Individual program for the development of cognitive processes. Work program (preparatory group) on the topic: additional education program “development of cognitive processes in preschool children

Galina Zueva
Corrective program for the development of cognitive processes in older preschoolers

Purpose correctional and developmental program is the development of children’s cognitive processes. Program contains 8 group classes that take place once a week. The duration of one lesson is 25-30 minutes. Each lesson begins with a short warm-up, which helps children get ready for work. The peculiarity of this program is that that each lesson includes a variety of games and exercises aimed at development of certain cognitive processes. The lesson begins with more active games and exercises that require children to activate various cognitive processes. Next come exercises that require more arbitrariness and concentration. In conclusion, the psychologist sums up the lesson, praises the children and motivates them for further activities.

Plan of group lessons aimed at...

Lesson 1

Exercise: "Shadow". Target: development spatial perception of the body.

Exercise "Go through the motions". Target: Develop motor and visual memory, attention, coordination of movements.

Exercise "Finish the word". Target: development speed and flexibility of thinking

Lesson 2

Exercise: "Adjuster". Target: development auditory perception, spatial orientation, reaction speed.

Exercise "Say the word". Target: development of flexibility of thinking

Exercise "Look Closer". Target: development arbitrariness of attention

Lesson 3

Exercise “It happens - it doesn’t happen”. Target: development of thinking.

Exercise: “Lay out figures from matches”. Target: development visuospatial memory and spatial thinking.

Exercise “How many words with sound?”. Target: - strengthening the skills of perception and pronunciation of sounds.

Lesson 4

Exercise: "Figures and Objects". Target: development of observation skills.

Exercise "Answer quickly". Target: development of flexibility of thinking.

Exercise "Who left?". Target: memory development, attention.

Exercise "Hide and Seek". Target: teach to understand and correctly use prepositions with spatial meaning in speech (in, on, about, before, under) and activating them in speech)

Lesson 5

Exercise "What is inside?". Target: development of thinking and speech

Exercise: "I put it in a bag". Target: memory development

Exercise "Question answer". Target: development logical thinking and speeches.

Lesson 6

Exercise "Pantomime". Target: development imagination and creativity.

Exercise "Item-action". Target: development of thinking and speech

Exercise "What's new". Target: development ability to concentrate on details, memory development.

Exercise "Drawings in a Row". Target: development voluntary attention.

Lesson 7

Exercise "Say the opposite". Target: ensuring understanding and use of antonym words in speech; enrichment of the dictionary.

Exercise "Learn the word". Target: development switching and distribution of attention.

Exercise "Broken phone". Target: formation of skills of perception and discrimination of speech sounds; clarification and expansion of the dictionary;

Lesson 8

Exercise "Remember the order". Target: develop memory, attention.

Exercise "Come up with words". Target: development of imagination, speech, emotional sphere.

Exercise "Tops-Roots". Target: - expansion of children’s ideas about vegetables, their place of growth, essential features, clarification and expansion of vocabulary.

Exercise « Musical mystery» . Target: development of imagination, empathy.

With children who have identified problems with certain cognitive processes, it is recommended to perform additional individual exercises. It should be noted that all classes should be held in a playful way. These exercises can also be recommended to parents for additional classes Houses.

Exercises for individual lessons, aimed at development of cognitive processes in children of senior preschool age.

Exercises for development perception and spatial thinking

Exercise: “Cold - Hot; Right left". Target: development auditory perception, spatial orientation.

Exercise: "Complete the figures". Target: development of perceptual accuracy.

Exercise: "Where?". Target: development spatial representations.

Exercises for development of thinking.

Exercise "Find the extra word". Target: development ability to generalize, highlight essential features"

Exercise "Vice versa". Target: development of thinking and speech

Exercise "Guess by the description". Target: development of thinking and speech

Exercise "Who will be who". Target: development of thinking

Exercise "Find the extra word". Target: development of thought processes of generalization, distractions,

Exercise "4-odd". Target: development of generalization

Exercise “Name it in one word”. Target: developing the ability to divide objects into classes according to a given basis.

Exercise "Pick up the signs". Target: development logical thinking and semantic memory.

Exercise « Semantic series» . Target: development of thinking.

Exercises for memory development

Exercise "What's missing". Target: memory development, attention.

Exercise "Find out the subject". Target: development perception and memory

Exercise "Draw a figure". Target: development of perception, thinking and memory

Exercise "Remember the Shapes". Target: development of visual memory.

Exercise "I am the camera". Target: memory development, imagination

Exercise "Pictures to remember". Target: mastering mnemonic techniques, forming

Exercise "Story". Target: development of voluntary memory

Exercise "Meaning system". Target: mastering mnemonic techniques, developing memorization awareness, memory development.

Exercises for development of attention.

Exercise "Dots". Target: development of attention span.

Exercise "Buttons". Target: development of attention, logical thinking and orientation in space.

Exercises for development of imagination

Exercise “Complete the picture”. Target: development visual imagination.

Exercise "What if…". Target: development of verbal(verbal) imagination.

Exercise "Unravel the Words". Target: training in composition simple sentences, word agreement.

Exercises for speech development

Exercise "Correct the sentence". Target: teach how to find a semantic error in a sentence.

Exercise "Listen and count". Target: teach how to determine the number of words in a sentence by ear.

Exercise "Make a phrase". Target: consolidate the ability to form sentences from the proposed words.

So, when designing programs for the development of cognitive processes in older preschoolers We took into account both the age and individual characteristics of the children. All exercises programs have game uniform , since it is in play that the child acquires new knowledge, learns to operate objects, learning their properties and qualities. Proposed comprehensive program activities with children development of cognitive processes designed in such a way as to fully take into account the individual characteristics of children, while maintaining the advantages of group forms of work.

Publications on the topic:

Development of cognitive processes in children of middle preschool age through artistic and creative activities STATE STATE HEALTH INSTITUTION OF THE CITY OF MOSCOW “Children's Pulmonology Sanatorium No. 47 of the Department of Health.

ICT as a means of developing cognitive processes in children with disabilities The teacher in his professional activity relies, as a rule, on traditional methods of raising children. Unfortunately, as it shows.

Mind maps as an effective means of developing speech and cognitive abilities of preschool children"Intellectual maps, how effective remedy development of speech and cognitive abilities of children of senior preschool age."

Consultation “Correctional program for the development of thinking of children of primary school and senior preschool age” Explanatory note. This correctional program intended for children of primary school and senior preschool age. Tasks.

Generalization of pedagogical experience Topic: “Development of cognitive processes of preschool children through creativity Relevance V.

Review of methodological literature

Municipal budgetary educational institution

Secondary school No. 1, Lakinsk

"I affirm"

Supervisor

MBOU Secondary School No. 1, Lakinsk

Malchikova E. T.

Order No. 429 of 08/30/2013

"Development of cognitive processes"

(for students in grade 5 of secondary school)

Potapova Natalya Vladimirovna

Considered at the meeting

methodological unification

(pedagogical council)

Protocol No. 4

Lakinsk

2014

Explanatory note

Correctional and developmental program "Development of cognitive processes" for

5th grade students of secondary school

(within the framework of the general intellectual direction).

School failure, expressed in poor subject performance, is one of the most important reasons contributing to the disruption of the psychological health of students and which teachers most often have to deal with during the period of students’ adaptation to the secondary level of school.

The main reasons for the poor performance of fifth-graders are:

low motivation for cognitive activity;
insufficient level training under normal and even good level development of thinking and other cognitive processes - significant gaps in knowledge over previous periods of study, as well as the lack of development of general educational and special educational skills;
insufficient level of development of cognitive processes;
insufficient level of development of mental operations;
weak voluntariness of behavior and activity - reluctance, “impossibility”, according to schoolchildren, to force oneself to constantly study.

Often, all these reasons do not appear in isolation, but together, combining into fairly complex combinations.

Thus, there is a need to carry out extra work educational psychologist with students who have these difficulties.

