Program for the development of cognitive processes of adolescents. Program for the development of cognitive processes in first graders

INFORMATION CARD

1.Name psychologist Panova Elena Mikhailovna

2. The name of the program "Development of cognitive

children's processes

before school age»

3. View of the program modified

4. Duration

program development 9 months

5. Age range 5-7 years old

6. Educational area psychological

intellectual

7. The level of development is general cultural

8. Form of organization

educational process group

Explanatory note

Senior preschool age is a period of intensive mental development. At preschool age, attention is involuntary. The state of increased attention is associated with orientation in the external environment with emotional attitude to it, while the content features of external impressions that provide such an increase change with age. The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects. For this purpose, the preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form attention - voluntary attention - by 6-7 years is already quite large.

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"CHILD DEVELOPMENT CENTER" MDOU No. 95

APPROVE

Head of MDA №95

Tomaeva Z.Kh.

ADDITIONAL EDUCATION PROGRAM

"DEVELOPMENT OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN"

Educational psychologist

Panova E.M.

Vladikavkaz 2010

INFORMATION CARD

1.Name psychologist Panova Elena Mikhailovna

2. The name of the program "Development of cognitive

Processes of children

Preschool age»

3. View of the program modified

4. Duration

Mastering the program 9 months

5. Age range 5-7 years old

6. Educational field of psychology

intellectual

7. The level of development is general cultural

8. Form of organization

Educational process group

Explanatory note

Senior preschool age is a period of intensive mental development. At preschool age, attention is involuntary. The state of increased attention is associated with orientation in the external environment with an emotional attitude towards it, while the content features of external impressions that provide such an increase change with age. The turning point in the development of attention is connected with the fact that for the first time children begin to consciously control their attention, directing and holding it on certain objects. For this purpose, the preschooler uses certain methods that he adopts from adults. Thus, the possibilities of this new form of attention - voluntary attention - by the age of 6-7 are already quite large.

To a large extent, this is facilitated by the improvement of the planning function of speech, which is a "universal means" of organizing attention. Speech makes it possible to preliminarily verbally highlight objects that are significant for a particular task, to organize attention, taking into account the nature of the upcoming activity. Despite significant shifts in the development of attention, the prevailing throughout the entire preschool period remainsinvoluntary attention. Even older preschoolers still find it difficult to concentrate on monotonous and uninteresting activities; against. In the process of a game that is interesting for them, attention can be quite stable.

Similar age-related patterns also differ in the process of memory development. Memory in older preschool age is involuntary. The child remembers better what is of greatest interest to him, leaves the greatest impression. Thus, the amount of recorded material is largely determined by the emotional attitude to a given object or phenomenon. Compared with younger and middle age, the relative role involuntary memorization in 6-7-year-old children it somewhat decreases, however, the strength of memorization increases. At the older preschool age, the child is able to reproduce the impressions received after a fairly long period of time.

One of the main achievements of senior preschool age is the development of voluntary memorization. Some forms of this memorization can be noted at the age of 4-5 years, but significant development is achieved by 6-7 years. In many ways, this is facilitated by gaming activity, in which the ability to remember and reproduce in time necessary information is one of the conditions for success.

An important feature of this age is the fact that a child of 6-7 years old can be set a goal aimed at memorizing certain material. The presence of such an opportunity is due to the fact that the child begins to use various objects specially designed to increase the efficiency of memorization: repetition, semantic associative linking of material.

Thus, by the age of 6-7, the structure of memory undergoes significant changes associated with a significant development of arbitrary forms of memorization and recall. Involuntary memory that is not associated with an active attitude to current activity turns out to be less productive, although on the whole this form of memory retains its dominant position.

A similar ratio of arbitrary and involuntary forms is noted in relation to such a mental function as imagination. A big leap in its development is provided by the game, necessary condition which is the presence of substitute activities and substitute items. At the older preschool age, substitution becomes purely symbolic, and the transition to actions with imaginary objects gradually begins. The formation of imagination is directly dependent on the development of the child's speech. Imagination at this age expands the child's capabilities in interaction with the external environment, contributes to its development, serves, together with thinking, as a means of cognizing reality.

The development of spatial representations of the child by 6-7 years reaches high level. Children are characterized by attempts to analyze spatial situations. Although these attempts are always quite successful, an analysis of the children's activities indicates that the image of space is divided, reflecting not only objects, but also their relative position.

The development of ideas largely characterizes the process of formation of thinking, the formation of which at this age is largely associated with the improvement of the ability to operate with ideas at an arbitrary level. This ability increases significantly by the age of 6, in connection with the assimilation of new ways of mental actions, to a large extent, it relies on the mastery of certain actions with external objects that the child masters in the process of development and learning. Preschool age represents the most favorable opportunities for the development of various forms of figurative thinking.

Poddyakov N.N. showed that at the age of 4-6 years, intensive formation and development of skills and abilities that contribute to the study of the external environment by children, the analysis of the properties of objects, influencing them in order to change. This level of mental, i.e. visual-effective thinking, is, as it were, preparatory, it contributes to the accumulation of facts, information about the world, creating the basis for the formation of ideas and concepts. In the process of visual-active thinking, prerequisites appear for the formation of a more complex form of thinking - visual-figurative thinking, which is characterized by the fact that resolution problem situation is carried out by the child in line with ideas, without the use of practical actions. The end of the preschool period is characterized by the predominance higher form visual-figurative thinking - visual-schematic thinking. This form of thinking is the basis for education logical thinking associated with the use and transformation of concepts.

Accumulation by the senior preschool age of a large experience of practical actions, a sufficient level of development of perception, memory, imagination and thinking increase the child's sense of self-confidence.

Target direction of the program

Development of cognitive processes and fine motor skills hands in preschool children.

Program objectives

1. Diagnostics of cognitive processes.
2. Development of attention, functions of speech, memory, imagination, thinking, fine motor skills

Forms of activity

used in the implementation of the program:

1. Lesson, psycho-gymnastics.
2. Practical exercises, games.

The program is carried out in 2 main directions:

1. Psychological education:

a) Collection of information about the child from the parents;

b) Education of parents on the problem of the development of cognitive processes in preschool children.

2. Correctional developmental stage aimed at the development of cognitive processes in children.

Conditions necessary for the implementation of the program

1. Separate room for classes;
2. There should be a separate table in the room;
3. Stationery.

Expected end result

1. Formation of arbitrary activity.
2. Address-maximum level of development of mental processes.
3. Target-maximum level of development of fine motor skills of the hand and coordination in the "eye-hand" system.
4. Ability to organize your activities in accordance with the goal.

5. Ability to communicate.

Lesson structure:

1. Mindfulness exercise.
2. Exercise for the development of memory and fine motor skills.
3. Psychomuscular training.
4. Exercise for the development of thinking and imagination.
5. Exercise for the development of motor skills and spatial thinking.

Classes are held during the academic year (September to May), twice a week. The duration of each lesson is 25 minutes.

The program is designed for social psychological work with preschool children.

The main idea of ​​the program is not to force, not to pressure, not to break the child, but to help the preschooler in his self-development and formation cognitive activity.

EDUCATIONAL AND THEMATIC PLAN FOR CORRECTIONAL AND DEVELOPMENT WORK UNDER THE PROGRAM "DEVELOPMENT OF COGNITIVE PROCESSES OF PRESCHOOL CHILDREN"

Used Books

1. Vachkov I.V. Core technologies group training. - M.: 1999
2. Vygotsky L.S. Psychology. - M., 2000.
3. Preschool education and upbringing through the eyes of a psychologist. // psychological science and Education, No. 2, 2005
4. Dubrovina I.V. "Management practical psychologist. Readiness for school: developmental program. - M.: 1995
5. Rogov E.I. Handbook of practical psychologist in education. M.: 1995
6. Savina L.P. Finger gymnastics for the development of speech of preschoolers: - M .: LLC "Publishing House of AST", 2004. - 44 p.
7. Khryashcheva N.Yu. psychogymnastics in training. - M.: 1999

Municipal budgetary educational institution

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

Republic of Bashkortostan

Development 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 changes radically, educational activity is formed, which becomes the leading one for him. It is on the basis learning activities the main psychological neoplasms of primary school age develop.

