cognitive interest attention logical thinking

In order for the cognitive interest to be constantly reinforced, to receive impulses for development, it is necessary to use the means that cause the student a feeling, the consciousness of his own growth. Make an answer plan, ask a friend a question, analyze the answer and evaluate it, generalize what was said, look for a different way to solve the problem - these and many other techniques that encourage the student to comprehend their activities inevitably lead to the formation of persistent cognitive interest.

Cognitive development

In the process of a schoolchild's educational activity, a large role, as noted by psychologists, is played by the level of development of cognitive processes: attention, perception, observation, imagination, memory, thinking. The development and improvement of cognitive processes will be more effective with purposeful work in this direction, which will entail the expansion of the cognitive capabilities of children. Attention is a form of organizing cognitive activity largely depends on the degree of formation of such a cognitive process as attention.

The educational material can include content-logical tasks aimed at the development of various characteristics of attention: its volume, stability, the ability to switch attention from one subject to another, to distribute it to various objects and types of activity.

• 1. Finding moves in ordinary and numerical labyrinths
• 2. Recalculation of objects depicted by repeatedly intersecting contours
• 3. Finding numbers according to Schulte tables
• 4. Draw faster
• 5. Find who is hiding
• 6. Find the similarities and differences
• 7. Read the scattered words

Tasks aimed at developing perception and imagination. Perception is the main cognitive process of sensory reflection of reality, its objects and phenomena in their direct action on the sense organs. It is the basis of thinking and practical activity of both an adult and a child, the basis of a person's orientation in the world around them, in society. Psychological studies have shown that one of the effective methods of organizing perception and education of observation is comparison. At the same time, the perception becomes deeper. As a result of play and learning activities, perception itself turns into independent activity, into observation.

• 1. Pick up a patch for the boot
• 2. Collect the broken jug, vase, cups, plates
• 3. Exercise Geometric Shapes
• 4. Exercise Triangles
• 5.100 cell table with graphic images
• 6. Table with geometric shapes of different shapes
• 7. Table with geometric shapes of different sizes
• 8. Table with geometric shapes, not only of different shapes, but also white and black
• 9.100 cell table filled with numbers

Tasks aimed at developing logical thinking

Human intelligence. First of all, it is determined not by the amount of knowledge accumulated by him, but by the high level of logical thinking. Therefore, already in elementary school, it is necessary to teach children to analyze, compare and generalize information obtained as a result of interaction with objects not only of reality, but also of the abstract world. Nothing like mathematics contributes to the development of thinking, especially logical thinking, since the subject of its study is abstract concepts and patterns, which in turn are dealt with by mathematical logic.

• 1. Tasks for ingenuity
• 2. Tasks of the joke
• 3. Number figures
• 4. Problems with geometric content
• 5. Logic exercises with words
• 6. Math games and magic tricks
• 7. Crosswords and puzzles
• 8. Combinatorial problems

Tasks aimed at developing memory. Memory is one of the main personality traits. The ancient Greeks considered the goddess of memory Mnemosyne to be the mother of nine muses, the patroness of all known arts and sciences. A person deprived of memory, in fact, ceases to be a person. Many prominent personalities had phenomenal memories. For example, academician A.F. Ioffe used the table of logarithms from memory. But you should also be aware that a good memory does not always guarantee its owner a good intellect. Psychologist T. Ribot described a weak-minded boy who can easily remember the series of numbers. And yet, memory is one of the necessary conditions for the development of intellectual abilities. Younger schoolchildren have a more developed visual-figurative memory than a semantic one. They are better at remembering specific objects, faces, facts, colors, events. But in elementary school, it is necessary to prepare children for education in the middle level, therefore, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By teaching children to memorize logically related meanings, we contribute to the development of their thinking.

