Work program of a teacher-psychologist for group classes on the development of cognitive processes in children of the senior group “We develop while playing”

MAGAZINE Preschooler.RF

Purpose of the program:

Development of cognitive processes in children of senior preschool age.

Tasks:

1. Development of voluntary attention (its properties: switchability, concentration, volume).
2. Development of memory (auditory, visual, figurative, associative).
3. Development of thinking (comparison operations, analysis, synthesis, generalization, classification).
4. Development of imagination.
5. Development of perception.

Means: games (developmental, active), elements of psycho-gymnastics.

Classes are conducted in small groups (5-6 people), lesson duration is 20-30 minutes.

For a child, play is a natural state in which he exists, develops, and learns about the world. L.S. Vygotsky saw the main significance of children's play in the formation of mediation and, thereby, in a radical transformation of consciousness, the separation of meanings from things, internal from external, i.e. in the formation of an ideal plan of consciousness. D.B. Elkonin, based on the ideas of P.Ya. Galperin on the patterns of functional development of activity, considered play as a natural, spontaneously developed practice during preschool childhood of stage-by-stage development of mental actions based on the functional development of play actions from expanded ones and performed with real toys and substitute objects to speech, and then to mental actions. Actions in the mind, forming the basis of an ideal plan, reveal the path to the development of visual-figurative thinking, higher forms of perceptual activity, and imagination. Finally, play as an activity, the implementation of which requires the child to renounce immediate desires and obey the rule in favor of fulfilling the role he has assumed, provides the opportunity to move on to voluntary regulation of behavior. Voluntary behavior as behavior carried out by a child in accordance with a model and rule and controlled in accordance with this model and rule becomes available to the child due to the assumption of roles and mutual control over the fulfillment of game roles by the participants in the game. Thanks to play, the quality of voluntariness is acquired by sensorimotor functions, memory, and behavior. Therefore, the main means of the program are games, both educational and active.

Each lesson lasts 20-30 minutes. The games in the program are arranged from simpler to more complex. You need to start with simple ones, gradually complicating the tasks.

I quarter

Attention

Goal: development of switchability, concentration.

Games, exercises.

“What do you hear?” , “Stream” , “Listen to the sounds” , “Find the differences” , “Owl - owl” , “Look at the hands” , “Four elements” , “Be careful” , “Who is faster” , “Fingers” , “Drawing the city” , “Listen to the command” , “Sparrows and crows” , “In the mirror store” , “Whoever is named, catch it” , “If it flies, it doesn’t fly .

Memory

Goal: development of auditory and visual memory.

Games, exercises.

“Repeat after me” , “What has changed?” , “Broken telephone” , “Listen and perform” , “Collect a picture according to the model” , “Describe from memory” , “Artist” , “Remember the figures” , “Who did what - repeat” , “Retell the fairy tale” .

Thinking

Goal: developing the ability to compare and classify.

Games, exercises.

“Find the differences” , “Opposite” , “What is it like” , “Are they similar and how are they different?” , “Arrange the pictures according to their meaning” , “How are these riddles similar? ” “Come on. guess!” , “Complete the drawing and name the object .

Imagination

Goal: development of fantasy and ideas.

Games, exercises.

“A Tale in a Circle” , “Where have we been, what have we seen?” , “Complete the figure” , “What does it look like?” , “Mosaic” , “Wonderful Forest” , “Sticks” , “Free Dance” , “Image the Beast” , “Imagine and Draw” , “Dwarf Bag” .

Perception

Goal: development of tactile perception.

Games, exercises.

“Wonderful bag” , “Whose hand?” , “Guess and name the object” , “What does the object feel like”, “warm-up game” , “cold - hot” .

II quarter

Attention

Goal: development of arbitrariness of attention, its volume.

Games, exercises.

Who flies? “Find two identical objects” , “, “Magic word” , “listen and perform” , “Repeat after me” , “Scouts” , “be careful” , “Gawkers” , “Canon” , “Listen to the claps” , “find out by voice” , “The sea is agitated” , “A trickle” , “Who knows, let him continue to count” .

Memory

Goal: development of associative and motor-auditory memory.

Games, exercises.

“Remember the pose” , “Who is behind whom?” , “Mirrors” , “Shadow” , “Remember your place” , “Remember the movement” , “These are the poses , “Artist” , “Find out by touch” , “Remember who did what” .