To ensure the successful adaptation of low-achieving fifth-graders, a correctional and developmental program “Development of Cognitive Processes” has been developed, which is aimed at developing cognitive processes and mental operations of students, as well as building social trust, teaching cooperation skills, developing social emotions, developing communicative emotions and teaching transfer acquired skills into educational activities.

The novelty of this program is determined by the federal state standardsecondary general education 2010. Distinctive Features are:

1. Determining the types of organization of students’ activities aimed at achievingpersonal, meta-subject and subject resultsmastering the program.

2. The implementation of the program is based onvalue orientations and educational results.

3. Achievement of the planned results is monitored within the framework of the internal assessment system: by the teacher, administration, and psychologist.

4. When planning the content of classes, the types of activities of students are prescribed.

The purpose of the program is creating conditions for successful intellectual development and learning of children.

Program objectives:

Identify features cognitive development low performing children.
Organize a subject-development environment in accordance with the tasks of correction and development.
Form positive motivation for cognitive activity
Develop mental operations (analysis, synthesis, classification, comparison, etc.)
Develop an internal action plan
Develop creative imagination, attention and memory
Develop speech

Description of content values

The value of a personas a rational being striving to understand the world and self-improvement.

The value of work and creativityas a natural condition human activity and life.

The value of freedomas freedom of choice and a person’s presentation of his thoughts and actions, but freedom naturally limited by the norms and rules of behavior in society.

The value of science - the value of knowledge, the pursuit of truth.

Organizational and pedagogical foundations

The program is intended for classes with children 11-12 years old and is aimed at low-performing students.

The number of participants is no more than 10 people (the optimal number is 6 people).

The program lasts 14 hours.

Classes are held 2 times (acceptably 1 time) a week for 40 minutes.

The class schedule is drawn up in accordance with the “Sanitary and Epidemiological Requirements for Institutions” additional education SanPin 2.4.4.1251-03".

This correctional and developmental program is based mainly on the followingprinciples of psychocorrectional work:

The principle of unity of diagnosis and correction - reflects the integrity of the process of providing psychological assistance How special type practical activities of a psychologist. Discussed in detail in the works of D.B. Elkonina, I.V. Dubrovina et al., this principle is fundamental to all correctional work, since the effectiveness of correctional work depends 90% on the complexity, thoroughness and depth of previous diagnostic work.
The principle of normative development. Normative development should be understood as a sequence of successive ages, age stages of ontogenetic development.
The principle of systematic development. This principle sets the need to take into account preventive and developmental tasks in correctional work.
Activity principle of correction. This principle determines the very subject of application of correctional efforts, the choice of means and methods of achieving the goal, the tactics of carrying out correctional work, the ways and means of achieving the goals.

Basic forms of work:

Classes are designed for collective, group and individual work.

Lesson structure:

The introductory part contains:

Greetings, positive attitude.

Introduction to the objectives of the lesson.

The main part contains:

Exercises.

Games.

Lesson reflection:

What did we develop in our lesson?

What did you like most?

What didn't you like?

What did you have difficulty with and why?

Give a verbal assessment of your activities and the activities of your neighbor (mutual assessment).

Parting

This program contains tasks for:

- development of mental activity(“Ladder of words”, “Make a sentence”, “Expression”, “Find the common thread”, “Connecting link”, “Disguised object”, “Guess me”, “Damaged phone”, “Find the meaning”, “Insert the missing word” "", "Scattered text", "Help the proverb", "Find the association", "Chain of associations", "Find a pair", "Sequences", "Come on, figure it out", "Part and whole", "Verbal domino" , “Those who will change seats…”, “The fourth odd one”, “Formation of groups”, “Title”, “Logic puzzles”);

- development of attention(“Tic Tac Toe”, “Observers”, “Stirlitz”, “Title”);

Memory development (“Remember by associations”, “Observers”, “Remember the words”, “Stirlitz”);

- development of creative imagination(“Collage: Me and my hobbies”, “Collage: Our achievements”);

- development of internal action plan(“Country of Opposite”, “More or Less”, “Missing Letters”).

When conducting classes in this program, the following are used:activities: gaming, educational, labor, artistic creativity, listening, writing, remembering, following instructions, fantasizing.

Thematic plan

Subject	Tasks		Continue activity
"Acquaintance"	Getting the guys to know each other Getting to know the goals and objectives of the classes Group cohesion	1 exercise "Name Submission" Exercise 2 “I love it - I don’t love it” Exercise 3 “Development of rules for working in a group” Exercise 4 "Collage: Me and my hobbies"	40 minutes
"Intellectual gymnastics"	Developing the ability to establish a variety of connections between objects	1 exercise "Ladder of words" Exercise 2 "Make a proposal" Exercise 3 "Expression"	40 minutes
"Mind games"	Stimulating mental activity Generating interest in classes Development of voluntary attention	1 exercise "Find common ground" 2 exercise "Connecting Link" Exercise 3 "Tic Tac Toe"	40 minutes
"Item properties"	Development of the ability to identify signs of animate and inanimate objects Development of the ability to recognize objects by their qualities and properties	1 exercise "Disguised Item" Exercise 2 "Guess me" Exercise 3 "Broken phone"	40 minutes
"Development of an internal action plan"	Developing the ability to perform actions in the mind	1 exercise "Country of Opposite" Exercise 2 "More less" Exercise 3 "Missing Letters"	40 minutes
(1 part)		1 exercise "Find the meaning" Exercise 2 "Fill in the missing word"	40 minutes
“Understanding the meaning and highlighting the essential” (Part 2)	Learning to understand the meaning of text material Development of the ability to recognize semantic connections between words and phrases Development of the ability to highlight general and figurative meaning	1 exercise "Scattered Text" Exercise 2 "Help the proverb"	40 minutes
"Associations"	Development of associative flow Development of associative memory	1 exercise "Find an association" Exercise 2 “Remember by association” Exercise 3 "Chain of Associations"	40 minutes
"Cause-and-effect relationships"	Development of the ability to establish cause-and-effect relationships, the ability to distinguish between cause-and-effect relationships and sequential relationships	1 exercise "Find a Pair" 2 exercise "Sequences" Exercise 3 “Come on, figure it out”	40 minutes
“Kind and type of object. The whole is a part"	Development of the ability to define the concepts of “species” and “genus”, to distinguish between these concepts Learning to understand the part-whole relationship	1 exercise "Part and Whole" Exercise 2 "Verbal Domino"	40 minutes
"Attention and memory"	Development of attention Memory development	1 exercise "Observers" Exercise 2 "Remember the words" Exercise 3 "Stirlitz"	40 minutes
"Classification"	Development of the ability to classify	1 exercise "Those who..." Exercise 2 "The Fourth Wheel" Exercise 3 "Group Formation"	40 minutes
"Mind games"	Stimulation of cognitive activity Development of logical thinking	1 exercise "Title" Exercise 2 "Logic puzzles"	40 minutes
"Our achievements"	Development of reflection Development of creative imagination	Creating a group collage on the theme “Our Achievements”	40 minutes

Logistical and methodological support necessary for the implementation of the program.

The main forms of work are group and individual. Therefore, the classroom must provide both classroom work (i.e., work at a desk) and work “in a circle.”

To work in classes, each student must have:

Workbook
Pen, pencils
Printed individual task cards

And also, whatman paper, colored pencils, felt-tip pens, paints, scissors, glue, various printed materials for collage design.

To solve the problems posed by the program, the main teaching methods are used:

Literature;

Visibility;

Problem situation;

Game moments.

Mechanism for evaluating the results obtained.

The effectiveness of training is checked by the method of partial observation of students in lessons and by conducting psychological diagnostics of cognitive processes and intellectual development of students before and after classes.