L.S. Vygotsky noted the intensive development of intelligence in primary school age. The development of thinking leads, in turn, to a qualitative restructuring of perception and memory, their transformation into regulated, arbitrary processes. A child of 7-8 years old 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 the transition to the secondary level, students must learn to independently reason, draw conclusions, compare, compare, analyze, find the particular and the general, and establish simple patterns. The younger schoolchild in his development proceeds from the analysis of a separate object, a separate phenomenon to the analysis of the 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 neoplasm adolescence, transforms cognitive activity and the nature of their relationship to other people and to themselves.

Thus, one of the most important areas of 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 purposeful formation of psychological neoplasms in children of primary school age, as well as the need to form psychological readiness students to move on to secondary school.

Relevance.

This program is directed to topical issue psychological stimulation of the process of development of the cognitive sphere of a younger student. The developed developing classes reflect the structure cognitive abilities: active vocabulary, cultural awareness, meaningfulness and structure of perception, arbitrariness of attention, awareness of the processes of memorization and reproduction, mastering the necessary for mental processing techniques and means of establishing logical relationships between concepts and their features.

Purpose of the program .

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

The main objectives of the program.

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

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

formation of own style of thinking;

the formation of educational and information skills and the development in practice of various methods of working with various sources of information, the ability to structure information, transform it and present it in various types;

mastering the techniques of creativity 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 : once a week.

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

Planned results

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), convert from one type to another ;

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

own monologue and dialogic speech, draw up a plan of the text, convey what has been read and compressed or expanded, draw up notes, theses, analyze the text in terms of the main features and styles, describe drawings, models, diagrams, compose a story according to carriages, diagrams, models, set 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 build a speech statement in oral form;

highlighting the cognitive goal;

selection of the most effective way problem solving;

ability to search necessary information for execution learning tasks using educational literature;

establish causal relationships;

establish analogies, compare and classify according to specified criteria.

Communicative UUD

the ability to communicate with other people - children and adults;

the ability to express one's thoughts completely and accurately;

partner's actions management (assessment, correction);

use speech to regulate their actions.

Regulatory UUD

goal setting;

volitional self-regulation;

forecasting the level of assimilation;

grade;

correction.

Personal UUD

knowledge of basic moral norms and orientation to their implementation;

orientation to understanding the reasons for success in activities;

development of ethical feelings;

installation on a healthy lifestyle;

self-esteem;

self-determination.

Conditions for the implementation of the program

• multimedia computer

  MFP

  multimedia projector

  Telecommunication facilities

  Hinged screen

System for assessing the achievement of planned results

Increasing the interest and activity of schoolchildren in the classroom;

Decrease in the help that the teacher provides to students in completing assignments;

Improved performance in school disciplines (indirect indicator);

Decrease in the level of anxiety in children;

Emotional well-being of the child in the classroom.

2. Thematic lesson plan

Topic of the lesson

Target

Content

Travel Smeshariki. Nyusha in Japan.

1. Ex. "My birthday"

   Ex. "Find the Difference"

   Ex. "Repeat the picture"

   Ex. "4 extra"

   Ex. "What is missing"

   Ex. "Flies - does not fly"

   Reflection

Travel Smeshariki. Elk and Chinese tea

Development of the ability to long-term concentration of attention and memory, logical thinking

1. Ex. "My favorite fruit"

   Ex. "Find the Difference"

   Ex. What items are in the picture

   Ex. "Repeat the picture"

   Ex. "Write the first letter of the word"

   Ex. "4 extra"

   Ex. "What is missing in empty cells"

   Ex. "In the mirror shop"

   Reflection

Travel Smeshariki. Kopatych and the Egyptian force

Development of the ability to long-term concentration of attention and memory, logical thinking

1. Ex. "Mouse"

   Ex. "Find the Difference"

   Ex. What items are in the picture

   Ex. "Repeat the picture"

   Ex. "Write the first letter of the word"

   Ex. "4 extra"

   Ex. "Find a pattern and continue the series"

   Ex. "4 Elements"

   Reflection

Travel Smeshariki. Hedgehog and Krosh in the forest

Development of the ability to long-term concentration of attention and memory, logical thinking

1. Ex. "My favorite color is"

   Ex. "Find the Difference"

   Ex. What items are in the picture

   Ex. "Repeat the picture"

   Ex. "Write the first letter of the word"

   Ex. "4 extra"

   Ex. "What should be in the empty cells"

   Ex. "Look at your hands"

   Reflection

Travel Smeshariki. Nyusha and Losyash are resting on the sea

Development of the ability to long-term concentration of attention and memory, logical thinking

1. Ex. "My favorite figure"

   Ex. "Find differences"

   Ex. "Puzzles"

   Ex. "Repeat the drawing"

   Ex. "Continue row"

   Ex. "4 extra"

   Ex. "Who knows, let him think further"

   Reflection

Travel Smeshariki. Krosh and Nyusha in Germany

Development of the ability to long-term concentration of attention and memory, logical thinking

1. Ex. "My Favorite Lesson"

   Ex. "Connect the shapes according to the pattern"

   Ex. "Spread the Numbers"

   Ex. "Find the Difference"

   Ex. "4 extra"

   Ex. "WITH"

   Reflection

Travel Smeshariki. Krosh and Losyash on the river bank.

Development of the ability to long-term concentration of attention and memory, logical thinking

1. Ex. "My favorite dish"

   Ex. "Find the Difference"

   Ex. "4 extra"

   Ex. "Find segments and circle them"

   Ex. "Repeat the drawing"

   Ex. "Draw things"

   Ex. "Draw a circle and a triangle"

   Reflection

Travel Smeshariki. Nyusha at her grandmother's in the village

Development of the ability to long-term concentration of attention and memory, logical thinking

1. Ex. "Broken phone"

   "Read the resulting word"

   Ex. "4 extra"

   Ex. "Find segments and circle them"

   Ex. "Count the Shapes"

   Ex. "Repeat the picture"

   Ex. "Find the words"

   Ex. "Lay out of the sticks"

   Reflection

3. List of used and recommended literature

1. Ananyeva T. Room of friends. Psychological correction of children's communication with increased level school anxiety.// School psychologist. 2009, No. 10.

2. Afonkin S.Yu. We learn to think logically. Fascinating tasks for the development of logical thinking, St. Petersburg: Litera Publishing House, 2002.

3. Vinokurova N.K. A collection of tests and exercises to develop your creativity. Series "Magic of intelligence". M., 1995.

4. Zak A.Z. Entertaining games for the development of intelligence in children 5-12 years old. M., 1994.

5. Lokalova N.P. How to help a low performing student. Psychodiagnostic tables: causes and correction of learning difficulties junior schoolchildren Russian language, reading and mathematics. Ed. 2nd. M.: "Os-89", 1997.

6. Lokalova N.P. 120 lessons psychological development younger students. (Psychological program for the development of the cognitive sphere of students in grades 1-4) Part 1, 2. A book for the teacher. - 4th ed. , ster. - M .: "Os-89", 2008.

7. Khukhlaeva O.V. The path to your Self: psychology lessons in elementary school (1-4) .- M .: "Genesis", 2006.

8. Khukhlaeva O.V., Khukhlaev O.E., Pervushina I.M. Path to your Self: how to maintain the psychological health of preschoolers. - M.: Genesis, 2004.

Program Goals

- Development and correction of cognitive processes of students (attention,

Program objectives:

activities.

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Smolensk Regional State state-financed organization"Demidovsky social - rehabilitation center for minors "Istok"

“Reviewed” at the meeting of the MC “I approve”

Minutes No. 1 dated 18.01.2010 Director of SOGBU SRTSN "Istok"

Minutes No. 8 dated 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

(grade 2-4)

Compiled by: Lyakhova N.N.