• 1. Memorize two-digit numbers.
• 2. Memorize mathematical terms.
• 3. A chain of words.
• 4. Draw patterns from memory.
• 5. Memorize and reproduce the drawings
• 6. Visual dictations
• 7. Auditory dictations

Warm up

This technique of frontal work, involving the whole class in the activity, develops quick reaction, the ability to listen and hear a question, and to think clearly and concretely. It is interesting that in this case even those children work who are usually silent, because they are intellectually passive or are embarrassed to answer publicly. The warm-up takes 5-7 minutes. What is the meaning of this type of work? It is carried out either at the stage of checking homework or primary assimilation, when the questions are very simple (reproductive) and require an unambiguous, quick answer, checking the knowledge and attention of children, the ability to listen and hear the question. If an oral warm-up is carried out at the beginning of the lesson before explaining a new topic, then it should include not only questions for checking homework, but also updating the basic concepts passed earlier (a week, a month, a year ago), which must be restored in the child's memory. Children are encouraged to answer questions in chorus as quickly as possible (there are usually 15-20 of them) and independently assess themselves: if the answer is correct, put a note in your notebook. At the end of the warm-up, the teacher explains how many answers you can give yourself a "+".

Development scheme for any type of activity:

at first it is carried out in joint activities with adults,

then in joint activities with peers

and, finally, it becomes an independent activity of the child.

L. S. Vygotsky

In philosophy, "cognition" is the process of obtaining new knowledge by a person, the discovery of the previously unknown. The effectiveness of cognition is achieved primarily by the active role of a person in this process. The development of cognitive activity in preschool childhood provides the formation of such skills as the ability to learn, to receive education throughout life.

The urgency of the problem of improving the quality of preschool education at the present stage is confirmed by the state's interest in the issues of upbringing and development of preschool children. An example is the adoption of the Federal State Educational Standard for preschool education, according to it, the program should ensure the development of the personality of preschool children in various activities and interprets cognitive development as an educational area, the essence of which is disclosed as follows:

Development of curiosity and cognitive motivation;

Formation of cognitive actions, formation of consciousness;

Development of imagination and creative activity;

The formation of primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, reasons and consequences, etc., about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

The cognitive development of a preschool child as an evolutionary process goes through several stages: curiosity, curiosity, the stage of development of cognitive interest, the stage of development of cognitive activity, which move from lower to higher in the joint specially organized activity of the Significant adult and the child.

So, at the stage curiosity the preschooler is content with only the initial orientation associated with the amusement, brightness, and uniqueness of the object itself. Curiosity represents a valuable state of personality, an active vision of the world, characterized by the desire of a preschool child to penetrate beyond the initially perceived and perceived, at this stage strong emotions of surprise, joy of knowledge, delight, satisfaction with activity are manifested. A new quality of the cognitive development of preschool children is cognitive interest, characterized by increased stability, clear selective focus on the cognized object, valuable motivation, in which the main place is occupied by cognitive motives; cognitive interest contributes to the penetration of the preschooler into essential relationships, connections, patterns of mastering reality. We attribute to a high level of cognitive development of preschool children cognitive activity, the development of which is based on a holistic act of cognitive activity. The source of cognitive activity is cognitive need, and the process of satisfying this need is carried out as a search aimed at identifying, discovering the unknown and assimilating it.

The noted stages of cognitive development do not exist in isolation from each other; in practice, they represent extremely complex combinations and interrelationships and characterize the cognitive development of a child as an evolutionary process.

Finishing indicators of the cognitive development of a preschooler:

this is the primary, generalized attitude to the world:

cognitive attitude- the world is amazing, full of secrets and mysteries - I want to know and solve them;

respect- the world is fragile and delicate, it requires a reasonable approach and even protection - I want to protect my world, it cannot be harmed;

constructive attitude- the world is so beautiful - I want to preserve and enhance this beauty.

FOR ORGANIZING AND CONDUCTING COGNITIVE DEVELOPMENT

The methodology for the cognitive development of preschool children includes the following components:

cognitive, aimed at receiving information about the world around the child (through sensory cognition, solving cognitive tasks, intellectual skills) and forming a holistic picture of the world;

active, reflecting the organization of various types of children's activities (role-playing game, project and research activities of preschool children, experimentation aimed at the formation of the child's cognitive activity;

emotional and sensual, defining the child's attitude to the knowledge of the surrounding world.

When working with preschoolers, they use cognitive tasks, which are understood as educational tasks that presuppose the presence of search knowledge, methods (skills) and stimulation of the active use of connections, relationships, and evidence in teaching. The system of cognitive tasks accompanies the entire learning process, which consists of sequential, gradually becoming more complex in content and methods of activities.