Expected results

The ability to independently perform exercises (the less help from an educational psychologist or teacher, the higher the independence of students and, consequently, the higher the corrective effect of classes).
Changing behavior in the classroom: activity, interest of schoolchildren in learning the material.
Ability to successfully perform control psychological tasks.
Increased academic performance in various school disciplines (increased activity, performance, attentiveness, improved mental activity, etc.) as a positive result of the effectiveness of correctional classes.
Changes in the emotional state of each student under the influence of correctional classes.

Basic forms of recording knowledge and skills:

testing (conducted before the start of classes and at the end):

Diagnostics of students' intellectual development (IDT);

Diagnostics of the development of cognitive processes (study of creative thinking - Short test creative thinking (figured form) P. Torrens, study of the level of development of attention (Corrective test, Schulte tables), memory (Memorization of 10 words, memorization of a number of incoherent syllables, etc.);

Diagnosis of learning motivation (methodology by N.V. Luskanova, method of diagnosing learning motivation and emotional attitude to learning, modification by A.D. Andreeva);

Diagnostics of the level of self-esteem (methodology by G.N. Kazantseva, test questionnaire by S.V. Kovalev);

As well as a study of the internal action plan (IAP).

This program has been tested for 3 years. The effectiveness of classes is confirmed by the results of diagnostic studies. More successful in educational activities become 50-75% of students receiving correctional and developmental services.

Universal learning activities

Personal

Metasubject

Subject

Know

About the forms of showing care for a person during group interaction;

Rules of behavior in the classroom, in the creative game process;

Rules of gaming communication, about the right attitude to your own mistakes, to victory, to defeat.

Possibilities and role of the Russian language in understanding the world around us;

Understand the Russian language as part of universal human culture;

Have moral and ethical experience of interaction with peers and adults in accordance with generally accepted moral standards.

General techniques and methods for solving logical tasks;

General techniques and methods of comparison, analysis, synthesis, generalization and classification of establishing various connections between subjects;

Necessary terminology in the Russian language.

Be able to

Analyze and compare, generalize, draw conclusions, show persistence in achieving the goal;

Follow the rules of the game and discipline;

Interact correctly with teammates (tolerant, having mutual assistance, etc.).

Express yourself in various types of creative and playful activities that are accessible and most attractive to the child.

Establish various connections between objects;

Identify the signs of animate and inanimate objects;

Recognize objects by their qualities and properties;

Perform actions in your mind;

Identify general and figurative meaning;

Establish cause-and-effect relationships, distinguish between cause-and-effect and sequential relationships;

Define the concepts of “species” and “genus”, distinguish between these concepts;

Distinguish between the concepts of “part” and “whole”;

Plan your actions in accordance with the task;

Adequately perceive the suggestions and assessment of a teacher, friend, parents and other people;

Monitor and evaluate the process and results of activities;

Negotiate and come to a common decision in joint activities;

Formulate own opinion and positions.

Perform logical tasks, perform computational actions,

systematize and structure knowledge;

Establish semantic connections between words and phrases;

Perform tasks to compare the properties of objects and phenomena, to establish cause-and-effect and sequential relationships.

Apply

Be restrained, patient, polite in the process of interaction;

Summarize the lesson independently; analyze and systematize acquired skills and abilities.

Obtained information about the Russian language in other areas of knowledge;

Techniques for comparison, generalization and classification according to specified criteria;

Techniques for establishing various connections between objects;

Speech means for solving various communication problems.

Initial experience of self-realization in various types activities;

The ability to express oneself in accessible activities, games and use accumulated knowledge.

Bibliography

Akimova M.K., Kozlova V.T. Psychological correction of mental development of schoolchildren. Textbook Manual - M.: Publishing center "Academy", 2000. - 160 p.
Andriyakhina N. How to help a fifth grader? School Psychologist, 2003, No. 30
Glozman Zh. M. Developing thinking: games, exercises, expert advice / Zh. M. Glozman, S. V. Kurdyukova, A. V. Suntsova. – M.: Eksmo, 2010. – 80 p.
Zaika E. V. A set of exercises for the development of students’ logical memory. Questions of psychology, 1991. No. 6
Zaika E.V. Games for the development of the internal action plan of schoolchildren. Questions of psychology, 1994. No. 5
Zaika E. V. A set of games for the development of imagination. Questions of psychology, 1993. No. 2
Zaika E. V. A complex of intellectual games for the development of students’ thinking. Questions of psychology, 1990. No. 6
Games – education, training, leisure. Ed. V. V. Petrusinsky in four books - M.: New School, 2000. - 240 p.
Osipova A. A. Introduction to practical psychocorrection: group methods of work. – M.: Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MODEK", 2000. - 240 p.
Practical psychology of education. Ed. I. V. Dubrovina: Textbook for students. Higher And cf. specialist. Educational institutions. – M.: Sphere shopping center, 2000. – 528 p.
Rogov E. I. Desk book practical psychologist: Proc. Benefit: in 2 books. Book 2: Psychologist’s work with adults. Corrective techniques and exercises. – M.: Humanid. Ed. VLADOS Center, 2004. – 480 pp.: ill.
Samukina N.V. “Games that are played...”. Psychological workshop – Dubna, “Phoenix+”, 2000. – 128 p.
Suntsova A.V. Developing memory: games, exercises, expert advice / A.V. Suntsova, S.V. Kurdyukova. – M.: Eksmo, 2010. – 64 p.

Lesson 1 “Getting to know each other.”

At the first lesson, the children get to know each other (children from different classes can join the group), get acquainted with the goals and objectives of the classes.

Rules for working in the group are developed.

A group collage is being created on the theme “Me and my hobbies”

1 Exercise “Name Presentation”

In a circle, students say their name and some good personality quality.

2 Exercise “I love - I don’t love”

In a circle, students name what they like (to do, eat...) and what they don’t like.

3 Exercise “Developing rules for working in a group”

Together with the children, rules for working in a group are developed, discussed and written on the board.

4 Exercise “Collage: Me and my hobbies”

On one piece of paper, the children, each determining a place for themselves on the sheet, create a joint collage “Me and my hobbies.”

Lesson 2 “Intellectual gymnastics”.

1 Exercise “Ladder of words”

In this game you need to take any word, preferably a long one, and use the available letters to form as many of your own words as possible. Also, the meaning of the composed words should be discussed with students. The one who composes the most words wins.

For example, the word TRANSPORT:

Report Port Sort Post San

Patron Rosa Nast Torso Pass

Sling Nora Toast Pan Wholesale

Start Note Time Nose Mouth

Napor Rota Stan Son Ton

Spore Cake Moan Tor Steam

Trail Throne Growth Wasp

Sport Tros Sheaf Sap

Trans Spore Sota Pot

2 Exercise “Make a sentence”

Three words are taken that are not related to each other in meaning. It is necessary to compose as many sentences as possible that would necessarily include these three words, while you can change their case and use other words. The answers can be both banal and complex, going beyond the limits of the situation indicated by three words with the introduction of new objects. Original answers in which the intended words are included in non-standard connections are especially encouraged. All proposed answers are compared and discussed by students.

Words to present:

Lake, pencil, bear.
Pain, pants, bike.
House, plane, radio.
Fox, berries, bee.
Table, apron, boots.
Thunderstorm, day, bed.

3 Exercise “Expression”

Students are asked to come up with a sentence of 4 words, and each word must begin with the specified letter. You can offer two options for completing the task:

the sequence of the indicated letters with which words begin cannot be changed;
words in a sentence can be arranged in any order.

For example: MVChO

Master Volodya repairs shoes.
Masha poured tea on Vitya.

Various sets of letters are offered for work:VSNT, ELTO, ENVSA.

The number of letters can be increased.

Lesson 3 “Intellectual games”.

1 Exercise “Find commonalities”

For this exercise, you need to take two words (objects, phenomena) that have little connection with each other. You should find and write down as many common characteristics as possible for these items. The one with the longest list of common characteristics wins. It is also useful to analyze students’ answers according to the degree of significance of the connections between objects revealed in them, so that students can learn what essential and non-essential features are.