Thinking

Goal: development of abilities for analysis and synthesis.

Games, exercises.

“Fold the picture” , “Name the whole” , “Fold the pattern” , “Interesting questions” , “Empty square” , “Complete the drawing and name the object” , “Pictures are riddles” , “What’s extra?” , ^Definitions”, “Make a stick figure” .

Perception

Goal: development of auditory and visual perception.

Games, exercises.

“Dots” , “Cut pictures” , “Fly” , “Guess what...” , “Ball games” .

Imagination

Goal: development of creative imagination.

Games, exercises,

“Dwarf bag” , “Dance like...” , “What doesn’t happen in the world” , “Draw using figures” ,

“What will happen if?..”, “Interesting questions” , “What happened then?” , "Blots" .

Ill quarter

Attention

Goal: development of voluntary attention, increasing its stability.

Games, exercises.

“Confusion” , “who is faster” , “Listen and follow” , “Sparrows and crows” , “Listen to the command!” , “Look at the hands” , “4 elements” , “Owl - owl” , “Whoever is called - catch” , “Stand up, who has...” , “Recognize by voice” , “Find the differences” , “What’s rolling?” , “Stream” , “To new places” .

Memory

Goal: development of figurative, auditory and visual memory,

Games, exercises.

"What changed?" , “Listen, remember, perform” , “Mirrors” , “Remember and collect according to the model” , “Who did what?” , “Remember the order” , “Repeat after me” , “Names in a circle” , “describe from memory” , “Scout” , “Artist” , “List the objects” .

Thinking

Goal: development of imagination, freedom of ideas.

Games, exercises.

“General drawing on a given topic” , “What is missing in the picture” , “Free dance” , “What does it look like” , “How can I use this item?” , “A fairy tale in a circle” , “Imagine and draw” , “What doesn’t happen in the world?” .

Perception

Goal: development of integrity of perception.

Games, exercises.

"What is missing?" , “Name the whole by its part” , “Fly” , “Silhouettes” , “Cut pictures” , “Guess your friend by touch” .

Plan - a program for the development of cognitive processes in children

senior preschool age.

Program for the development of cognitive processes in children 4-5 years old

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 the mental sphere. Insufficient development of cognitive processes is often the main reason for the difficulties that children encounter when studying in a 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, form sequences, and 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 distinctive features of objects. These skills are of paramount importance for the development of all mental operations - analysis, synthesis, comparison, classification, generalization.

Memory. A good memory is a necessary condition for a 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. The more senses involved in the memorization process, 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. A characteristic feature of 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 skills in abstracting from minor details, creating images in the imagination based on a schematic drawing, developing creative abilities, skills in a non-standard approach to problem solving, and 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 of active activities for each 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:

— 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 specific 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.

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

LITERATURE

1. Bereslavsky L.Ya. Tasks for attention. – M.: Makhaon, 2008.
2. Zemtsova O.N. Remember the pictures. Developing memory. – M.: Makhaon, 2007.
3. Zemtsova O.N. Literacy. Intellectual development. – M.: Makhaon, 2007.
4. Zemtsova O.N. Find the differences. Developing attention. – M.: Makhaon, 2007.
5. Zemtsova O.N. Problems for the mind. We develop thinking. – M.: Makhaon, 2007.
6. Sultanova M.N. Let's develop logic. – M.: Makhaon, 2008.
7. Tikhomirova L.F. Formation and development of the child’s intellectual abilities. Preschoolers. – M.: Rolf, 2000.
8. 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.
9. Volonina V.V. Entertaining mathematics St. Petersburg, 1996.
10. Kovalev V.I. Educational games: 10 steps to success. -M., 2004.

