |||
Development of visual memory | |||
Development of motor memory | |||
Development of figurative memory | |||
Block V “Thinking” | |||
Diagnostics of the developmental features of thinking. | |||
Development of thinking | |||
Development of classification operations of thinking | |||
Development of generalization operations | |||
Development of visual-figurative thinking | |||
Development of visual and figurative thinking | |||
Section III "Final" | |||
Final diagnostics | |||
Training “Tree of Friendship” |
Municipal budget educational institution city of Novosibirsk "Medium comprehensive school No. 000"
"Approved"
at a school meeting
methodological advice
2011
Working programm
Individual and group lessons on the development of cognitive processes in children with disabilities disabilities health
Novosibirsk city
2012.
EXPLANATORY NOTE
The development of cognitive functions is a traditional area of work for school psychologists. It involves stimulation cognitive activity as a means of creating sustainable cognitive motivation; development of attention (stability, concentration, increasing volume, switching, self-control, etc.); memory development (expansion of volume, stability, formation of memorization techniques, development semantic memory); development of perception (spatial, auditory), spatial and temporal concepts, sensorimotor coordination; formation of mental activity: stimulation of mental activity, formation of mental operations (analysis, comparison, generalization, identification of essential features and patterns), development of elementary inferential thinking and flexibility of thought processes.
Classes are conducted by a psychologist according to a plan drawn up in accordance with the individual child development program developed by PMPK educational institution. An important condition lesson planning is the implementation of the principles of complex influence on a number of higher mental functions, highlighting, at the same time, the dominant objects of influence, changing as children with disabilities develop cognitive activity and its self-regulation.
The main goal of the program: correction and development of the cognitive sphere of students with disabilities.
Tasks:
- psychological study of a child’s readiness for school; creating conditions for the formation of components of children’s psychological readiness for school; development of intellectual abilities (thinking); development of memory, attention, imagination; development of cognitive activity; development of fine and gross motor skills; form the student’s internal position; creating conditions in the classroom for building a system of educational cooperation - is achieved through the use of tasks of different quality in group work for joint activity and reflection on its results
Program structure
This program is designed to work with children with disabilities within an educational institution.
Diagnostic stage
1. Group classes.
2. Individual work.
Includes initial (at the beginning of the year) and control (at the end of the year) diagnostics of cognitive processes.
3. Work with parents and educators.
· Involving parents in creating conditions in the family that facilitate the most complete assimilation of the knowledge, skills and abilities acquired by children in classes, and their implementation in everyday life;
· Educational work with parents and educators in the form of consultations and speeches at parent-teacher meetings.
Scope of the program designed for 9 months. A total of 16 classes with a meeting frequency of 1 time per week. The duration of one lesson is from 25 to 30 minutes.
LESSON 1.
Goal: Introducing a psychologist to children, children to a psychologist, children to each other. Development of skills of working in pairs. Development of memory and attention.
Progress of the lesson:
1. Greeting ritual:
Goal: getting to know each other, developing the ability to listen to each other.
Progress: The psychologist selects an object (toy), shows it to the children and says that this object will be a symbol of our group, it will help us in everything. It is advisable for children to sit in a circle. The psychologist holds the object and tells the children about himself, then passes the symbol to the child sitting next to him, he also tells everything he considers necessary about himself, and so on in a circle. When the acquaintance is over, the children, together with the psychologist, choose the place where their symbol will be located.
Then everyone agrees that before starting the lesson, they will hold each other's hands in a circle, with a symbol in the center. And everyone takes turns wishing everyone something good. This will be the greeting ritual in all classes.
2. "Four Elements"
Goal: to develop attention related to the coordination of the hearing aid.
Move: The players sit in a circle, the leader agrees with them, if he says the word “earth”, everyone should lower their hands down, if the word “water” - hands forward, “air” - hands up, “fire” - rotation of the hands in the elbows joints. Whoever makes a mistake leaves the circle. All the children applaud the winner.
3. “Remember the order”
Goal: memory development.
Progress: The psychologist shows 6-7 colored pencils in his hand. After 20 seconds, having removed them, he asks for the sequence of their location.
4. "Parrot"
Goal: developing the skill of working in pairs, the ability to work according to a model, developing attention, memory, learning to understand another person.