Words to present:

Game - lesson 5. Dog - teddy bear
Goose - cow 6. Roller skates - scooter
House - hospital 7. Crocodile - turtle
Ship - bicycle 8. Malvina - Cinderella

2 Exercise “Connecting link”

Two subjects are given that, at first glance, seem far from each other. Students need to name objects that are, as it were, a “transition bridge” from the first to the second. The named objects must have a clear logical connection with both given objects. It is possible to use two, three or four connecting links.

Words to present:

Cloud - accident (rain, puddle, road, car)
School – music (teacher, lesson)
Forest – hollow (nuts, squirrel)
Shop – joy (mom, cake, holiday)
Game - hospital (tag, children, fall, bruise)
Milk - dew (cow, grass)
Wool - grandma (cat, ball, thread, socks)
Tree - gun (bark, hare, hunter)

3 Exercise “Tic Tac Toe”

The well-known game of tic-tac-toe, the only feature of which is the expansion of the field for moves. The game is played on the board. Students take turns putting the required “sign”.

Lesson 4 “Properties of objects”.

1 Exercise “Disguised Object”

Any well-known object (phenomenon, creature) is called. It is necessary to name two other objects, in general, not very similar to the given one, but such, the combination of features of which, if possible, would unambiguously define it, that is, to disguise it with other objects. The answers proposed by students must be discussed and justified.

Words to present:

New Year (winter - holiday)
Bread (plant – grain)
Aquarium (fish - food)
Car (repair – speed)
Phone (talk - buttons)
Postman (house - letter)
Flowers (gift - aroma)
Landscape (nature – colors)
Swan (fluff - neck - song)
Game (cube - rules)

2 Exercise “Guess me”

This game is the opposite of the previous one. The presenter, and then the students themselves, must come up with pairs of objects that uniquely encode the third object.

Words to present:

Sky - water (rain)
Metal tail – sky (airplane)
Man - bed (sleep, night)
Fun - guests (holiday)
Field - cheese (mouse)
Mint - smile ( toothpaste, gum)
Ball - table (billiards)
Claws - honey (bear)
Grandma – kitchen (pie)
Australia – jump (kangaroo)

3 Exercise “Damaged phone”

Students sit down, forming a chain. The first player receives a word from the leader, for example, “airplane.” His task is to quickly encode this word using a couple of other objects (for example, a bird - it flies, with wings, a tail, etc., and a file - it is iron, heavy) and conveys these two words to the second player. The second player must guess what item we're talking about. For example, he can assume that it is a “grenade” and, disguised, pass this word to the third player. The third one encodes the received message in its own way and passes it on to the next player, and so on. Each message is transmitted in writing on strips of paper.

Lesson 5 “Development of an internal action plan.”

1 Exercise “Country of Opposite”

The given word (first of three, then of four, five, six, etc. letters) should be read letter by letter in reverse order, from right to left, for example, “work - atobar.” All transactions must be carried out mentally and not in writing.

Words to present:

Dream, tiger, slipper, carriage, plane, propeller, Cheburashka, emperor.

2 Exercise “More-less”

A series of numbers of three to six digits is read out. In response, you need to name other numbers - 1 (or 2) more or less. All operations must be carried out mentally.

Figures to be presented:

1 7 4 more by 1 – 2 8 5

Less by 1 – 0 6 3

More by 2 – 3 9 6

2 5 6 3 more by 1 – 3 6 7 4

Less by 1 – 1 4 5 2

More by 2 – 4 7 8 5

Less by 2 – 0 3 4 1

3 4 2 8 more by 1 – 4 5 3 9

Less by 1 – 2 3 1 7

More by 2 – 5 6 4 1 0

Less by 2 – 1 2 0 6

3 2 4 1 5 more by 1 – 4 3 5 2 6

Less by 1 – 2 1 3 0 4

More by 2 – 5 4 6 3 7

6 7 3 5 2 4 more by 1 – 7 8 4 6 3 5

Less by 1 – 5 6 2 4 1 3

More by 2 – 8 9 5 7 4 6

Less by 2 – 4 5 1 3 0 2

3 Exercise “Missing letters”

You need to come up with a word and read it so that only the first, third, fifth, etc. letters sound in it, skipping the second, fourth, etc. First, the leader spells out the words, and then the students themselves. The rest are guessing. Be sure to name the number of letters that make up the hidden word.

Words to present:

Candy (7) – k n e a
Dog (6) – from b to
Cat (5) – ksha
Cow (6) – to r in
Rocket (6) – r k t
Cockroach (7) – t r k n
Flower (6) – ts e o
Pistol (8) – p s o e

Lesson 6 “Understanding the meaning and highlighting the essential” (part 1).

1 Exercise “Find the value”

In this exercise, students are presented with a number of ambiguous words. Their task is to find as much as possible more values the following words:

Figure (human, geometric...)
Address (postal, greeting...)
Charging (battery, exercise...)
Shaft (earth embankment, technical detail...)
Fork (cutlery, part of electrical appliances...)
Rink (ice rink, asphalt paving machine...)
Shoulder blade ( garden tools, part of the body…)
Braid (hairstyle, tool...)
Conductor (profession, electrical component...)
Dog (animal, detail of a zipper...)
Knot (rope, ship speed...)
Checker (game, smoke, edged weapon...)
Lamb (animal, sea wave...)
Bench (shop, seat...)
Fraction (gunshot, drum, number...)
Cone (fir cone, tumor...)
Handle (writing, door...)
Fight (battle, chimes...)

2 Exercise “Insert the missing word”

To complete this exercise, you must prepare a text with the missing words for each participant in advance. Each student must fill in the missing words in place of the gaps.

Proposals to present:

... bad weather, the excursion took place. (despite)
It was still light in the forest... the sun had already set. (Although)
Mom sent the boy to the store ... he bought bread. (to)
… … Not late hour, there would be a lot of people on the street. (if)
Like yesterday, ... ... today the weather is warm. (so)
I went to bed late, ... ... read interesting book. (because)
It takes a lot of effort.........to grow a good crop. (in order to)
There was a bright light in the room, ... people were already sleeping. (Although)
Despite severe frost, he... was cold. (Not)
... boys, ... and girls passed the sports standards. (as; so)
Flowers attract insects... only by color,... and smell. (no, but)
Now we live in a city... lived before and in the village. (A)
... ... he could not overcome his strength. (despite)
New houses are being built ... in the city, ... ... in the countryside. (as; so and)
... ... very thirsty, I ... began to drink from the stream. (despite not)

Lesson 7 “Understanding the meaning and highlighting the essential” (part 2).

1 Exercise “Scattered text”

This exercise can be carried out as a competition between two participants or teams. The teams are simultaneously given a set of pre-prepared cards with the same task: to assemble a sentence from the available words. The execution time is fixed. The winner is the participant or team that completed the task faster than others and with fewer errors.

1. hares, cartoons, several, Kotenochkin, catches, like, oh, a film director, Tom, created, a wolf.
2. on, motorcycle, and, highway, bicycle, hare, on, wolf, started, rode.
3. herbs, shrubs, many, and trees, the ground, into, deep, roots, go.
4. in which, plants, not trees, are located, in, light, a lot of shade, is needed.
5. surfaces, when, waves, seas, blow, arise, wind, on.
6. the earth, we live, is a ball, on, has, which, we, have a form.
7. without, rare, fiction, without, work, fantasy, artistic, dispenses with.
8. knowledge, only, of us, strong, can, be, honest, make, reasonable, people, sincerely, who, love, are capable of, a person. (M. Gorky)
9. inhabit, only, plants, not, land, surface, and, thickness, but, seas, oceans, etc.
10. with, business, not the end, tail, don’t put on, with, begin, collar (proverb).

The right column is for student responses.

2 Exercise “Help the proverb”

In this exercise you need to assemble proverbs from parts that have “lost” each other. To do this, for each beginning of a proverb from the left column you need to select an ending from the right column.