The actual method of cognitive development of preschool children is experimentation,

This is considered as a practical activity of a search nature, aimed at understanding the properties, qualities of objects and materials, connections and dependences of phenomena. In experimentation, the preschooler acts as a researcher who independently and actively learns the world around him, using various forms of influence on it. In the process of experimenting, the child masters the position of the subject of cognition and activity.

Effective methods of cognitive development of preschoolers include project activities, ensuring the development of the cognitive interests of children, the ability to independently design their knowledge and navigate the information space, the development of critical thinking.

In the practice of modern preschool organizations, the following types of projects are used:

Research projects (they require a well-thought-out structure, are completely subordinate to the logic of research, imply the suggestion of a solution to the indicated problem, the development of ways to solve it, including experimental, experimental ones. Children experiment, conduct experiments, discuss the results obtained, draw conclusions, draw up research results) ;

Creative projects(as a rule, these types of projects do not have a detailed structure of joint activities of participants, it is only outlined and further develops, obeying the genre of the final result, which can be framed as a script for a video film, dramatization, holiday program, album. holiday, video film, dramatization, sports game, entertainment);

Game (role-playing) projects(the data structure of the projects is also only outlined and remains open until the completion of the work). Children take on certain roles based on the nature and content of the project. These can be literary characters or fictional characters imitating social or business relationships, complicated by situations invented by the participants. For example, children

Information - practice - oriented projects(they are initially aimed at collecting information about an object, phenomenon; it is supposed to familiarize the project participants with this information, analyze it and generalize the facts. Moreover, the project result is necessarily focused on the social interests of the participants themselves. Children collect information, discuss it and implement it, guided by for social interests; the results are presented in the form of stands, newspapers, stained-glass windows).

Recently, it has been widely used in preschool education research activities, which in its most complete, expanded form assumes the following:

- the child identifies and poses a problem that needs to be solved;

- suggests possible solutions;

- checks these possible solutions against the data;

- draws conclusions in accordance with the results of the check;

- applies conclusions to new data;

- makes generalizations.

Thus, using experimentation, cognitive tasks and project activities when solving the problem of cognitive development of preschool children, the teacher provides a stage transition, qualitative changes in the development of cognitive activity: from curiosity to cognitive activity.

An important point affecting the development of cognitive abilities is the presence in children of interest in cognitive activity, cognitive motivation.

In order to ensure the development of the personality of pupils, it is necessary to create developing subject-spatial environment.

I would like to draw your attention to Chapter 3, paragraph 3.3 of the Federal State Educational Standard of DO, which lists the specific requirements for the developing subject-spatial environment of the preschool educational institution.

One of the important conditions for creating a developing subject-spatial environment is the correspondence of the material to the age of preschoolers. Age-appropriateness is one of the most significant and at the same time difficult to fulfill conditions. This is due to the fact that the materials, the complexity and accessibility of their content should correspond to today's patterns and features of the development of children of a given specific age and take into account those features of development zones that are characteristic, again today, of each individual child.

Activities planned out of class, are an indispensable part of the child's cognitive development system. It is at such events that teachers have the opportunity not only to consolidate, clarify, expand, systematize the accumulated ideas of children; but also to introduce new content.

Forms of activities outside the classroom

Our Glorious Deeds tradition;

Educational evenings;

Teachers' stories "Do you know ...";

Selection of material about animals and plants;

Growing seedlings with children;

Group life calendar;

Collecting.

Thus, the more prepared the child comes to school - I mean not the amount of accumulated knowledge, but the readiness for mental activity, the more successful the beginning of school childhood will be for him. Concluding the above, we can conclude that at the present stage of development of preschool education, great attention is paid to the problem of the cognitive development of preschoolers, which in turn requires a special attitude on the part of the teacher to this problem.

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Organization of a developing subject-spatial environment in the educational area "Cognitive development"

Consultation for teachers of the preschool educational institution "Organization of a developing subject-spatial environment in the educational area" Cognitive development "

Good afternoon, dear colleagues! At the beginning of our meeting, in order to activate positive, productive and successful work, I would like to invite you to take part in the "Quick - setting". Various methods and technologies are used in its content. I would like to offer you today the "Method of unfinished sentences", which allows you to identify the perceived and unconscious attitudes of the participants, shows the attitude to any problem. I invite you to finish the statements of famous people: psychologists, educators and philosophers on the topic of our meeting.