Procedure: The psychologist demonstrates the exercise with one of the guys. He asks the child, for example, to name any time of day, talk about the events of the summer, about himself. The psychologist plays the role of a parrot, trying to pick up the child’s intonation and repeat his voice. Children are divided into pairs, play, reflecting facial expressions, gestures, carefully watching their partner.
5. Lesson summary:
What did we do today?
What did you like most?
6. “Farewell Ritual”
Children, together with a psychologist, sit in a circle and, passing the symbol to each other, say goodbye to everyone.
LESSON 2.
Goal: formation positive attitude for school. Development of skills to work in pairs and groups. Cultivating observation skills.
Progress of the lesson:
1. “Welcome Ritual”
2. “Mood in color”
Goal: development of imagination, emotional attitude of the child to work.
3. “Run of associations”
Goal: developing a positive attitude towards school"
Progress: Children are divided into 2 groups. The psychologist asks the question: “What words come to mind when I say the word “school”?
Each group answers. Then the children talk. The discussion involves a search for interesting, enjoyable not only gaming, but also educational moments in the concept of “school”.
4. “Image of objects”
Goal: education of observation, development of imagination, ability to see others.
Progress: The child uses facial expressions and gestures to depict the object, the other children guess it. Whoever guessed right becomes the leader.
Goal: To give children the opportunity to relax. Learning to act according to instructions.
Take your seats:
Everyone raised their hands to the top.
Sat down, stood up, sat down, stood up
And then they started galloping,
Like my elastic ball.
6. "Mirror"
Goal: developing the skill of working in pairs
Progress: Children are divided into pairs. They stand face to face, look at each other and repeat the movements.
7. Summary of the lesson.
8. Farewell ritual.
LESSON 3.
Goal: to introduce children to the inconsistency of phenomena through the concept of “good and bad.”
Progress of the lesson:
1. “Welcome Ritual”
2. “Help the rain find out whether he is good or bad?”
Once upon a time it was raining. One day he was bored on a cloud and suddenly heard someone calling him from the ground: “Help me, good rain, water me!” The rain fell to the ground and realized that a grain was calling him from under the ground. The rain poured down on it and a tree grew. “Thank you, good rain!” - said the tree. “Thank you, good rain!” - said the tree. The rain jumped with pleasure through the bushes and... doused the bird. The bird cried: “It’s a bad rain: it wet all my feathers, now I can’t fly, the fox will catch me!” The rain got upset, he walked without making out the road, and ended up in a swamp. And there the frogs were very happy with him: “Hello, good rain! Help us! We’ve been waiting for you for a long time - the swamp is completely drying up.” It started to rain as hard as it could and wet the girl. The girl got angry: “Bad rain! It stained my new dress, and the bow got wet and became ugly!” The rain got scared and wanted to hide on a cloud, but I heard a boy call him: “Hey, good rain! The fields are longer and stronger - I need to launch boats in the puddles!” It began to rain again.
And in the evening he returned to the cloud and thought: “Am I good or bad?” What do you guys think?
Offer to draw one of the episodes of the story. Encourage the personification of rain.
3. Discussion of the drawings, summing up the lesson.
4. Farewell ritual.
LESSON 4.
Goal: development of memory, thinking, joint activity skills.
Progress of the lesson:
1. “Welcome Ritual”
2. “Pairs of words”
The goal is memory development. Learning to remember by association.
Progress: Children need to remember the second words from a pair of words: cat - milk, bun - butter, boy - car, winter - mountain, table - pie, teeth - brush, river - bridge.
Then the psychologist says the first word of the pair, and the children say the second word. The psychologist explains how it can be easier to remember if you establish a relationship between words.
3. Physical education lesson “Humpty Dumpty”
Goal: development of memory, skill of working according to a model.
Progress: Children turn their torso to the right, left, arms dangle freely like a rag doll, and to the words “fell in a dream” they sharply tilt the body down.
The psychologist sets an example, the children repeat.
"Humpty Dumpty
sat on the wall
Humpty Dumpty
Fell in a dream"
4. “Collect a picture”
Goal: development of thinking.
Progress: Each child is given parts from the cut picture. The children collect, the psychologist helps if necessary.