The little bird sang early,	You will blow on the water
Their dogs are squabbling	Love to carry sleighs too
Don't say "gop"	And he keeps looking into the forest
Prepare your sleigh in summer	Yes, it’s possible to be full
How to go hunting	Don't stick your nose in the water
No matter how the month shines,	You won't bite
Do you like to ride	And everything is not sunshine
The elbow is close,	And the cart in winter
Called himself a milk mushroom,	This is how you feed dogs
Not recognizing the ford,	You won't catch any
Don't look at the nickname	Until you jump over
You're chasing two hares	Lest the cat eat it
Taking it by the tug,	Get into the back
The hen pecks at the grain,	Don't say it's not hefty.
Don't feed the wolf like	Stranger, don't bother me
Burnt on milk	Look at the bird

Lesson 8 “Associations”.

1 Exercise “Find an association”

Take any phrase or phrase. In a limited time, you need to write down in a column as many associations as possible that it evokes. Associations can be either banal and unambiguous, or quite non-standard, but in any case they must be closely related in meaning to the original phrase. The winner is the one who has more associations that are not found in other students.

Words to present:

Lesson at school.
A trip to the museum.
Circus act.
Magic on New Year's Eve.
Camping.
Small child.
Performance in the theater.
Spring thunderstorm.
Fisherman on the river.
Village hut.

2 Exercise “Remember by associations”

To memorize, students are presented with several words that are logically unrelated to each other. Then it is proposed to find associations that would connect these words. All student associations that come to mind are recorded on the board. There is no need to limit the scope of their imagination while working. The result should be a short story. When the children understand and learn to carry out this task, the number of words to memorize can be increased and they can come up with situations to themselves, and pronounce the words out loud in the right order.

For example: book, flower, sausage (I finished reading the book, picked the flower, washed my hands with soap and ate the sausage).

Words to remember:

Apple, dog, book
Brush, notebook, history, brother
Phone, shop, cat, walk, lunch

3 Exercise “Chain of Associations”

Students sit down, forming a chain. The presenter gives the first player a strip of paper with a phrase written on it. The first player must quickly write down one of the associations he likes on another strip and pass it on to the second player, who writes down his association on his strip and passes it on to the third, etc. As a result, a chain of various associations is formed. When discussing the results, participants analyze the resulting chains.

Words to present:

Holiday
Autumn season
Summer garden
Happy event
Healthy lifestyle
Police officer
The state we live in
Strong friendship
Sport competitions
Space travel

Lesson 9 “Cause-and-effect relationships.”

1 Exercise “Find a pair”

This exercise is best done on separately prepared cards. Tasks are printed on the cards, among which you need to find pairs of concepts that are in a cause-and-effect relationship with each other.

Ice formation, north, frost, weather, snow.	(frost - ice formation)
Autumn, cold, tree, leaf fall, season.	(autumn – leaf fall)
Time of year, spring, trees, summer, melting ice.	(spring – ice melting)
Boiling water, steam formation, heat, pan, sun.	(water boiling - steam formation)
Joy, play, crying, pill, pain.	(pain - pill, pain - crying)
Joy, gift, doll, game, children.	(gift - joy)
Water, south, sea, waves, wind.	(wind - waves)
Fear, child, danger, natural phenomenon, home.	(danger - fear)
Rain, water, snow, sun, puddle.	(rain - puddle)
Laughter, tears, grief, books, TV.	(grief - tears)

Students are presented with words that are only in the left column of the table; the right column remains empty and is intended for answers.

2 Exercise “Sequences”

In this exercise, students must select given concepts that would be in a sequence relationship with them.

January	(February…)
Teenager	(young man...)
First	(second…)
Winter	(spring…)
Day	(evening…)
Attic	(roof…)
Breakfast	(dinner…)
Sixth grader	(seventh grader...)
Start	(middle...)
1997	(1998…)

Etc…

Students are presented with words in the left column, and the right column is for answers.

3 Exercise “Come on, figure it out”

The exercise should also be performed on individual cards. Here you need to find the cause and effect of the following events.

Find the reason:

Flood	(weakened vision)
Trauma (fracture)	(Sun)
Ice	(river flood, snow melting)
Deuce	(hit)
A tan	(a fall)
Reward	(fire, bonfire)
Rain	(lesson not learned)
	(shock work)
Glasses	(frost after rain)
Bruise	(cloud)

Find the consequence:

Disease	(joy)
Injection	(dawn)
Holiday	(fatigue)
Insult	(destruction)
Hurricane	(offense, quarrel)
Lightning	(teacher's note)
Sunrise	(pain)
Late to class	(thunder)
Job	(treatment)

Lesson 10 “Kind and type of object. The whole is a part."

1 Exercise “Part and Whole”

The exercise is presented on separate cards. In this task you need to find concepts, the relationship between which is designated as WHOLE - PART (in some tasks there may be not one, but several answers).

Pot, frying pan, dishes, lid, kitchen.	(pan - lid, frying pan - lid)
Furniture, door, wardrobe, table, bookcase.	(cabinet - door, bookcase - door)
Screen, image, TV, color TV, radio.	(TV - screen, color TV - screen)
Shoes, shoes, brush, cream, sole.	(shoes - sole, shoes - sole)
Plant, garden, petal, poppy, flower.	(flower - petal, poppy - petal)
South, arrows, horizon, compass, direction.	(compass - arrow)
Nose, man, breath, smell, boy.	(man - nose, boy - nose)
Bee, bumblebee, insect, honey, wing.	(bee - wing, bumblebee - wing)
Fortress, dacha, house, wall, build	(fortress - wall, dacha - wall, house - wall)
Book, pencil, page, letter, sharpener.	(book - page)

2 Exercise “Verbal dominoes”

Several people can play (up to 6 people, the rest can help). Each player receives five cards prepared in advance. Two words are written on each card - one word represents a private, specific concept, i.e. a concept denoting a real object. Another word on the card necessarily represents a generalized concept. Generalized concepts are suitable for several specific concepts at the same time.

The rules of the game are as follows: everyone in turn must attach cards with the same concepts to each other - both specific and general. If there is no suitable card, then you can take the cards left on the table. The first one to lay out all the cards wins. (30 cards, 2 concepts each)

General concepts:

Water
Geometric figures
Punctuation marks
Human internal organs
School supplies
Times of Day
Motor transport
Insect
Furniture
Computational actions

Cards for cutting

Water	Subtraction
Computational actions	Lake
Geometric figures	Sofa
Furniture	Rhombus
Punctuation marks	Dragonfly
Insects	!
Human internal organs	Bus
Motor transport	Lungs
School supplies	Night
Times of Day	Notebook
Times of Day	Grasshopper
Insects	Day
Motor transport	Stool
Furniture	Motorbike
Computational actions	Circle
Geometric figures	Multiplication
Water	,
Punctuation marks	Pond
Human internal organs	Compass
School supplies	Heart
Addition	Table
Butterfly	Automobile
Morning	Ruler
Liver	?
Oval	Swamp
Chiffonier	Moped
Fly	Division
Evening	Kidneys
Pencil	Dash
Rectangle	Sea

Lesson 11 “Attention and memory.”

1 Exercise “Observers”

In this exercise, students are asked to describe in detail from memory the school yard or the path from home to school - that is, something they have seen hundreds of times. One of the participants describes, the other fills in the missing details. You can complete this task in writing and then compare the results. The participant who gives the most accurate description wins.

2 Exercise “Remember the words”

The psychologist gives the students the task: to remember the words and phrases (12 in total) that will be named to them. For better memorization, they need to sketch out the named objects so that the drawing will later help them remember given words. After all the words are presented, students learn with the help of pictures, remember and name the given words.

3 Exercise "Stirlitz"

At the beginning of the game, a leader is chosen. The rest of the participants freeze in some poses. The presenter must carefully examine the other participants and remember their poses, clothes, etc. Then he leaves the class. The rest of the students must change something in themselves at this time. At first, there should be no more than 5-6 changes in total, then you can increase the number of changes, thereby complicating the game. The presenter’s task is to find these changes in the players.