(teacher-psychologist)

Demidov

2014

Explanatory note

The program of correctional and developmental classes for the development of cognitive processes in children of primary school age was developed, considered 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 FZ of December 29, 2012,

2. Order of the Ministry of Education and Science of the Russian Federation of 30.08. 2013 No. 1015 “On approval of the Procedure for organizing the implementation educational activities on the main general educational programs– educational programs of primary general, basic general and secondary general education»

3. Federal Core Curriculum and Sample Curriculum for educational institutions 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 February 1, 2012).

4. The program of special (correctional) educational School VIII type: In 2sb. / Ed. V.V. Voronkova - M: Humanite. ed. center VLADOS, 2000

The role and place of discipline in the educational process

Children entering the social rehabilitation center experience certain difficulties in the learning process,
requiring understanding of the reported information, memorization,
reproducing and applying them in practice. To advance the child in
general development, for the assimilation of knowledge, skills and abilities, it is essential
important is a specially organized system of education and upbringing,
including psychological correction of the main mental
processes, emotional-volitional, communicative and motor
motor areas. Of particular importance is the formation and
development of cognitive processes, since it is the mental
activities based on adequate perception, it is enough
developed attention and memory creates the basis for the advancement of the child in
development, promotes the assimilation curriculum and lays the foundation for
social and labor adaptation of graduates of the correctional school.

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 play activities.

Thus, traditional lessons cannot provide an equal share
solution of educational and developmental tasks. There is a need for
conducting developmental classes that help the younger student not
only to acquire the skills of working in the classroom, accepting a learning task,
independent activity, but also to update cognitive
processes, broaden horizons, gain new activity experience.
This program is addressed to the actual problem of psychological
stimulation and actualization of the process of development of the cognitive sphere
students in the context of psychoprophylaxis. Developed correctional
developing classes 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, mastering
necessary for mental processing techniques and means of establishing
logical relationships between concepts and their attributes.

The program is focused on helping and supporting children
primary school age (8-11 years old), having 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 drawn up in accordance with the requirements
Federal State educational standard elementary
general education, curriculum boarding school, based
programs of V.V. Voronkova, based on the works of Venger L.A., Mukhina V., Zabramnaya S.D.

The program is designed for 1 hour per week (34 hours)

Program goals:

• Development and correction of cognitive processes of students (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 the younger ones
schoolchildren, contributing to the correction and development of cognitive
processes and personal characteristics of students.

Contribute to the general sensory development of higher mental
functions, the formation of positive motivation for learning among younger students in a joint educational and gaming
activities.

To 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.

It is aimed at relieving emotional stress, creating in 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.

1 lesson of the block - diagnostics of the level of development of cognitive processes
students of classes of compensatory education (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 guard exercises.

The final stage - 2 lessons.

Diagnostics of the cognitive sphere of younger schoolchildren.

Gives the mood for further cooperation, promotes
self-assessment, learning teamwork skills, self-knowledge.
Reflection of the program.

Grade 2

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 neoplasms 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.

The processes of analysis and synthesis permeate all the cognitive activity of pupils. The main direction here is to form the ability to isolate individual features of objects, operate with them and interpret them. Thus, the task of development sensory sphere is the enrichment of the sensory experience of children by differentiation from varying degrees subtleties of sensations of the same modality and the same type, comparing them in one way or another, including sensations in the construction of a system of verbal-logical conclusions

The main task to be solved in the development process perception - to teach pupils not only to single out and analyze individual features 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

With the development of 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 at the same time. This skill is also based on a dissected, differentiated reflection of various parameters and conditions of activity.

The main direction in the development memory younger schoolchildren is the formation of mediated memorization in them, i.e. use of auxiliary means for memorization, including signs-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 some system of conventional signs.

Great importance is attached to the comprehensive developmentmental activity, namely, its operations such as analysis, synthesis, generalization, abstraction, establishment of patterns, formation logical operations. The path from the global, holistic to the differentiated, specific is realized in the sequence of tasks: starting with tasks in which it is required to operate with objects that differ greatly, and where, therefore, their rather rough analysis is carried out, and moving on to tasks with operating with objects that differ by one or two features and, therefore, requiring subtle analysis. Thus, the foundations are being laid abstract thinking in younger students.

With the development of processes imagination , which is an important component of psychological development classes, tasks are performed both for and for creative imagination. The work begins with the execution of tasks in which different given elements are included in different systems of relations and ends with tasks in which the same given 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 students - the formation of prerequisites for mastering educational activities and psychological neoplasms of a given age period. For example, the formation of the ability to analyze and copy a sample begins with a simple task that requires operating with integral images of objects that differ significantly from each other.

Organizational structure of classes:

Classes are based on the following principles:

integration (inclusion of elements of art therapy);

consistency;

continuity.
Forms of conducting classes - work in a group.

Lesson structure

I. Ritual of greeting, acquaintance.

Creating a greeting ritual is the first experience of joint
activities, and in addition, allows the teacher to assess the level
development of communication skills of each child. Ritual
greetings helps to unite children, allows you to create an atmosphere
group trust and acceptance.

Games used for this stage:
Oh, hi!";
about "Snowball";
about "Neighbours";
about "Smile" and others.

In the future, the use of the ritual created by schoolchildren
greetings at the beginning of the lesson helps to establish a favorable
emotional background, group trust and acceptance of each of its members.

Starting from the second or third session after the completion of the ritual
greetings psychologist, teacher invites children to evaluate their
emotional condition to the start of the lesson. To do this, use the scale
moods "Thermometers" - a vertical line, in the upper part of which
positive values ​​are located, and negative values ​​​​are located at the bottom:

- "Chamomile" - students choose a petal from a colored chamomile, color
which indicates the emotional state of the child;

- "Square, circle of my mood" - in a square or circle a child

paints with colored pencils his mood at the beginning of the lesson;
- "Tape" - consisting of colored rectangles (according to Luscher),

attached on the board, the child chooses a colored square,
according to his emotional state at the moment.

Warm-up is a means of influencing the emotional state of children,
their activity, the mood for productive joint activities, the removal of psycho-emotional stress.

III. Diagnostic and correctional-developing 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 the development of health-saving technologies.

IV. Final part.

Reflection - What did I learn? What I did? How will I use what I have received?
knowledge?"

Conversation about the lesson - what was most memorable, were there any difficulties in doing the exercises?

Material support for classes.

All material support is intended for self-sufficiency and joint work children in the classroom. This includes the obligatory drawing supplies: landscape sheets, sets of colored pencils and felt-tip pens, pencils, a work folder for each child, which includes: forms diagnostic methods, forms with tasks, files, a notebook in a box, a ball of colored threads, a ball,
"magic wand", "colored chamomile".

Technical means: tape recorder, relaxation musical
accompaniment.

Expected results:

The form of assessing the knowledge of pupils - 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 common rules of conduct for all people in cooperation (ethical norms).
• Be able to adequately assess your strengths, understand what is possible and what is not.
• To develop in the child curiosity, observation, the ability to notice new things.

• In the situations proposed by the teacher, based on common for all simple rules behavior, make a choice , with the support of other group members and the teacher, how to proceed.

Metasubject outcomescourse studies are the formation of the following universal learning activities (UUD).

Regulatory UUD:

• define and formulate the purpose of the activity with the help of the teacher.

• pronounce sequencing.

• Learn to speak their assumption (version) based on work with the illustration of the workbook.

• Learn to work according to the teacher's plan.

• Learn to distinguish a correctly completed task from an incorrect one.

• Learn with the teacher and other students give an emotional appraisal activities of comrades.

Cognitive UUD:

• Navigate your system of knowledge: differ new from already known with the help of a teacher.

• Get new knowledge: find answers questions using your life experience and information received from the teacher.

• draw conclusions as a result of the joint work of the whole class.

• Process the received information: compare and group geometric shapes, color standards.

Communicative UUD:

• Communicate your position to others: formalize your thought orally (at the level of one sentence or a short text).

• Listen and understand the speech of others.