The second task is more difficult. You can introduce an element of competition. It is possible to collect pictures together.
5. "Confusion"
Goal: development of joint activity skills.
Move: The driver is selected. He leaves the room. The rest of the children hold hands in a circle, without unclenching their hands, they begin to get confused - as best they can. When confusion has formed, the driver “untangles” the children without releasing them.
6. Summary of the lesson.
7. Farewell ritual.
LESSON 5.
Goal: Development of communication skills, imagination, attention.
Progress of the lesson:
1. “Welcoming ritual.”
2. “Search non-stop.”
Goal: development of attention.
Progress: Within 10-15 seconds. See around you as many objects of the same color (size, shape) as possible.
3. “Magic egg”.
Goal: development of imagination.
Progress: each child is given a template in the shape of an egg, which is traced on a piece of paper. Then the children are asked to complete the oval to create a new object. At the end of the lesson, you can organize an exhibition of drawings.
If you invite your child to draw several ovals so that they look various items, then this will contribute to the development of flexibility and fluency of thinking.
4. "Little Monkeys"
Goal: development of attention, communication skills.
Progress: each of the children standing in a row (3-6 people) takes some kind of pose. One of the players, after looking at them for 40-50 seconds, copies the pose of everyone, and the rest stand quietly.
5. “It happens - it doesn’t happen”
Goal: development of imagination, attention.
Progress: The psychologist speaks sentences. If this happens, the children clap their hands; if it doesn’t happen, they stomp their feet.
“The wolf is wandering through the forest. A wolf sits on a tree. The cup is boiled in a saucepan. A cat is walking on the roof. A dog floats across the sky. A girl caresses a dog. The girl is drawing a house."
6. "Beep."
7. Summary of the lesson.
8. “Farewell ritual.”
LESSON 6.
Goal: development of attention.
Progress of the lesson:
1. “Welcoming ritual.”
2. “Dunno’s tales.”
Dunno made up stories, but, as usual, he mixed up everything in them. When he began to tell his stories to his friends, everyone laughed loudly and said that this could not happen. Try to guess what Dunno got wrong.
In the summer, girls and boys put on warm hats, warm boots, fur coats and go sledding.
In spring, all animals prepare for a long hibernation.
In autumn, bright green leaves bloom on the trees.
In winter we love to swim and sunbathe, admire flowers and pick berries.
3. “Flower - seven-colored”
The psychologist draws a flower with seven petals: red, yellow, blue, pink, brown, blue, orange. The middle of the flower is green. Children are asked to remember this flower and draw exactly the same one.
4. "The Inattentive Gardener"
The gardener decided to plant new fruit trees in the garden, but he was very inattentive and bought 2 extra bags of seeds at the market. Help the gardener find the extra bags if they say: “Apple tree”, “Pear”, “Cherry”, “Rose”, “Plum”, “Birch”, “Peach”.
5. "Train with Clowns"
All children turn into a “train” in which “clowns” travel. “Clowns” love to play around, have fun, and jump, so the “train,” at an adult’s signal (beep), stops, the “cars” move in different directions, and the children fall. The main task is to be attentive to the children around you when falling and try not to hurt them. After the “train” is repaired, the game continues.
6. “It flies - it doesn’t fly.”
Children sit down or stand in a semicircle. The psychologist names objects. If an object flies, children raise their hands. If it doesn’t fly, the children’s hands are down. A psychologist can make a deliberate mistake; many children will raise their hands involuntarily, due to imitation. It is necessary to refrain in a timely manner and not raise your hands when a non-flying object is named.
7. Summary of the lesson.
8. “Farewell ritual.”
LESSON 7.
Goal: development of thinking.
Progress of the lesson:
1. “Welcoming ritual.”
2. “Cut pictures”(folding a picture from its parts)
Any postcard is taken (it is better to use images of the inanimate world) and cut into two equal parts. The child is asked to compose it. Another into four parts and so on. When completing the task, the child is guided by the drawing shown on the postcard.
3. “Let’s come up with a riddle.”
The logic of coming up with riddles is difficult for preschoolers, so you should start with the external signs of surrounding objects. For example: “Big, round, striped, and red inside” (watermelon). Then functional signs are added: “He makes noise, grumbles, swallows, cleans everything at home” (vacuum cleaner).