Lesson 12 “Classification”.

1 Exercise “Those who…” will change seats

In this game, students must classify themselves and each other according to some criteria. The presenter needs to name some sign by which students should unite. Those guys who find the named sign in themselves need to change places with each other.

2 Exercise “The fourth wheel”

In this exercise, you need to have either a set of cards with pictures, four pictures on each card, three of which have something in common, and one is “extra,” or a set of words composed in a similar way. The students’ task is to find this “extra” word or picture.

Words to present:

Root, leaf, stem, soil.
Dress, jacket, sneakers, trousers.
Piano, drill, flute, drum.
Boots, boots, socks, shoes.
Candy, sausage, toffee, lollipop.
Raspberry, blackberry, watermelon, apple.
Milk, lemonade, kefir, yogurt.
Dog, cat, hare, sheep.
Pike, flounder, carp, crucian carp.
Cuckoo, magpie, ostrich, sparrow.

3 Exercise “Formation of groups”

The children are offered a set of cards (about 50 - 60 pieces, one card - one image) with images various items, living beings, natural phenomena... that must be classified according to some common characteristic. After the groups are formed, students must justify their choice. Then, the guys should be asked to classify the same pictures according to some other criterion, if possible...

Lesson 13 “Intellectual games”.

1 Exercise “Title”

For this exercise you need to prepare a short text, approximately 12-15 sentences. In some words of the text, spelling errors must be deliberately made according to the learned rules. Then forms with the text are given to each student, and they are asked to come up with a title for it so that it reflects the main idea of the text, and to find all spelling errors. It is advisable that the children come up with 3-5 titles for one story. The number of errors made in the text is specified in advance.

Text options:

in winter

The first snow falls in late autumn. It changes everything around. Fluffy snowflakes carefully touch the ground, and she dresses in a white fur coat. Multi-colored sparks of frost light up and shine. The water darkens among the coastal thickets.

How beautiful Birch Grove! The branches are covered with flakes, but the snowflakes fall off at any touch. In the spruce forest, the snow covered the trees so much that you wouldn’t recognize them. The Christmas tree becomes like a whimsical snow woman. Traces of forest animals can be seen everywhere.

On winter days one does not sit at home. Children and adults go for a walk. Everyone wants to feel the freshness of the first frost and play snowballs.

"Hello, winter!" - people say joyfully.

Squirrel

A squirrel lived in the forest and did not worry about anything. Nobody bothered her. She slept on a branch of a large spruce tree. She didn't care about anyone, only about herself. Time passed, and she had baby squirrels. Now the squirrel did not leave them.

Winter came. Landslides began in the forest. One day a heavy lump of snow fell from the top of a tree onto the roof of a squirrel’s home. She jumped out, and her helpless children were trapped. Who should I turn to for help? What if someone saves the baby squirrels?

The squirrel quickly began to dig out the snow. The round nest of soft moss remained intact. The forest dweller was happy. Nothing will upset her anymore!

2 Exercise “Logic puzzles”

The psychologist verbally presents the children with logical problems. You can give tasks on cards. The exercise can be carried out in a competitive manner. The one who “solves” the most problems wins.

Task options:

1) If a camel was shorter than a hedgehog, but taller than an elephant, who would be taller than everyone else? (Hedgehog)

2) If a dog were lighter than a beetle, but heavier than a hippopotamus, who would be the lightest? (Hippopotamus)

3) Two sons and two fathers are walking down the street. How many people are walking down the street? (Three people - grandfather, father, son)

4) What becomes easier when it increases in size? (Balloon)

5) Is it possible to throw a ball so that, after flying for some time, it stops and starts moving in the opposite direction? (Yes, if you throw the ball up)

6) The more they take, the more it becomes. What is this? (Pit)

7) The boy was walking to school and met three girls. Each girl had one dog. How many living beings were heading towards the school? (One boy)

8) You enter a dark room. It contains a candle and a kerosene lamp. What will you light first? (Match)

9) One predictor could guess the score of any football match before it started. How did he do it? (Before the start of the match the score is always 0:0)

10) If it rains at 11 o’clock at night, is it possible to have sunny weather 48 hours later? (No, because in 48 hours it will be night)

Lesson 14 (final) “Our achievements.”

A group collage is drawn up on the theme “Our Achievements.”

PROGRAM FOR THE DEVELOPMENT OF COGNITIVE PROCESSES IN CHILDREN AGED 4-5 YEARS OLD

(A set of classes on the development of cognitive processes

in children 4-5 years old.)

Explanatory note

The period of preschool childhood is favorable for the development of cognitive processes. The development of perception occurs intensively in the process of forming perceptual-intellectual actions. Visual-figurative thinking dominates, and there is a gradual transition to the abstract-logical level of mental activity. Purposeful cognitive activity comes first, during which significant changes occur in mental sphere. Insufficient formation of cognitive processes is often main reason difficulties that children encounter when learning in preschool institution.

Every mental function is formed and transformed in the process of interaction between a child and an adult.

The developed set of classes contributes to the correction of intellectual development and allows children to develop thinking, attention, memory, perception, and imagination while performing game tasks.

Thinking. The importance of developing logical thinking in a child is beyond doubt. The better he learns to see patterns,
group and generalize, make sequences, draw conclusions, the more successfully he will master the course of mathematics and other disciplines at school.

For children 4-5 years old, simple games and entertaining exercises are appropriate, the goal of which is to begin the formation of classification skills as early as possible. By performing them, the child learns to identify common and features items. These skills are of paramount importance for the development of all mental operations - analysis, synthesis, comparison, classification, generalization.

Memory. Good memory- a necessary condition for the child’s mental activity. In preschool age, memory development occurs at a very rapid pace. In a 4-5 year old child, memory is involuntary. He remembers better everything new, bright, interesting. How more organs senses are involved in the process of memorization, the easier the child assimilates information. Therefore, it is very important to activate visual, auditory, olfactory, tactile and even taste sensations.

Attention. The level of attention development largely determines the success of schooling. Characteristic feature the attention of a preschool child is that it is caused by externally attractive objects, i.e. it is involuntary. The game tasks and exercises used in the complex of classes are aimed at developing concentration and stability of attention, at training spatial search.

Perception. A child’s perception in preschool age is also involuntary. A preschooler does not know how to control his perception and cannot independently analyze this or that object. In objects, he notices not the main features, not the most important and significant, but what clearly distinguishes them from other objects: color, size, shape. The games and exercises we offer contribute to the development of the child’s perception, helping to make it more accurate and holistic.

Imagination. It has been proven by many studies that without a developed imagination, a child’s creative and mental activity is impossible. It is very important to teach a child in preschool age to create new images, find original solutions, and cultivate the ability to take initiative and experiment. The proposed exercises are aimed at developing the skills of abstracting from minor details, creating images in the imagination based on schematic drawing, development of creative abilities, skills of a non-standard approach to solving problems, the ability to transform an unreal object into a real one.

Target programs:

Development of cognitive processes in preschool children 4-5 years old

Tasks programs:

Activation of the mental activity of children of middle preschool age;

Development of interconnected mental processes that determine cognitive capabilities: thinking, memory, attention, perception, imagination.;

Development of independent thinking.

Principles of program construction:

1. The principle of unity of diagnosis and correction reflects the integrity of the process of providing psychological assistance as a special type of practical activity of a psychologist.

2. The principle of normative development: the sequence of successive ages, age stages of ontogenetic development.

3 The principle of taking into account the individual characteristics of each child and leading the activity. Organization active work every child.

Class organization form:

Classes are held once a week;

Each lesson consists of four parts, the duration of the lesson is 20 minutes;

The average number of children in a group is 5-7 people.

Classes begin in October, since in September the level of development of cognitive processes is monitored. Monitoring is carried out individually.