• Read and retell the text.
• Know how 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 anxiety;
• creating an atmosphere of trust, acceptance and mutual understanding.

The form of assessing students' knowledge - unmarked.

Forms of control: performance test items, diagnostics.

Thematic planning

Explanatory note

The proposed program is based on the program of Lokalova N.P. "120 lessons of psychological development of younger schoolchildren" Psychological program for the development of the cognitive sphere of students in grades I-IV.

The individual program for the development of cognitive processes is designed for classes with a 2nd grade student Ivan Ivanov, who is studying under the VII type program. This program Designed to suit the individual needs of the child. The boy has a lack of formation of the motivational-volitional sphere, attention, memory, and the position of the student.

The program is designed taking into account and relying on the child's reserve capabilities: activity, working capacity, sufficient emotional contact with an adult, sufficient interest in gaming activities.
In June 2012, the boy was examined for TPMPC, as a result of which the development of the cognitive sphere of the child was recommended (correction of cognitive processes, emotional sphere).

The main goal is the correction and development of the cognitive sphere of the student.
To achieve the goal, the following tasks were set:
- development of cognitive abilities (perception, attention, memory, thinking);
- formation of the internal position of the student;
-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, communication skills.

2. Correctional / developmental block. The goal is the development and correction of cognitive processes: memory, attention, thinking, communication skills, emotional sphere.

3. Diagnostic (secondary diagnostics). The block for evaluating the effectiveness of corrective actions is aimed at analyzing changes in cognitive processes, mental states, personal reactions of the student as a result of developmental influences.

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 the classroom to everyday life child.

Classes are held once a week. The duration of each lesson is 45 minutes. The volume of the program material is designed for 30 lessons. Classes are held in the office of a psychologist.

Expected results:

Given that successful implementation of this program, there will be a positive trend in the development of cognitive activity, as well as in the motivational, emotional and communicative spheres.

The effectiveness of the program is evaluated by the results of observation, psychological examination, which is carried out at the beginning and at the end of remedial classes.

Thematic planning
Grade 2 (1-30)

Municipal budgetary educational institution

Lakinskaya average comprehensive school № 1

Sobinsky district of the Vladimir region

Correction and development program

for 2nd grade students

"Development of cognitive processes"

The program is designed for children 8-9 years old.

Teacher-psychologist: Potapova N.V.

Explanatory note

Correction and development program "Development of cognitive processes" For

students of the 2nd grade of the secondary general educational school

(within the general intellectual direction).

School failure, expressed in poor progress, is one of the most important reasons contributing to the violation mental health students and with which teachers most often have to deal.

The main reasons for school failure of students are:

• Psychophysiological disorders
• Pedagogical neglect
• Wrong choice of parenting style

Practice shows that most students experience the following Problems :

• Low motivation for cognitive activity.
• Difficulties in understanding causal patterns.
• Insufficient level of development of cognitive processes.
• Insufficient level of development of mental operations.

Thus, there is a need for additional work of a teacher-psychologist with students experiencing these difficulties.

The program "Development of cognitive processes" is aimed at developing the cognitive processes of students, as well as building social trust, teaching cooperation skills, developing social emotions, developing communicative emotions and learning to transfer acquired skills into educational activities.

The novelty of this program is determined by the federal state standard primary general education in 2010. Distinctive features are:

1. Determination of the types of organization of students' activities aimed at achievingpersonal, metasubject and subject results mastering the program.

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

3. The value orientations of the organization of activities imply level assessment in achieving planned results.

4. Achievement of planned results is tracked within internal system assessments: teacher, administration, psychologist.

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

Program goal:

• development of cognitive processes (perception, attention, memory, thinking, imagination);
• development of psychological prerequisites for mastering educational activities (the ability to copy a pattern given both in visual and verbal forms; the ability to obey verbal instructions; the ability to take into account a given system of requirements in one's work);
• the formation of psychological neoplasms of primary school age (internal plan of action, arbitrariness, reflection);
• promoting successful intellectual development and learning.

Program objectives:

• to teach schoolchildren not only to identify and analyze individual features 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;
• to form in students both the stability of attention and the distribution of attention, that is, the ability to control the performance of two or more actions simultaneously, such an ability is based on a dissected, differentiated reflection of various parameters and conditions of activity; with the help of systematic exercises, increase the volume, concentration of attention, improve the skills of accurately reproducing any sample;
• to form in students indirect memorization, that is, the ability to use auxiliary means for memorization, 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 some system of conventional signs; improve the development of the volume of auditory, visual memory;
• comprehensively develop such operations of thinking as analysis, synthesis, generalization, classification, abstraction, comparison, inference, drawing analogies, establishing patterns, forming logical operations;
• to form in schoolchildren both recreative and creative imagination;
• to form in students the skills of visual-motor coordination, spatial orientation of movements.

Description of value orientations of the content

Human valueas a rational being, striving for knowledge of the world and self-improvement.

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

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

The value of sciencethe value of knowledge, the pursuit of truth.

Organizational and pedagogical foundations

The program is designed for classes with children 8-9 years old and is aimed at:

1. students with an insufficient level of development of cognitive processes;
2. students with learning difficulties;

The number of people involved is no more than 8 people (the optimal number is 6 people).

The program is designed for 12 hours.

Classes are held 2 times (permissibly 1 time) a week for 30 - 40 minutes (depending on the number of participants).

The schedule of classes is compiled in accordance with the "Sanitary and epidemiological requirements for institutions additional education SanPin 2.4.4.1251-03".

This correctional development program relies mainly on the followingprinciples of psychocorrectional work:

• The principle of unity of diagnostics and correction.
• The principle of development normativity.
• The principle of systematic development.
• The activity principle of correction.

Basic forms of work:

Classes are designed for collective, group and individual work. They are built in such a way that one type of activity is replaced by another. This allows you to make the work of children dynamic, rich and less tiring.

This program includes assignments for:

- development of mental activity(Exercises: "Ask a question", "Choose a word",“Choose the main thing”, “Properties”, “Missing figure”, “Guess the number”, “Comparison”, “Name it in one word”, “What is superfluous”, “Rhyming motif”, “Decipher the sentence”, “Collect the proverb”, “Exclude superfluous concept”, “Say the opposite”, “Guess the season”, “Syllogisms”, “Riddles”, “Name the signs”, “Stable combinations”, “Insert the missing words”, “Guess the meaning of proverbs”, “Confusion”);

- development of attention(Exercises: “Alphabet”, “Animal Choir”, “Counting together”, “Singing together”, “Searching without interruption”, “Count carefully”);

Memory Development (Exercises: "Dictionary", "Name the second word",“Come on, repeat!”, “Forbidden movement”, “Locomotive”, “Memorina”, “I see, I hear, I feel”);

- development of imagination and perception(Exercises: Highlight Sound, Magicians, Three Words, Use of Objects, Rules of Good Form, Detectives, Answering a Question, Distinguishing Geometric Shapes, Storytelling from Pictures) .

The following are used in the course of this program:activities: play, cognitive, labor, artistic creativity, listening, writing, memorizing, following instructions, fantasizing.

Thematic plan

Methodological support

Classes are held in the office of a psychologist or in classroom primary class.

In the process of conducting classes, various didactic material and equipment: posters, tables, individual forms with sample assignments, individual forms for completing assignments.

The lesson consists of three parts: introductory, main and final (reflection).

The introductory part includes a greeting and positive attitude to work, workout.

The main part includes directly working exercises.

The final part includes a reflection of the lesson (summing up, discussing the results of the students' work and the difficulties that they had in completing the assignments).

To solve the problems set by the program "Development of cognitive processes" the main teaching methods are used:

Literature;

visibility;

problem situation;

Game moments.

Expected results and how to check them

As a result of learning under this program, students should be characterizedthe following indicators:

• the ability to independently perform exercises (the less the help of the teacher, the higher the independence of the students);
• change in behavior in the classroom: liveliness, activity, interest of schoolchildren;
• the ability to successfully perform control psychological tasks, which are given as exercises that have already been performed by students, but others in their external design;
• improving performance in various school disciplines (increase in activity, efficiency, attentiveness, improvement of mental activity, etc.) as a positive result of the effectiveness of classes.