4. “What’s extra?”
The psychologist names three (later four) objects, one of which does not fit this classification. For example: cucumber, apple, tomato (vegetables - fruits); chair, table, wardrobe, dress (furniture - clothes). The child selects the “extra” item and explains his choice. It is good to use visual support in this game - pictures and objects.
5. Pantomime.
I am an indoor flower in a kindergarten. I feel good when they water me, loosen the soil, and wash the leaves. I don't like it when guys shout loudly. I'm bored when the guys go home and I'm left alone.
Express joy, pleasure, boredom, irritation with your body and facial expressions.
6. Summary of the lesson.
7 “Farewell Ritual.”
LESSON 8.
Goal: memory development.
Progress of the lesson:
1. “Welcoming ritual.”
2. "Phone"
The game involves at least three players. The verbal message is passed back and forth until it gets back to the first player. The message can consist of one word, gradually turning into a long sentence.
3 “Stories from pictures”
The child is asked to make up a story based on the picture. Funny stories are used, maybe from comics.
4. “Stories from memory”
The child is asked to tell about a cartoon he recently watched.
5. "Words"
Children take turns naming words where the last letter of the previous word is the beginning of the next one. For example: “watermelon-umbrella-trolleybus...”
6. Summary of the lesson.
7 “Farewell Ritual.”
LESSON 9.
Goal: Development of students’ speech and phonemic hearing.
Progress of the lesson:
1. “Welcoming ritual.”
2. “Half a word is up to you.”
Progress: The psychologist pronounces the beginning of the word, the children finish the word. Words can be selected according to certain topics. Work can be done in pairs and frontally.
3. “Describe the object”
Goal: Acquaintance with the concepts of “properties and characteristics of objects”, developing the ability to guess an object by its characteristics.
Procedure: the psychologist conceives a subject, the children ask leading questions, trying to guess what is planned based on the signs.
4. "I know"
Goals: Development of children's speech, replenishment of vocabulary, development of observation and attention.
Progress: children, using a ball, pronounce the following text, rhythmically hitting the ball on the floor:
I know five boys' names:
Sasha - once,
Dima - two,
Igor - three,
Denis - four,
5 “Guess what you showed” (pantomime)
Goal: To develop attention, observation, speech, patience.
Move: The person who wishes depicts an object (living or inanimate) without uttering any sounds. The rest are trying to guess what is being depicted.
6 “Write a fairy tale about the subject.”
Goal: Speech development, vocabulary replenishment.
Progress: The psychologist and children choose any object and try to compose together a fairy tale about the adventures of this object.
7 "Day - Night"
Goal: Development of speech, the ability to focus on finding the necessary concept.
Progress: The psychologist names the word, the children name its opposite in meaning: “Day - night, sweet - sour”, etc.
8 Summary of the lesson.
9"Ritual of farewell."
LESSON 10.
Goal: development of imagination
Progress of the lesson:
1. “Welcoming ritual.”
2. “What kind of dog is there?”
You can ask the child to imagine a dog and tell him as much as possible about it: what kind of fur it has, what it likes to eat, what shape its tail and ears are, what its character is, etc.
3. “Draw according to the description.”
The psychologist reads the text: “There was a white house. Its roof is triangular. The big window is red and the small one is yellow. The door is brown. The text must be read again at a slow pace, one sentence at a time. At this time, with their eyes closed, children should imagine this house, and then draw it.
4. "Wishes"
Imagine, we have a real wizard in our group. He says that he can fulfill any 5 wishes for anyone. What would you ask him? This old man is very wise. He can answer any questions. What would you ask him?
5. Summary of the lesson.
6. Ritual of farewell.”
LESSON 11.
Goal: development of motor attention.
Progress of the lesson:
1. “Welcoming ritual.”
2. “Corrective test.”
Goal: training the ability to concentrate, volume, switch, and stability of attention.
Children are asked to place icons on a special form, as in the example. The psychologist records the time spent on the task and the number of errors.
3. “Who flies?” The psychologist pronounces the words. If he names a flying object, the child answers “flies” and pretends to flap its wings. If a non-flying object is named, the child remains silent and does not raise his hands.