Forms and methods of control:

Reviews from parents and teachers;

Diagnostics of cognitive processes.

After completing the developmental program, children acquire the following skills:

The ability to classify, generalize and highlight essential features;

Activity of cognitive processes.

Lesson algorithm:

1. Greeting;

2. Educational game or warm-up;

3. A task for the development of a certain cognitive process;

4. Relaxation complex;

5. Summing up: discussion of what worked and what didn’t, opinion about the meeting, assessment of the guys;

6. Farewell: encouraging children to be active.

The complex is designed for 32 weeks, 4 classes per month.

	Thinking	Memory	Attention	Perception Imagination
I N E D E L I	"Toys, dishes and furniture" Goal: to develop thinking, the ability to group objects according to common characteristics.	“Remember the houses.” Goal: to develop observation and the ability to memorize and recall.	"Who hid."	"Find out the subject" Goal: to develop the ability to identify objects using tactile sensations.
II N E D E L I	“Mand the rug.” Goal: develop analytical thinking, ability to compare and reason.	“Look at the picture.”	"Find differences". Goal: to develop concentration and visual perception.	"Cheerful Clown" Goal: to develop the perception of size and color.
III N E D E L I	Goal: to develop analytical thinking, the ability to compare and reason,	"Remember the words." Goal: to develop the ability to memorize words by ear and recall them when looking at pictures.	"Confusion". Goal: to develop concentration and visual perception.	"What is missing?". Goal: develop observation skills.
IV N E D E L I	“Find the extra object.” Goal: to develop thinking, the ability to find an object that is different from others.	"What changed?".	“Find the same figure.” Goal: develop the ability to concentrate.	"Funny little man."

	Thinking	Memory	Attention	Perception Imagination
I N E D E L I	“Pick up the missing item.” Goal: to develop analytical thinking, the ability to compare and reason.”	"Count and remember." Goal: develop the ability to memorize and recall, strengthen counting skills within 5.	"Find differences". Goal: to develop concentration and visual perception.	"Do it in this way". Goal: to develop perception, the ability to construct from cubes according to a model.
II N E D E L I	"What's first, what's next."	“Helper drawings.” Goal: to develop the ability to memorize words using auxiliary pictures.	“Show me a fragment.”	"The Duckling and the Chick." Goal: to develop imagination and the ability to find original solutions.
III N E D E L I	“Find the extra object.” Goal: to develop thinking, the ability to find an object that is different from others and the ability to explain your choice.	“Remember the pictures.” Goal: develop visual memory.	"In the kitchen".	"Find a toy." Goal: to develop perception, attention.
IV N E D E L I	“What did the artist mix up?” Goal: develop thinking, the ability to find mistakes.	“Look at the picture.” Goal: to develop observation and recall skills.	"Who lives where?".	"House and sunshine." Goal: to develop imagination, the ability to abstract from minor details.

	Thinking	Memory	Attention	Perception Imagination
I N E D E L I	“Compare the objects.”	“Helper drawings.” Goal: to develop the ability to memorize words using auxiliary drawings.	"Ships". Goal: develop concentration.	"What is missing?". Goal: to develop observation skills, the ability to find missing details in objects.
II N E D E L I	“Find the extra object.”	"Paired pictures." Goal: to develop visual memory, the ability to recall an object that is missing in meaning.	“Who hid in the flowers?” Goal: develop attention, exercise spatial search.	"Caterpillar".
III N E D E L I		“Look at the picture.”	"Find differences". Goal: to develop concentration, the ability to compare drawings and find differences.	"Rugs". Goal: to develop visual perception, the ability to select a patch to the rugs without disturbing the pattern.
IV N E D E L I	"Circus".	"What changed?". Goal: develop visual memory.	"Fragment". Goal: to develop concentration and the ability to quickly find the necessary fragments.	"Blots." Goal: develop imagination.

	Thinking	Memory	Attention	Perception Imagination
I N E D E L I	“Pick up the missing item” (2). Goal: develop analytical thinking and reasoning skills.	"Remember the words."	"Help the Cat." Goal: to develop attention and the ability to find given objects in a picture.	“What did the artist mix up?” Goal: to develop visual perception.
II N E D E L I	“Find the extra object.”	“Look at the picture.” Goal: to develop observation skills and the ability to remember.	"Find differences". Goal: to develop concentration and visual perception.	“What did the eraser erase?” Goal: to develop imagination and the ability to come up with original solutions.
III N E D E L I	“Mand the rug.” Goal: to develop thinking, the ability to make semantic pairs.	"Helper colors."	"The Cheerful Juggler." Goal: to develop concentration and the ability to find identical objects.	"Buttons." Goal: to develop the perception of color and size.
IV N E D E L I	"The beads fell apart." Goal: develop thinking, exercise in searching for patterns.	“What’s missing?” Goal: develop visual memory.	"Help the puppy." Goal: to develop stability of attention.	“What do the figures look like?” Goal: develop imagination.

	Thinking	Memory	Attention	Perception Imagination
I N E D E L I	“Where are the children going?” Goal: develop thinking, the ability to find a pattern and explain your choice.	“Memorize a couple of pictures.” Goal: develop visual memory.	"Find differences". Goal: develop concentration.	"Magic Square". Purpose: to practice drawing pictures from geometric shapes.
II N E D E L I	“Find the extra object.” Goal: develop thinking, the ability to explain your choice.	"Cars." Goal: develop the ability to remember colors and shapes.	"Tumblers." Goal: learn to find identical objects.	"Multi-colored arcs." Goal: develop imagination.
III N E D E L I	“Pick up the missing item.” Goal: to develop thinking, the ability to compare and reason.	“Look at the picture.” Goal: to develop observation skills and the ability to remember.	"What is missing?". Goal: to develop concentration and the ability to compare drawings.	“Pick up the pieces.” Goal: to develop the perception of color and shape.”
IV N E D E L I	"What's first, what's next." Goal: develop thinking, the ability to establish the correct sequence of events.	"Helper colors." Goal: to teach children to memorize words using auxiliary colors.	"Village courtyard" Goal: develop attention, exercise spatial search.	“What do the figures look like?” Goal: to develop imagination, the ability to come up with an original solution.

	Thinking	Memory	Attention	Perception Imagination
I N E D E L I	“Who needs what?” Goal: to develop thinking, the ability to relate objects according to meaning.	"Count and remember." Goal: to develop the ability to remember the number of objects in groups.	“Find identical objects.” Goal: develop concentration.	“What did the artist mix up?” Goal: to develop visual perception, the ability to find inconsistencies.
II N E D E L I	“Pick up the missing item” (2). Goal: to develop thinking, the ability to compare and reason.	“Look at the picture.” Goal: to develop observation skills and the ability to remember.	"Find differences". Goal: to develop concentration and visual perception.	"Magic Pencil" Goal: develop imagination.
III N E D E L I	"What's first, what's next." Goal: develop thinking, the ability to establish the correct sequence of events.	"Helper figures."	"What changed?". Goal: develop the ability to compare drawings and find differences.	“Build according to height.” Goal: to develop the ability to build objects in a row in height.
IV N E D E L I	“Such different pencils.” Goal: to develop thinking, the ability to generalize, and compose a consistent chick.	"Cascade of words." Goal: develop auditory memory.	"Find the numbers." Purpose: to practice spatial search.	“What do the figures look like?” Goal: develop the ability to come up with an original solution.