The main forms of accounting for knowledge and skills:

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

• diagnostics of the development of cognitive processes (study of creative thinking - short test creative thinking (curly form) P. Torrens, study of the level of development of attention (volume and concentration) according to the method of "Correction test", study of the level of development of verbal memory according to the method "Memorizing 10 words", Luria);
• diagnostics of the intellectual development of students (a standardized method for determining the level mental development junior schoolchildren E.F. Zambatsyavichene).
• also diagnostics of personal characteristics of students ( projective test"Non-existent animal", "Ladder", baby test anxiety R. Tamml, M. Dorki, V. Amen).

The effectiveness of classes is confirmed by the results of diagnostic studies. More than 50% of students who receive correctional and developmental services become more successful in their educational activities.

Universal learning activities

Bibliographic list

1. Akimova M. K., Kozlova V. T. Psychological correction of the mental development of schoolchildren. Proc. allowance - M .: Publishing Center "Academy", 2000. - 160 p.
2. Bityanova M. R. "Workshop on psychological games with children and adolescents." - St. Petersburg: Peter, 2002.
3. Gatanov Yu. B. "Course of development of creative thinking." - St. Petersburg: Imaton, 1996.
4. Glozman Zh. M. Developing thinking: games, exercises, expert advice / Zh. M. Glozman, S. V. Kurdyukova, A. V. Suntsova. – M.: Eksmo, 2010. – 80 p.
5. Dubrovina I. V. "Manual of a practical psychologist." – M.: Academy, 1997.
6. Dubrovina I.V. Practical psychology education. Textbook for students. higher and cf. specialist. educational institutions. - M .: TC "Sphere", 2000. - 528 p.
7. Lokalova N.P. How to help a poor student. Publishing house Moscow "Os - 89", 2001
8. Morgulets G. G., Rasulova O. V. “Overcoming anxiety and fears in first-graders. - Volgograd: Teacher, 2011. - 143 p.
9. Osipova A. A. Introduction to practical psycho-correction: group methods of work. - M .: Moscow Psychological and Social Institute; Voronezh: Publishing House of NPO "MODEK", 2000. - 240 p.
10. Rean A. A. “Psychology of a child from birth to 11 years. Methods and tests. – M.: AST; St. Petersburg: prime-EURO-SIGN, 2007.
11. Rogov E. I. "Desk book of a practical psychologist in education." – M.: Vlados, 1996.
12. Rogov E. I. Handbook of a practical psychologist: Proc. allowance: in 2 books. Book. 2: The work of a psychologist with adults. Corrective techniques and exercise. – M.: Humanid. ed. center VLADOS, 2004. - 480 p.: ill.
13. Sirotyuk A. L. Correction, training and development of schoolchildren. Publishing house Moscow: Creative center, 2002
14. Suntsova A. V. Developing memory: games, exercises, expert advice / A. V. Suntsova, S. V. Kurdyukova. – M.: Eksmo, 2010. – 64 p.
15. Tukacheva S. I. Correction and developmental classes. 3 - 4 classes. Publishing house "Extremum", 2004

Lesson number 1 "Wordplay"

At the first lesson, the children get acquainted with the goals and objectives of the lessons.

Rules for working in a group are developed.

1 Exercise "Ask a question"

2 Exercise "Choose a word"

For example:

1st set of words

Father - son, mother - (daughter)

Pages - book, branches - (tree)

Beginning - end, first - (last)

Car - gasoline, trolley bus - (electricity)

Spoon - metal, notebook - (paper)

Chicken - grain, cow - (grass)

Pear - fruit, maple - (tree)

Circle - compass, square - (ruler)

Floor - carpet, table - (tablecloth)

Bird - tree, mole - (earth)

3 physical minutes "Sunshine"

The sun lifts us up to recharge.

We raise our hands on command - one!

And above us the leaves rustle cheerfully.

We lower our hands on command - two!

4 Exercise "Choose the main thing"

The facilitator writes a series of words on the board. Of these words, you need to choose only the two most important, without which the main subject cannot do. For example, "garden" - what are the most important words: plants, gardener, dog, fence, earth? What can't a garden be without? Can there be a garden without plants? Why?.. No gardener…dog…fence…land?..

Why? The correct words would be "plants" and "earth". Each of the proposed words is dealt with in detail with the children. The main thing is that children understand why this or that word is the main, essential feature of this concept.

Sample tasks:

Boots (laces, sole, heel, zipper, bootleg).

City (car, building, crowd, street, bike).

Game (cards, players , fines, punishments, rules ).

Reading (eyes , book, picture, print, word ).

Cube (corners, drawing, side , stone, wood).

5 Exercise "Properties"

An object or phenomenon is called, for example, a "helicopter". It is necessary to come up with as many analogues as possible, that is, other objects similar to it in various essential features. It is also necessary to systematize these analogues into groups, depending on what property of a given object they were selected for. For example, the word "helicopter" might be "bird", "butterfly" (flying and landing), "bus", "train" (vehicles), "corkscrew" and "fan" (important parts rotate). The winner is the one who named the largest number of groups of analogues.

Examples of words for the selection of analogues:

1) helicopter

2) sun

3) watermelon

4) telephone

5) swing, etc.

Lesson number 2 "I want to remember!"

1 Exercise "Highlight the sound"

2 Exercise "Dictionary"

The facilitator invites the children to remember and write down as many words as possible related to a particular topic. For example, the theme "Forest".

These can be words denoting everything that can be found in the forest: trees, berries, moss, swamp, mushrooms, animals ...

You have 5 minutes to complete the task. The task can be carried out in the form of a competition, who will write the most words.

Sample topics:

• Family
• School

3 physical minutes "Stork ..."

Stork, long-legged stork,

Show me the way home.

Stomp with your right foot

Right foot again

Stomp with your left foot

After the right foot

After the left foot

That's when you come home.

4 Exercise "Name the second word"

The children are reading the words. You have to memorize them in pairs. Then the facilitator reads only the first word from each pair, and the children write down the second.

Presentation words:

• Doll - play
• Chicken - egg
• Scissors - cut
• Horse - sleigh
• book - read
• Butterfly - fly
• The sun is summer
• Brush - teeth
• Pear - compote
• Lamp - evening

5 game "Come on, repeat!"

In this game, children must correctly repeat a sequence of several movements shown by adults. It is better to start with a series of two or three movements with a gradual increase in the number of consecutive movements. For example, an adult puts his right leg forward, then puts his hands on his belt and then turns his head to the left. All movements are voiced. The child, watching an adult, remembers what he did and repeats in the same sequence.

Movement series options:

• Touch your nose with your right hand, take one step forward, sit down.
• Jump on two legs to the right, turn your head to the left, put your hands on your head, stomp with your right foot.
• Jump three times on your right leg to the left, nod your head twice, put your hands on your belt and turn around you once.

Lesson number 3 "Try, guess!"

The guys need to determine the pattern of the arrangement of the figures and draw in the empty window the figure that should stand there (see the application).

2 Exercise "Guess the number"

On the wheels of the first locomotive, the leader writes numbers, and on his pipe the sum of these numbers. On the wheels of the second locomotive, the host also writes down the numbers, and leaves the pipe empty. Further, the guys are working with the second locomotive. They must guess what computational action is represented on the first locomotive, how the number written on the pipe came about. After that, the children enter the missing number into the empty pipe.

For work, the guys can be offered several trains with different numbers.

3 physical minute "Two frogs"

Two girlfriends in the swamp

Two green frogs.

Washed early in the morning

Rubbed with a towel

They stamped their feet,

hands clapped,

Leaning left, right,

And they returned back.

Here is the secret of health!

To all friends - physical education hello!