4. “Edible - inedible” Depending on the named object (whether it is edible or not), the child must catch or return the ball thrown to him by the psychologist.
5. “Ear – nose” The child listens to the command: “Ear” and touches the ear. “Nose” - touches the nose. The psychologist first performs the task together with the child, then deliberately makes mistakes. The child must be attentive and not make mistakes.
5. Summary of the lesson.
6. Ritual of farewell.”
LESSON 12.
Goal: development of thinking.
Progress of the lesson:
1. “Welcoming ritual.”
2. “Place it in order”
Ready-made series of plot-based sequential pictures are used. The child is given pictures and asked to look at them. They explain that the pictures should be arranged in the order in which events unfold. In conclusion, the child composes a story based on the pictures.
3. “Guessing fables” The psychologist talks about something, including several fables in his story. The child must notice and explain why this does not happen.
Example: Here's what I want to tell you. Just yesterday - I was walking along the road, the sun was shining, it was dark, the blue leaves were rustling under my feet. And suddenly a dog jumps out from around the corner and growls at me: “Ku-ka-re-ku!” - and she already pointed her horns. I got scared and ran away. Would you be scared?
Yesterday I was walking through the forest. Cars are driving around, traffic lights are blinking. Suddenly I see a mushroom. It grows on a branch. Hid among the green leaves. I jumped up and tore it off.
I came to the river. I look - a fish is sitting on the shore, its legs crossed and chewing a sausage. I approached, and she jumped into the water and swam away.
4. “Nonsense”
Offer children drawings that contain any contradictions, inconsistencies, or violations in the behavior of the characters. Ask your child to find errors and inaccuracies and explain his answer. Ask how it really happens.
5. Physical exercise “Vanka-Vstanka”
Goal: To give children the opportunity to relax. Learning to act
instructions.
Progress: Our rest is a physical education minute
Take your seats:
Once they sat down, twice they stood up.
Everyone raised their hands to the top.
Sat down, stood up, sat down, stood up
It’s as if they became Vanka-vstanka,
And then they started galloping,
Like my elastic ball.
6. Summary of the lesson.
7. Ritual of farewell.”
LESSON 13.
Goal: memory development.
Progress of the lesson:
1. “Welcoming ritual.”
2. “Chain of actions” The child is offered a chain of actions that must be performed sequentially. For example: “Go to the closet, take a book to read, put it in the middle of the table.
3. “Sketches”
Goal: teaching techniques to help memorize.
Offer to make a drawing for each word, which would help the children remember the words later.
The same can be done when memorizing phrases. The child chooses what and how he will draw. The main thing is that this will help him later remember what he read.
For example, say seven phrases.
The boy is cold.
The girl is crying.
Dad is angry.
Grandma is resting.
Mom is reading.
Children are walking.
It's time to sleep.
For each phrase, the child makes a drawing (diagram). After this, ask him to accurately reproduce all the phrases. If difficulties arise, you can help with a hint.
If a child remembers 6-7 phrases - very good.
4. "Retelling".
To draw the children's attention to the fact that if the child cannot retell the text, the psychologist reads the story again, but asks the children to pay attention to certain specific details. "What is this story about?" The psychologist connects what he read with what is familiar to the child, or with some similar story, and compares these stories (what are the similarities and differences). When answering questions, the child thinks, generalizes, compares, expresses his thoughts in speech, and is active.
Such a conversation significantly activates the child’s memory and thinking.
5. "Beep."
Goal: disclosure of group relationships, communication skills.
Progress: Children sit on chairs. The person entering walks in a circle with his eyes closed, sits on the children’s laps and guesses who he is sitting on. If you guessed correctly, who was named, says “Beep.”
6. Summary of the lesson.
7. “Farewell ritual.”
LESSON 14.
Goal: development of logical thinking, reaction speed.
Progress of the lesson:
1. “Welcoming ritual.”
2. “Mood in color”
Goal: tracking the emotional state of children. Psychological support.
Procedure: Children are invited to paint their mood on a piece of paper. Then the psychologist offers to support those who are in a bad mood. Children do this with a symbol in their hands.
3. “Seasons.”