The concept of “children with disabilities” covers the category of persons whose life activities are characterized by any restrictions or lack of ability to carry out activities in a way or within the framework considered normal for a person of a given age. This concept is characterized by excess or insufficiency compared to the usual in behavior or activity; can be temporary or permanent, as well as progressive and regressive. According to T.V. Egorova, children with disabilities are children whose health condition prevents them from mastering educational programs outside of special conditions of education and upbringing. A violation or deficiency can occur suddenly after an accident or illness, or it can intensify over a long period of time, for example, due to exposure to unfavorable environmental factors or a long-term chronic disease. A deficiency or disorder can be eliminated (in whole or in part) by medical and (or) psychological, pedagogical, social means or reduced in its manifestation. The variability of developmental deviations in preschool children has a wide range: from a state borderline with mental retardation to “pedagogical neglect” or mild manifestations of social maladaptation. Moreover, such a pronounced range of differences is observed not only in the group with disabilities as a whole, but also in each category of children included in it. Different children suffer from different components of their mental, psychological and physical functioning. The difficulties experienced by children with disabilities are caused by deficiencies both in the regulatory component of mental activity (lack of attention, immaturity of the motivational sphere, general cognitive passivity and reduced self-control) and in its operational component (reduced level of development of individual mental processes, motor impairments, performance). Children diagnosed with mental retardation are eligible for admission to preschool educational institutions and groups for children with disabilities.

The main indication for use is: mental retardation of cerebral-organic origin; ZPR according to the type of constitutional and psychophysical infantilism; ZPR of somatogenic origin; Mental retardation of psychogenic origin (mental infantilization).

So what is mental retardation?

This is a special type of abnormal development, which is characterized by a slow pace of development of one or more mental functions, which, in most cases, are compensated under the influence of medication, special correctional training and under the influence of the time factor.

The problem of studying and correcting mental retardation of preschoolers in our country is being dealt with by modern researchers and teachers: Lubovsky V.I., Lebedinsky V.V., Pevzner M.S., Vlasova T.A., Pevzner M.S., Lebedinskaya K.S. ., Zhukova N.S., Mastyukova E.M., Filicheva T.B., Vlasova T.A., Vygotsky L.S., Boryakova N.Yu., Ulienkova U.V., Sukhareva G.E., Mastyukova E.M. ,Markovskaya I.F. , Zabramnaya S.D. , Glukhov V.P., Shevchenko S.G., Levchenko I.Yu. and others.

Outstanding teachers and psychologists note that in children with mental retardation, in most cases, perception, attention, thinking, memory, and speech are impaired.

Children with mental retardation often have potentially intact intellectual development capabilities, but they are characterized by impaired cognitive activity due to immaturity of the emotional-volitional sphere, motor disinhibition or lethargy. Insufficient expression of cognitive interests in children with mental retardation is combined with immaturity of higher mental functions: memory, attention, poor coordination of movements. In children of this category, all the main mental neoplasms of age are formed with a delay and have a qualitative originality. They are characterized by significant heterogeneity of the disturbed and intact links of mental activity, as well as a pronounced unevenness in the formation of different aspects of mental activity. Such children do not have disorders of individual analyzers and major lesions of brain structures, but are distinguished by the immaturity of complex forms of behavior, purposeful activity against the background of rapid exhaustion, fatigue, impaired performance; the basis of mental retardation is an organic disease of the central nervous system.

Age-related psychological characteristics of preschoolers 5-6 years old with mental retardation.

• low level of perception development (compared to normally developing peers);
• deviations in the development of attention: instability, absent-mindedness, low concentration, difficulty switching;
• uneven performance;
• deviations in the development of memory: a noticeable predominance of visual memory over verbal, greater preservation of involuntary memory compared to voluntary, insufficient volume and accuracy of memorization;
• A pronounced lag and originality is also found in the development of cognitive activity: children do not have ideas about primary colors, geometric shapes, time and space.
• Stage-by-stage control over the activity being performed is impaired: they often do not notice the discrepancy between their work and the proposed model, and do not always find the mistakes made, even after asking an adult to check the work done.
• the need to communicate with both peers and adults is reduced.
• speech disorders: some use preverbal means of communication, others use a simple phrase, agrammatic, structurally impaired;

Age-related psychological characteristics of preschoolers 6–7 years old with mental retardation.

• poor health and a reduced level of physical and psychophysical development;
• motivational readiness is not formed. Even if a child wants to go to school, he is more attracted to educational paraphernalia - at school he will play, not study;
• there is a low level of emotional-volitional readiness. The child cannot obey the rules of discipline and is incapable of prolonged intellectual effort;
• all structural components of educational activities have not been formed;
• have difficulty completing tasks related to the development of fine motor skills;
• involuntary attention is developed much better than voluntary attention;
• discrepancy between the level of visually effective operations and verbal-logical thinking;
• Emotional contacts with close adults may be disrupted; children are poorly oriented in moral and ethical standards of behavior.