4 game "Comparison"

In this game, you need to compare objects with each other: how they are similar and how they differ. Whoever comes up with the most comparisons wins. For example, an apple and a ball are similar in that they are both round, can roll, do not sink in water, etc.; an apple and a ball differ in that an apple can be eaten, but a ball cannot, a ball can of blue color, but not an apple, if you pierce it with a needle, the ball will “deflate”, but the apple will not, etc. This game also encourages disputes and a variety of versions. It is necessary that children do not obediently agree with the proposed similarity or difference, but be aware of the proposed basis for comparison, evaluate its correctness and reasonableness. This game, in addition to the development of thinking, well forms the skills of group interaction: the ability to evaluate and accept the opinion of another, correctly object to him, defend his own opinion within reasonable limits, etc.

Possible pairs for comparison:

• Wardrobe and refrigerator
• Wood and log
• Crow and plane
• Pencil and pen
• birch and tree
• girl and doll
• Helicopter and train
• Tiger and cow
• sun and lemon
• Cat and TV

Then it is desirable that the children themselves suggest pairs for comparison.

5 Sing along game

The guys, together with the presenter, choose a well-known song for everyone. At the first clap of the presenter, everyone begins to sing this song, at the second clap, the singing continues, but only mentally (to oneself), at the third clap, everyone sings out loud again, etc.

Lesson number 4 "I am a dreamer!"

1 Exercise "Wizards"

The children are invited to finish drawing 6 circles (with a diameter of 2 - 3 cm) so that they get different drawings. For example, face, sun, ball, flower, etc.

2 Exercise "Three words"

The host offers the guys three words and asks them to write largest number meaningful phrases so that they include all three words.

Presentation words:

• Palace Granny Clown
• Rogue Mirror Puppy
• Cake Lake Bed

3 game "Forbidden movement"

Cheerful rhythmic music sounds. The leader shows several movements, one of which is forbidden. The guys must repeat all the actions, except for the forbidden. The one who makes a mistake is out of the game, and those who remain the longest become the best players. The children themselves can also act as leaders.

4 Exercise "Locomotive"

The host distributes to himself and the guys two cards (ten in total) with different pictures and explains the task: “Guys, we now have a “locomotive” on the way (a picture with the image of a steam locomotive is laid out on the table), and we will lay out for him “ wagons”, there are ten of them. The first participant shows everyone and names his first “carriage picture” and, turning it over reverse side, puts on the table. The next player must name what is drawn on this inverted picture and, show and name his picture and also turn it over and put it on the table. Each subsequent player puts his "trailer" and names what is drawn in all the previous pictures. Our task is to try to remember what each “trailer” is “carrying”. So we continue until all the pictures are over. After all the “trailers” are laid out, the children can be asked to remember the drawings of those pictures that the adult will point to (for example, what the second “trailer” is carrying, what is the fifth one, and so on ...).

Lesson #5 Who is who? What is what?

1 Exercise "Alphabet"

The letters that are present in the proposed phrases are distributed between the guys. Next, the facilitator dictates or writes a phrase on the board. And the children, like on a typewriter, must “print out” these phrases. Typing the desired letter is indicated by clapping the hands of the participant in the game to whom this letter is assigned.

Suggested phrases:

1) Black raven on oak

With a white dot on the forehead.

2) The bark shines from the rain,

A mountain is visible in the distance.

3) A window glows in the castle,

And it's already dark in the mountains.

2 game "Animal Choir"

The children are divided into small groups. Then, the children themselves choose which of the animals they will portray with their voice: a cat, a dog ... Together they determine which famous song they will sing. Only instead of words they will say “meow-meow”, “bow-wow” ... When the leader waves both hands, they all sing together, but each with his own “voice”. As soon as the leader points to a particular group, everyone falls silent and only the children of this group sing. Then the facilitator points to another group, then waves again with both hands, etc. The guys should be very attentive.

3 ex. "Say one word"

This task contains words that are united by a common meaning. This general meaning must be conveyed in one word. Answers are given in brackets.

Word sets:

1. Broom - shovel (tools, tools)
2. Winter - summer (season)
3. Dog - bee (living beings)
4. Grass - trees (plants)
5. Knife - spoon (cutlery)
6. House - cottage (buildings, dwellings)
7. Sweets - cake (sweets)
8. Plus - minus (mathematical signs)
9. Rain - snow (precipitation)
10. Sum - difference (the result of mathematical operations)

4 game "Memorina"

For this game, you need a set of any pair of cards with pictures. In front of the guys, all the cards are laid out in rows with pictures up. Children should look and within 2 minutes try to remember the location of the paired pictures. Then all the cards are turned over, and the guys take turns looking for pairs of pictures. One attempt is given per move. Incorrectly opened pictures are flipped again. This continues until all pairs are opened. The winner is the player who was able to open the most pairs of pictures.

Lesson number 6 "Creativity"

1 Exercise "Highlight the sound"

The host calls a letter and the sound that it gives and asks the children to take turns calling words that have this sound. You can set certain rules of the game, for example, so that this sound is at the beginning of a word, in the middle, at the end .. Sounds can be set as hard consonants and soft ones; stressed and unstressed vowels. Whoever says the most words wins.

2 Exercise "What is superfluous"

The children are offered any three words, for example:bird, fox, cucumber.Of the proposed three words, only two should be left that have somewhat similar properties. One word that does not have this property will be "superfluous". You should find as many features as possible that unite each remaining pair of words and are not characteristic of the excluded extra word.

Sample answers:

1) The word "cucumber" may be superfluous. A cucumber is an inanimate object, while a bird and a fox are animate.

2) The word “bird” may be superfluous, since it consists of two syllables, and the rest of three.

3) The word “cucumber” may be superfluous, since it begins with a vowel, and the other two with consonants, etc.

Presentation words:

• Dog - tomato - sun
• Cow - boots - grass
• Chair - car - stump
• Chicken - wheat - pillow
• Goose - frog - mud
• Water - wind - glass

3 physical minutes "One-two-three-four-five"

One two three four five!

The children went out for a walk.

Stopped in the meadow

Buttercups, chamomile, yellow porridge

Collected our friendly class -

Here is our bouquet!

4 Exercise "I see, I hear, I feel"

The adult names the words from the proposed list or invented, and the children describe aloud what they see, hear or feel when they represent the named words. The task of an adult is to create a polymodal image together with children, that is, an image evoked with the help of the participation of different senses. An adult helps children to fantasize in order to create the most complete image of a given word.

After bright images for all 10 words are thought up, the guys are invited to remember what they heard, saw or felt, and name the words from the list. If it was not possible to remember all the words, you need to tell the children the sensations, sounds or images that they created, this will certainly help to update the forgotten words. Pay attention to the images of what modality (visual, auditory or kinesthetic) helped the children to remember words better.

Word lists

First episode:

1. Toothpaste. 2. Chocolate. 3. Paper. 4. Snow. 5. Rose. 6. Wind. 7. Ice cream. 8. Tear. 9. Tea. 10. Cat.

Second series:

1. Icicle. 2. Train. 3. Puppy. 4. Porridge. 5. Thunderstorm. 6. Chalk. 7. Book. 8. Hedgehog. 9. Cartoon. 10. Swing.

5 Exercise "Rhymer"

The host offers the children given rhymes and asks them to come up with words whose endings would sound the same. For example: bridge - tail.

Suggested rhymes:

Garden - (grapes) Come on - (tram)

Glad - (acrobat) Joke - (creepy)

Summer - (cutlet) Instant - (admiration)

Cucumber - (well done) Points - (badges)

Hare - (finger) Flower - (handkerchief)

When the guys manage to rhyme words, you can offer them couplets for given rhymes, which they must complete.

Suggested couplets:

1) I will go outside

I myself ... (I will find a fox).

2) At the bear in the forest,

A lot of berries ... (I'll pick it up).

Lesson number 7 "Let's put it in place"

1 Exercise "Decipher the sentence"

The host offers the guys a sentence of 4-6 words, in which the words are so rearranged that the meaning of the sentences is completely lost. Children must write sentences with the correct meaning. For example: from, dined, Andrey, school, came, and. (Andrey came from school and had lunch).

All encrypted sentences are written on the board.