The psychologist shows the children large paintings depicting the seasons. One by one, the children approach the psychologist and take a card from a stack of small pictures (rain, snowflakes, rainbows, flowers, mushrooms, twigs without leaves, buds, green and yellow leaves; a bird’s nest with eggs, chicks, pictures of different clothes), and determine what time of year the card belongs to.
4. “I am the moon, and you are the star.”
All children, except one, sit on chairs in a circle. There are three chairs in the middle, one of the children is sitting on one of them. He says, for example: “I am the fire brigade!” One of the children who first comes up with something suitable sits down next to him on an empty chair and says: “I am a hose.” Another hurries to the second chair and says: “And I’m a fireman.” The fire brigade child must choose one of two, for example: “I take the hose.” He hugs the “hose” and they sit on the chairs with the other children. The remaining one child must come up with something new, for example: “I am the sewing machine !" and the game continues.
5. Summary of the lesson.
6. “Farewell ritual.”
LESSON 15.
Goal: development of visual attention.
Progress of the lesson:
1. “Welcoming ritual.”
2. “I know ten names.”
The game is played using a ball. They sit in a circle. The players throw the ball to each other with the words:
- I...
- I know...
- Ten (seven, five...)
- Names...of trees! (birds, flowers, professions, fruits, animals, fish, cities...)
And then, everyone should take turns saying the names of what was asked:
- Linden - once!
- Birch - two!
- Maple - three!...
As a rule, in such a game, children quickly remember all the names and over time the number of names increases.
3. “Find two identical objects.” A card is offered with the image of five or more objects, two of which are the same. You need to find identical objects and explain your choice.
4. “Excluding unnecessary things.” A card is offered with the image of 4-5 objects, one of which is different from the rest. We need to find him.
5. "Find the differences."
A card is offered showing two pictures that have several differences. It is necessary to find these differences as quickly as possible.
6. “Laying out the pattern.” The child is asked to lay out a letter, number, pattern, silhouette, etc. from a mosaic (or sticks) according to a pattern.
7. Summary of the lesson.
8. “Farewell ritual.”
LESSON 16.
Target: define psychological climate in the group, the mood of the children.
Progress of the lesson:
1. “Welcoming ritual.”
2. Test "Mood point".
Before starting to write or draw, invite the children to put on their sheet in the right top corner mood point. The child chooses the color himself.
Test interpretation.
Yellow – dreaminess, playfulness, lightness.
Violet, lilac, blue – rich inner world, a penchant for mysticism.
Blue-green (water colors) – overstrain, concentrated attention, will. Encourage more often, they are afraid to make mistakes.
Red – a huge “I”, the desire for success. Openness, vulnerability, disobedience. Cholerics are more often chosen.
Green - the child is abandoned and needs love.
Orange – mild excitability.
Brown – a feeling of discomfort.
Gray – fear, uncertainty
Black – stress.
White is the starting position, the beginning of the path.
3. “Trace your palm and bring it to life.”
Children independently trace on a piece of paper left hand. The psychologist suggests turning the silhouette into something. Shows several options on the board.
The sheet with the silhouette can be rotated.
4. Summary of the lesson.
5. “Farewell ritual.”
THEMATIC PLANNING
Lesson topic | Number of hours |
|
Introducing a psychologist to children, children to a psychologist, children to each other. Development of skills of working in pairs. Development of memory and attention | ||
developing a positive attitude towards school. Development of skills to work in pairs and groups. Cultivating observation skills. | ||
introduce children to the inconsistency of phenomena through the concept of “good and bad.” | ||
development of memory, thinking, joint activity skills. | ||
Development of communication skills, imagination, attention. | ||
development of attention. | ||
development of thinking. | ||
memory development. | ||
Development of students' speech and phonemic hearing. | ||
development of imagination | ||
development of motor attention. | ||
development of thinking. | ||
memory development | ||
development of logical thinking and reaction speed. | ||
development of visual attention. | ||
determine the psychological climate in the group, the mood of the children. |
BIBLIOGRAPHY
1. G. A Shirokova, . Workshop for a child psychologist. – Rostov-on-Don, 2004.
2. . Want to know everything! Development of intelligence of children 5 - 7 years old. Individual sessions, games, exercises. – M., 2005
3. . Psychological games and trainings in kindergarten. – Rostov-on-Don, 2005
4. Psychology: middle and senior preschool age. Lesson developments. Comp. MM. Mironov. – Volgograd, 2006
5. . Express – training and development program. – S.-P., 2005
Explanatory note
The proposed program is based on the program of N.P. Lokalova. “120 lessons on the psychological development of junior schoolchildren” Psychological program for the development of the cognitive sphere of students in grades I-IV.