Delayed mental development can be corrected with specially organized training and education of the child by specialists

Qualitative indicators characterizing the emotional sphere and behavior of the child:

• characteristics of the child’s contact;
• emotional reaction to the examination situation;
• reaction to approval;
• reaction to failures;
• emotional state while performing tasks;
• emotional mobility;
• communication features;
• reaction to the result.

Qualitative indicators characterizing the child’s activity:

• presence and persistence of interest in the task;
• understanding instructions;
• independence in completing a task;
• nature of the activity (purposefulness and activity);
• pace and dynamics of activity, features of regulation of activity; •performance;
• organization of assistance.

Qualitative indicators characterizing the characteristics of the child’s cognitive sphere and motor function:

• features of attention, perception, memory, thinking, speech;
• features of motor function.

The most successful and effective method in working with children with mental retardation, both in frontal correctional and developmental classes and in individual work, is a didactic game. A didactic game is defined by the name itself - it is an educational game. It helps the child gain knowledge in an easy, accessible and relaxed manner. It is through didactic play, as the main method of correctional work, that the knowledge provided by the program and necessary in preparing children of this category for schooling occurs. Therefore, the author of the manual begins his methodological recommendations with the methodologically correct use of didactic games in correctional work with children with mental retardation.

Recommendations for the use of didactic games in working with children with mental retardation.

1. It is recommended to use didactic games as widely as possible in frontal correctional and developmental classes, in individual lessons, as well as in various routine moments in a compensatory group for children with mental retardation.

2. Didactic games should be accessible and understandable to children and correspond to their age and psychological characteristics.

3. Each didactic game should have its own specific learning task, which corresponds to the topic of the lesson and the correctional stage.

4. When preparing for a didactic game, it is recommended to select goals that contribute not only to the acquisition of new knowledge, but also to the correction of the mental processes of a child with mental retardation.

5. When conducting a didactic game, it is necessary to use a variety of visuals, which must carry a semantic load and meet aesthetic requirements.

6. Knowing the characteristics of children with mental retardation, for a better perception of the material being studied using a didactic game, it is necessary to try to use several analyzers (auditory and visual, auditory and tactile...).

7. The correct balance between play and work of a preschooler must be maintained.

8. The content of the game should become more complex depending on the age groups. In each group, a sequence of games should be outlined that become more complex in content, didactic tasks, game actions and rules.

9. Game actions need to be taught. Only under this condition does the game acquire an educational character and become meaningful.

10. In the game, the principle of didactics should be combined with entertainment, jokes, and humor. Only the liveliness of the game mobilizes mental activity and makes it easier to complete the task.

11. A didactic game should activate children’s speech activity. Should contribute to the acquisition and accumulation of vocabulary and social experience of children.

12. It is recommended to select didactic games that have a positive emotional connotation, develop interest in new knowledge, and make children want to engage in mental work.

Literature:

1. Babkina N.V. “General recommendations for assessing the readiness for school of children with mental retardation”, journal “Education and education of children with developmental disorders” No. 5 -2007, p. 62

2. Garber E.I. On the nature of the psyche. - M.: Shkola-Press 1, 2001;

3. Zhukova I.S., Mastyukova E.M., Filicheva T.B. Overcoming general underdevelopment in preschool children. - M., 1990.

4 Krupenchuk O.I. Finger games for children. S.P.6 Litera, 2005

5. Narevskaya I.N., Sabirova N.G., Kuranova N.A., Nurmukhametova N.S. Prevention of behavioral disorders in preschool children: materials for diagnostics and correctional work in preschool educational institutions - M.: ARKTI, 2010;

6. Savelyeva N. Handbook for a teacher-psychologist at a preschool educational institution. Rostov n/d: Phoenix, 2004;

7. Semago N. Ya., M. M. Semago. Problem children: basics of diagnostic and correctional work of a psychologist. - M., 2001;

8. Sorokina A.I. "Didactic games in kindergarten." M. 1982

9. Shvaiko G.S. Game exercises for speech development. - M.: Education, 1988

10. Shirokova G. A. Handbook of a preschool psychologist. Rostov-on-Don, 2011