Word sets:

1. Cat, yard, purrs, on.
2. I love, gifts, mom, give, I.
3. Good, street, on, weather.
4. Store, boy, in, book, bought.
5. Vase, table, standing, on, flowers, p.

2 physical minutes

Put your hands to the sides

We'll get the right one and the left one.

And then, on the contrary,

There will be a right turn.

One - clap, two - clap,

Turn around one more time!

One two three four,

Shoulders higher, arms wider!

Let's put our hands down

And squat down.

3 Exercise "Collect a proverb"

The guys need to collect proverbs from parts that have "lost" each other.

Sample proverbs:

1) You will chase two hares ... 1) ... do not say that you are not hefty.

2) Holding the tug ... 2) ... everything is looking into the forest.

3) No matter how you feed the wolf ... 3) ... you won’t catch a single one.

4 Exercise "Using objects"

The facilitator calls or shows the guys some well-known object. For example: a newspaper, a book, a tin can, a hat, etc. And invites the children to name as many ways as possible to use each item.

5 Game "Rules of good manners"

This game can be played by up to 2 players.

It's no secret that in different places you need to behave differently. There are rules of conduct that explain what can and cannot be done in a particular place.

Game participants are invited to come up with their own set of rules for behavior in unexpected places, for example:

• On the wardrobe
• Visiting the Serpent Gorynych
• In a refrigerator
• In the tower
• In the bear's den
• On the cloud
• In a flower bed

Each player is given 3-5 minutes to come up with rules of behavior in a given place. Rules can be written down or memorized. After that, the players take turns voicing their rules. The winner is the player who came up with the most ingenious rules, which is determined by a majority of votes when voting.

If the game is a large number of person, then you can break them into teams.

Lesson number 8 "Learning to reflect"

1 Exercise "Exclude an extra concept"

Four of the five words can be combined into one group, called one word, and the fifth word does not fit all the others, it is superfluous. The task of the children is to eliminate the extra word and explain why it is superfluous.

Word sets:

1) Dog, cow, tit, pig, horse.

2) Yellow, green, red, bright, blue.

3) Leaf, bark, earth, bud, root.

4) Crow, bullfinch, sparrow, badger, stork.

5) Chamomile, linden, rose, ranunculus, dandelion.

6) Sofa, wardrobe, window, bed, chair.

7) Dress, trousers, coat, boots, sundress.

8) Dumplings, borscht, pasta, jar, sandwich.

2 Exercise "Say the opposite"

The facilitator offers the guys words to which they must choose the opposite in meaning.

Presentation words:

Top, joy, wet, courage, best, clean, harmful, small, rare, drop, later, quarrel, dark, fast, buy, etc.

3 physical minute

We wrote, we wrote

And now everyone stood up together.

They stomped their feet,

They clapped their hands,

Then we squeeze our fingers

Let's sit down and start writing.

4 Exercise "Name it in one word"

This task contains words that are united by a common meaning. This general meaning must be conveyed in one word.

Word sets:

1. birch, spruce, aspen, willow (trees)

2. saw, hammer, planer, screwdriver (tools)

3. russula, fly agaric, chanterelle, butterdish (mushrooms)

4. woodpecker, duck, eagle, chicken (birds)

5. bear, lynx, jerboa, beaver (animals)

6. gingerbread man, Cinderella, teremok, Hen Ryaba (fairy tales)

7. grass, flowers, trees, shrubs (plants)

8. Pushkin, Zakhoder, Nekrasov, Chukovsky (writers)

9. peony, narcissus, lily, aster (flowers)

10. car, train, plane, tram (transport)

11. teapot, saucepan, jug, frying pan (dishes)

12. watermelon, raspberries, cranberries, cranberries (berries)

13. cucumber, carrot, radish, cabbage (vegetables)

14. boots, shoes, felt boots, sneakers (shoes)

15. yellow, red, blue, green (colors)

16. Moscow, Kyiv, Volgograd, Kostroma (cities)

17. Zinaida, Mikhail, Natalya, Elena (names)

5 Exercise "Choose a word"

In this task, the child needs to establish a logical connection between the first two words and, by analogy, add the missing word to the next one. Answers are given in brackets.

For example:

2nd set of words

Glass - glass, paper - (book)

Aircraft - pilot, car - (driver)

Nail - hammer, screw - (screwdriver)

House - roof, book - (cover)

Good - better, slowly - (slower)

Fire - fire, water - (flood)

School - education, hospital - (treatment)

Man is a child, dog is (puppy)

Bird - nest, man - (house)

Coat - buttons, boot - (lace)

Lesson number 9 "Be careful!"

1 Exercise "Guess the season"

The children need to name the time of year according to the listed signs.

Texts for presentation:

1) It's hot. The sun is baking. The day is long. The water in the river is warm. The children are swimming. The trees have green leaves. There are many flowers in the meadow. Butterflies and bees fly.

2) It's cold. Snow. Children go skating and skiing, play hockey. The day became short. It gets dark very early.

3) A cold wind is blowing, there are clouds in the sky, it often rains. Vegetables are harvested in the village. Birds fly to warmer climes. The day is getting shorter. The leaves on the trees turn yellow and fall off.

4) The day is getting longer. More sunny days. Snow is melting. Birds come from the south and start building nests. It's getting warm. Sowing work begins in the village. Green grass appears. Leaves unfurl on trees.

Then you can invite the children for each season to name the most important signs.

2 Exercise "Syllogisms"

An adult reads phrases to children and asks them to finish, or, after an explanation from an adult, the children independently complete tasks on individual cards, entering the necessary words (answers). After completion of the work, all answers are checked and sorted out together with the children. Answers are given in brackets.

Tasks:

• Petya has a brother Kolya. What is Kolya's brother's name? (Peter)

• All fish are covered with scales. Pike are slaves, which means ... (it is covered with scales)

• All my friends love to play football. Andrei is my friend, so ... (he likes to play football)

• All students in our class can write. Denis is in our class, so ... (he can write)

• Precious metals do not rust. Gold is a precious metal, which means ... (gold does not rust)

• All fruits are useful. An apple is a fruit, which means ... (it is useful)

• Cats don't like honey. Murka is a cat, which means ... (she does not like honey)

• None of my friends will betray me. Sasha is my friend, which means ... (he will not betray me)

• Oksana loves everything sweet. Cake is sweet, so... (she loves cake)

3 physical minutes "Charging"

Once - an oath,

Two - jump -

This is a rabbit load.

And the foxes, when they wake up,

They love to stretch

Be sure to yawn

Well, wag your tail.

And the cubs - bend your back

And jump lightly.

Well, the bear is clubfoot,

Paws wide apart,

One, then both together

Long time treading water.

And for whom charging is not enough -

They start all over.

4 Exercise "Count together"

The guys take turns doing the actions of single digits.

Suppose:

1st calls a number: for example, 8

2nd names the sign: for example, +

3rd says a number: for example, 7

4th name sign: =

5th name the answer, in this case the sum of the numbers

6th calls a new number, etc.

5 Game "Riddles"

The facilitator gives riddles to the children. Whoever guesses the most wins.

1) Sisters stand in the meadows:

Golden eye, white eyelashes. (chamomile)

2) A motley cracker catches frogs,

He walks in a wreck, stumbling. (duck)

3) Who in the world walks in a stone shirt?

They walk in a stone shirt ... (turtles)

4) In the linen country, along the river-sheet

The ship is sailing, then back, then forward,

And behind him such a smooth surface, not a wrinkle to be seen. (iron)

5) Who wears a hat on his leg? (mushroom)

6) They beat him with a hand and a stick, no one feels sorry for him,

And for what the poor fellow is beaten, but for the fact that he is inflated. (ball)

7) In the forest, at the stump, fuss, running around:

The working people are busy all day - they are building a city for themselves. (anthill)

8) A sieve is hanging - not twisted by hand. (web)

9) Not a beast, not a bird, but a nose like a knitting needle,

It flies - screams, sits down - is silent,

And whoever kills him sheds his own blood. (mosquito)

10) Not a king, but in a crown, not a rider, but with spurs. (rooster)

11) What kind of bird, doesn’t sing songs, doesn’t build nests, carries people and cargo? (airplane)

12) Who has eyes on horns and a house on his back? (snail)

13) This horse does not eat oats, instead of legs there are two wheels.