An individual program for the development of cognitive processes is intended for classes with 2nd grade student Ivan Ivanov, who is studying in program VII kind. This program is designed taking into account individual characteristics child. The boy has an undeveloped motivational-volitional sphere, attention, memory, and student attitude.
The program is designed taking into account and relying on the child’s reserve capabilities: activity, performance, sufficient emotional contact with an adult, sufficient interest in play activities.
In June 2012, the boy was examined for TMPK, as a result of which the development of the child’s cognitive sphere (correction of cognitive processes, emotional sphere) was recommended.
The main goal is the correction and development of the student’s cognitive sphere.
To achieve the goal, the following tasks were set:
- development of cognitive abilities (perception, attention, memory, thinking);
- formation of the student’s internal position;
-development of communication skills.
The program includes the following blocks:
1. Diagnostic (primary diagnosis). The purpose of this stage is to identify the level of cognitive processes and communication skills.
2. Corrective/developmental block. The goal is the development and correction of cognitive processes: memory, attention, thinking, communication skills, emotional sphere.
3. Diagnostic (secondary diagnosis). The block for assessing the effectiveness of correctional interventions is aimed at analyzing changes in cognitive processes, mental states, and personal reactions of a student as a result of developmental interventions.
Basic techniques and methods of work: Psychological games and exercises, art therapy, fairy tale therapy, conversation.
Skill development takes place in three stages:
. obtaining information about the content of a particular skill;
. application of acquired knowledge in specific situations (skill development);
. transfer of skills learned in classes to daily life child.
Classes are held once a week. The duration of each lesson is 45 minutes. The volume of material in the program is designed for 30 lessons. Classes are held in the psychologist's office.
Expected results:
Subject to the successful implementation of this program, there will be positive dynamics in development cognitive activity, as well as in the motivational, emotional and communicative spheres.
The effectiveness of the program is assessed based on the results of observation and psychological examination, which is carried out at the beginning and end of correctional classes.
Thematic planning
2nd grade (1-30)
Lesson topic |
Methods and tasks |
Number of hours |
|
Development of voluntary attention. |
Count it right |
||
|
Where did the bunny run off to? |
||
Development of visual memory. |
Flies - does not fly |
||
|
Find the shapes |
||
Development of the ability to navigate in the space of a sheet. |
Above, left, right, below |
||
Development of visual-figurative thinking. |
Polyanka |
||
Development of thinking (establishing patterns on abstract material). |
Find the shapes |
||
Development of visual perception (identification of letter forms). |
Name the letters |
||
Cross out the letters and listen |
|||
|
Guess the words |
||
Development of the ability to obey the verbal instructions of an adult. |
Graphic dictation |
||
Development of spatial perception. |
Find the pyramid |
||
Development of thinking (establishing patterns). |
Find the shapes |
||
Development of spatial concepts. |
Balls in a tube |
||
Development of the ability to identify significant features. |
Choose the main thing |
||
Development of visual-verbal analysis and synthesis. |
Guess the words |
||
Development of tactile sensations. |
Rough planks |
||
Development of auditory sensations. |
Noisy boxes |
||
Development of tactile sensations. |
Heavy boxes |
||
Development of voluntary attention (distribution of attention in conditions of collective activity). |
Let's do it together |
||
Development of mediated memory. |
Encrypt the sentence |
||
Development of verbal memory and voluntary attention. |
What changed? |
||
Development of the ability to reproduce a sample. |
Complete the drawing |
||
Development of thinking (processes of analysis). |
Find football players in the same uniform |
||
Development of mediated memory. |
Encrypt the sentence |
||
Development of thinking (comparison operation). |
Find the same ones |
||
Development of thinking (summarizing visual material). |
Fourth wheel |
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Development of an internal action plan. |
Match the shapes |
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Development of voluntary attention (distribution). |
Cross out the letters and listen |
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Development of thinking (ability to compare). |
Find the different ones |
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