APRIL

	Thinking	Memory	Attention	Perception Imagination
I N E D E L I	“Pick up the missing item.” Goal: to develop thinking, the ability to compare and reason.	"Who's hiding?" Goal: develop visual memory.	"Colorful cups." Goal: to develop concentration, the ability to correlate objects by color, shape, size.	“Find and paint over.” Goal: to develop the perception of shape and color.
II N E D E L I	“Find the extra object.” Goal: to develop thinking, the ability to identify a common feature.	"Helper figures." Goal: learn to memorize words using auxiliary geometric shapes.	"Find differences". Goal: to develop concentration and visual perception.	“What are the boy and girl doing?” Goal: develop imagination.
III N E D E L I	“Make groups.” Goal: to develop thinking, the ability to group objects according to a certain criterion.	“Look at the picture.” Goal: to develop observation skills and the ability to remember.	"Bunny and Carrot" Goal: to develop stability of attention.	“Compare the objects.” Goal: to develop the perception of size, the size of an object.
IV N E D E L I	"What's first, what's next." Goal: develop thinking, the ability to establish the correct sequence of events.	"Remember the words." Goal: develop auditory memory.	“Find and cross out.” Goal: to develop stability of attention.	"Kittens." Goal: to develop imagination, the ability to depict different kittens with facial expressions and movements.

MAY

	Thinking	Memory	Attention	Perception Imagination
I N E D E L I	"Family". Goal: develop thinking, ability to classify.	"What changed?". Goal: develop visual memory.	“Find identical objects.” Goal: to develop attention and the ability to compare.	"Unfinished Drawings" Goal: to develop integrity of perception.
II N E D E L I	“Find the extra object.” Goal: to develop thinking, the ability to identify a common feature.	“Helper drawings.” Goal: to develop the ability to memorize phrases using pictures.	"Labyrinth". Goal: to develop stability of attention.	"Magic glasses". Goal: to develop imagination and the ability to find unusual solutions.
III N E D E L I	“Make groups.” Goal: to develop thinking, the ability to identify a common feature.	"Count and remember." Goal: to develop the ability to remember the number of objects.	"Find differences". Goal: to develop concentration and visual perception.	“Continue the row.” Goal: to develop the perception of form.
IV N E D E L I	"Magical forest". Goal: to develop thinking, the ability to classify and generalize.	"Hedgehogs in the forest." Goal: develop the ability to memorize text using pictograms.	“Find and cross out.” Goal: to develop stability of attention.	“What do the drawings look like?” Goal: to develop imagination, the ability to abstract.

LITERATURE

Bereslavsky L.Ya. Tasks for attention. – M.: Makhaon, 2008.

Zemtsova O.N. Remember the pictures. Developing memory. – M.: Makhaon, 2007.

Zemtsova O.N. Literacy. Intellectual development. – M.: Makhaon, 2007.

Zemtsova O.N. Find the differences. Developing attention. – M.: Makhaon, 2007.

Zemtsova O.N. Problems for the mind. We develop thinking. – M.: Makhaon, 2007.

Sultanova M.N. Let's develop logic. – M.: Makhaon, 2008.

Tikhomirova L.F. Formation and development of the child’s intellectual abilities. Preschoolers. – M.: Rolf, 2000.

Wenger A., Dyachenko O.M., Govorova R.I., Tsekhanskaya L.I. Games and exercises for the development of mental abilities in preschool children. - M., 1999.

Volonina V.V. Entertaining mathematics St. Petersburg, 1996.

Kovalev V.I. Educational games: 10 steps to success. -M., 2004.

Municipal budgetary educational institution

"Lyceum No. 94" of the urban district of Ufa

Republic of Bashkortostan

Developmental activities program

for 1st grade students

"Intellectus"

Lomakina Vera Vasilievna, educational psychologist

1. Explanatory note

When a child enters school, significant changes occur in his life: the social situation of his development radically changes, educational activity is formed, which becomes leading for him. It is on the basis of educational activities that the main psychological neoplasms of primary school age develop.

L.S. Vygotsky noted the intensive development of intelligence at primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, voluntary processes. A 7-8 year old child usually thinks in specific categories. Then there is a transition to the stage of formal operations, which is associated with a certain level of development of the ability to generalize and abstract. By the time of transition to the secondary level, schoolchildren must learn to reason independently, draw conclusions, compare, compare, analyze, find the particular and the general, and establish simple patterns. The younger schoolchild in his development moves from the analysis of a separate subject, a separate phenomenon to the analysis of connections and relationships between objects and phenomena.

The development of theoretical thinking, that is, thinking in concepts, contributes to the emergence of reflection by the end of primary school age, which, being a new formation of adolescence, transforms cognitive activity and the nature of their relationships with other people and themselves.

Thus, one of the most important areas psychological work with children of primary school age is the development of the cognitive sphere.

Determining the content of the intellectual development program in primary school, we were based on the need for the targeted formation of psychological formations in children of primary school age, as well as the need to form students’ psychological readiness for the transition to secondary school.

Relevance.

This program is addressed to current problem psychological stimulation of the process of development of the cognitive sphere of a primary school student. The developed developmental activities 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, mastering the techniques and means of establishing logical relationships between concepts and their features necessary for mental processing.

Purpose of the program .

to form competence in the field of general intellectual activity, to create conditions for students to master methods of activity, which include general and special study skills and skills, and thus make children active participants educational process interested in full educational results.

Main objectives of the program.

development of mental cognitive processes: thinking, perception, attention, memory, imagination in students on the basis of developmental subject-oriented training;

formation of educational and intellectual skills, methods of mental activity, mastering rational ways of its implementation based on taking into account the individual characteristics of students;

formation of your own thinking style;

formation of educational and information skills and mastery in practice various techniques working with a variety of sources of information, the ability to structure information, transform it and present it in various forms;

mastering creative techniques and methods for solving creative problems;

Program participants : 1st grade students.

Forms of work : group, individual.

Basic methods : games and exercises.

Lesson duration : 35-40 min. The duration of the program is 8 lessons.

Conducting classes : 1 time per week.

Number of people in the group : 4-8 people.

Planned results

analyze, compare, classify, summarize, systematize, highlight main idea, abstract, formulate conclusions, establish cause-and-effect relationships, identify patterns, build conclusions;

listen, master the techniques of rational memorization, work with sources of information (reading, note-taking, writing abstracts, bibliographic search, working with a reference book), present information in various forms (verbal, tabular, graphic, schematic, analytical), transform from one type to another ;

conduct observations, measurements, plan and conduct experiments, experiments, research, analyze and summarize the results of observations, present the results of observations in various forms;

master monologue and dialogic speech, draw up an outline of the text, convey what has been read and condensed or expanded form, draw up notes, theses, analyze the text from the point of view of basic features and styles, describe drawings, models, diagrams, compose a story based on carriages, diagrams, models, assign direct questions and answer them;

work with text information on a computer, perform operations with files and directories.

Cognitive general educational activities

the ability to consciously construct a speech utterance in oral form;

highlighting the cognitive goal;

choice the most effective way solving the problem;

the ability to search for the necessary information to complete educational tasks using educational literature;

establish cause-and-effect relationships;

establish analogies, compare and classify according to given criteria.

Communicative UUD

ability to communicate with other people - children and adults;

the ability to express one’s thoughts fully and accurately;

managing the partner’s actions (assessment, correction);

use speech to regulate your actions.

Regulatory UUD

goal setting;

volitional self-regulation;

predicting the level of assimilation;

grade;

correction.

Personal UUD

knowledge of basic moral standards and orientation towards their implementation;

focus on understanding the reasons for success in activity;

development of ethical feelings;

setting for a healthy lifestyle;

self-esteem;

self-determination.

Conditions for the program

System for assessing the achievement of planned results

Increasing the interest and activity of schoolchildren in lessons;

Reducing the assistance the teacher provides to students in completing assignments;

Improved performance in school subjects (indirect indicator);

Reducing anxiety levels in children;

Child's emotional well-being in the classroom.

2. Thematic lesson plan

№ p/p

Lesson topic

Target

Content

Travels of Smeshariki. Nyusha in Japan.

Ex. "My birthday"
Ex. "Find the Difference"
Ex. “Repeat the picture”
Ex. "4 extra"
Ex. "What is missing"
Ex. "It flies - it doesn't fly"
Reflection

Travels of Smeshariki. Losyash and Chinese tea