Sit on horseback and race on it, only better to drive. (bike)

14) A one-eared girl embroiders patterns. (needle)

Lesson #10 “Why…?”

1 Exercise "Answering the question"

The facilitator asks the guys a variety of questions that begin with the word “why”?

For example:

Why are people crying?

Why are there fish swimming in the river?

Why do flowers smell good?

etc.

Each child should try to give their own answer to the question asked. Then the most original answer is selected.

2 Exercise "Distinguishing geometric shapes"

Before the start of the game, the adult, together with the children, remembers what geometric shapes exist, how they differ from each other, while showing blanks of various geometric shapes pre-cut from colored paper. Then, the guys are divided into pairs. One person from the pair should sit and the other should stand behind him, facing his back. An adult shows standing guys any geometric figure, and they must “draw” this figure on the backs of their partners with their finger, and they, in turn, must guess what kind of figure it is. During the exercise, participants may change places.

3 physical minutes "Bunny"

It's cold for a bunny to sit

You need to warm up your paws.

Paws up, paws down

Pull up on your toes.

We put the paws on the side.

On toes, hop-hop-hop,

And then squatting

So that the paws do not freeze.

4 Exercise "Searching without interruption"

Within 10-15 seconds, the guys should see around them as many objects of the same color, size, shape, material as possible ...

At the signal of the leader, one child begins the transfer, the others complete it.

5 Exercise "Detectives"

Any situation is given. For example: "When you returned home, you found that the door of your apartment was wide open." Players, like real detectives, take turns calling possible reasons the fact that happened, the explanation of the situation that has arisen. The reasons can be named as the most obvious (“they forgot to close”, “thieves got in”), as well as unlikely, unusual (“aliens arrived”). The main thing is that all the named reasons for the situation that happened were logical.

The investigator with the most reasons wins, and the more varied they are, the better.

Situation examples:

• All the books of A. S. Pushkin disappeared in the library.
• Baba Yaga's hut stopped turning.
• You turn on the light in the apartment, but it does not burn.
• A man walks down the street in a fur coat in summer.
• The wolf and the hare became bosom friends.

Lesson number 11 “I name what I know, what I don’t know - I find out!”

1 Exercise "Ask a question"

The leader guesses the word. The task of the players is to ask various questions to guess what the word is. All possible questions are dealt with together with the host at the beginning of the game. For example, “Is it alive or inanimate?”, “Edible or not” ?, “What color ... shape ... size” ?, “Where does it live?”, “What does it eat?”, “What can it be used for?” etc. When the facilitator sees that all the participants in the game understood the rules, the children themselves begin to guess the words, one by one.

For visual support, you can think of not abstract words, but one of the objects in the office.

2 Exercise "Name the signs"

The children are invited to name the signs of the seasons according to the proposed plan.

Plan:

1) How does the length of the day change?

2) How does the air temperature change?

3) What is the precipitation like?

4) How does the state of plants change?

5) How does the condition of the soil change?

6) How does the state of water bodies change?

3 physical minutes "Grasshoppers"

Raise your shoulders

Jump grasshoppers.

Jump-jump, jump-jump,

We sat down to eat grass,

Let's listen to the silence.

Hush, hush, high

Jump on your toes easily.

4 Exercise "Stable combinations"

Often found in fairy tales stable combinations. For example: living water, invisible hat…

The facilitator asks the children to name as many of these phrases as possible. If children have difficulties, then their task can be facilitated by naming the first of the words, and the children themselves call the second word.

Phrase examples:

self-assembled tablecloth geese-swans

flying carpet frog-traveler

frog princess koshchei the immortal

Ivan Tsarevich is a good fellow

Baba Yaga Santa Claus

clear field red maiden

Miracle Yudo Serpent Gorynych

living (dead) water chicken Ryaba

nightingale the robber firebird

little mouse brother Ivanushka

etc.

5 Exercise "Story through pictures"

For this exercise, you will need a set of cards with any pictures (from 5 to 10 pieces). The cards are distributed to the children. The meaning of the exercise is that the guys, laying out each of their pictures, make up a coherent story based on these pictures.

Lesson number 12 "Unravel and count"

1 Exercise "Insert the missing words"

The children are offered sentences in which it is necessary to insert the missing words. Answers are given in brackets.

Offers:

1) The guys ... (came) to the river and began to swim.

2) Mom bought ... (cake) for her birthday.

3) They bought me a doll in ... (shop) toys.

4) In the autumn from the trees ... (falls) leaves.

5) Frost ... (draws) patterns on glass.

6) An airplane flying across the sky ... (leaves) a trail.

7) Misha got ... (deuce) because he did not learn the lesson.

8) It is warm in summer, and ... (in winter) it is cold.

9) Anya could not solve the ... (difficult) problem.

10) Grandmother ... (baked) pies and invited everyone to drink tea.

2 Exercise "Unravel the meaning of proverbs"

The children are invited to formulate in their own words the general meaning of the proposed proverbs:

1) You can’t even catch a fish from a pond without difficulty.

2) To be afraid of wolves - do not go into the forest.

3) If you chase two hares, you will not catch one.

4) Every sandpiper praises his swamp.

5) Learning is light, and ignorance is darkness.

6) Business is time, and fun is an hour.

7) Not all that glitters is gold.

8) Did the job - walk boldly.

3 physical minute

Ahead from behind a bush

Looks sly fox.

We will outwit the fox -

Let's run on toes.

The bunny jumps quickly in the field,

Lots of fun out there!

We imitate a bunny

Fidget-naughty,

But the game is over

And it's time for us to learn.

4 Exercise "Confusion"

In this game, the phrases from the story are given in a jumbled order. The task of the children is to restore their sequence. You can work with texts on the board or on individual cards.

Children can be offered such a tie for introduction to the task.

A very inattentive typist works in the printing house, he mixed up the "pieces" of stories. And now he can’t figure out in any way what sequence the phrases should be in. If he can't fix it, the kids will read the wrong stories. Help him, please put all the phrases in the correct order. Decide which should be first, second, etc.

"Smart Jackdaw"

1) She began to throw pebbles into the jug and threw so many that the water rose to the edge of the jug.

2) There was only water in the jug at the bottom.

3) There was a jug of water in the yard.

4) Jackdaw was very thirsty.

5) Now it was possible to drink.

6) Jackdaw could not get water.

7) What a smart jackdaw!

Answer: 4, 3, 2, 6, 1, 5, 7.

"Amazing Nest"

1) When the mushroom grew very tall, a boy found it.

2) A small bunting has made a nest on the ground in the forest.

3) He cut off the mushroom and carefully placed the nest with the chicks on the ground.

4) The mushroom grew, grew and raised its nest with its hat.

5) Surprisingly, a boletus began to grow under the oatmeal nest.

6) Returning from the forest, the boy told his friends about his unusual find.

Answer: 2, 5, 4, 1, 3, 6.

"Fishing"

1) Dima and Misha are going to go fishing.

2) On this day, the guys went fishing, they caught a whole bucket of fish.

3) Then they came ashore and settled down comfortably.

4) He pulled the fishing rod and caught a big crucian.

5) The day before they prepared all the necessary equipment.

6) Put the worms on the hooks and cast the fishing rods.

7) Dima's float moved.

8) Misha and Dima got up early and went to dig worms.

9) They began to look at the floats and wait.

Answer: 1, 5, 8, 3, 6, 9, 7, 4, 2.

5 Exercise "Count carefully"

The host invites the guys to count in a circle from 1 to 50. But at the same time, the children should not name numbers containing the number 4. Instead, the players should clap their hands. The game can be repeated by giving a ban on any number.

Application

Lesson #3

1 Exercise "Missing Figure"

2 Exercise "Guess the number"