So, the first statement of Vasily Alexandrovich Sukhomlinsky: "A game is a spark that kindles a light ..." (inquisitiveness and curiosity). Indeed, without play there is no, and there cannot be, full-fledged cognitive development of children in preschool age.

The second statement of Abraham Harold Maslow: "Development occurs when the next step forward objectively brings more joy, more inner satisfaction than ..." (previous acquisitions and victories that have become something common and even bored). This statement suggests that every person, and even more so a preschool child, has a constant inner need to learn new truths.

The third statement of Artur Vladimirovich Petrovsky: "Cognitive activity is one of the important qualities that characterize ..." (mental development of a preschooler). You are right, since cognitive activity, and in the opinion of Diana Borisovna Bogoyavlenskaya, is a striving for the fullest knowledge of objects and phenomena of the surrounding world; complex personal education.

And the last statement of Lyudmila Aleksandrovna Belyaeva: "One of the main stimuli of children's cognitive activity is ..." (teacher).

Indeed, a teacher is a professional who possesses the necessary personal qualities (striving for self-development, creativity, tact and tolerance in relations with children and parents, an arsenal of necessary pedagogical tools, can captivate, interest and contribute to the development of cognitive activity in preschool children, which is Much depends on the methods by which the teacher organizes the process of learning the pupils (you can get to know them in the information booklets offered to your attention).

There are known methods that stimulate the process of cognition:

The method of unexpected solutions (the teacher proposes a new non-stereotyped solution to a particular problem, which contradicts the child's existing experience);

The method of presenting assignments with an indefinite ending, which forces children to ask questions aimed at obtaining additional information;

A method that stimulates the manifestation of creative independence in the preparation of similar tasks with new content, the search for analogues in everyday life;

The method of "deliberate mistakes" (according to Sh. A. Amonashvili, when the teacher chooses the wrong way to achieve the goal, and the children discover this and begin to offer their own ways and means of solving the problem.

The teacher must own all pedagogical tools in order to captivate, interest and develop cognitive activity in preschool children (this is also stated by the Professional Standard for a Teacher, which comes into force in January 2015).

The formation of cognitive activity in preschool children requires the teacher to show a creative approach to the organization of the pedagogical process.

Signs of the teacher's creative personality are:

1. Striving for self-development.

2. Ability to notice and formulate alternatives, to question what is at first glance obvious, to avoid superficial formulations.

3. Ability to understand the problem and at the same time break away from reality, see the perspective.

4. Ability to abandon the focus on authority.

5. Ability to present a familiar object from a completely new side, in a new context.

6. Ability for associations (quick and free switching of thoughts, the ability to evoke images in the mind and create new combinations of them).

7. Readiness of memory (mastering a sufficiently large volume of systematized knowledge, orderliness and dynamism of knowledge) and the ability to generalize.

8. Creativity, that is, the ability to transform the performed activity into a creative process.

It is in our hands, in the hands of teachers, the possibility of creating an atmosphere of benevolence and positiveness in the preschool educational institution, developing a subject-spatial environment, stimulating cognitive and creative activity in preschool children in accordance with the Federal State Educational Standard. So, let's figure it out in more detail ...

Sensory development. FEMP. Development of cognitive - research and productive (constructive) activities. Formation of a holistic picture of the world, broadening the horizons of children (this is "Culture of life" in the younger and middle groups; "Nature and the child" in all age groups; "The world in which we live" in the senior and preparatory groups).

In accordance with the Federal State Educational Standard for preschool education, the goal of the cognitive development of preschool children was the development of the cognitive interests and cognitive abilities of children, which can be subdivided into sensory, intellectual-cognitive and intellectual-creative.

The content of cognitive research activities involves the solution of the following tasks: development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and effects, etc., about a small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

From age to age, the tasks of developing cognitive and research activities become more complicated. In the younger preschool age, these are: Sensory development. FEMP. Development of cognitive - research and productive (constructive) activities. Formation of a holistic picture of the world, broadening the horizons of children (this is "The culture of everyday life"; "Nature and the child").

At the stage of completion of preschool education:

The child must develop the following skills and abilities, for example:

Establish simple connections between phenomena and between objects, predict changes in objects as a result of influencing them, predict the effect of their actions, find causes and effects ("Development of cognitive-research and productive (constructive) activity");

To highlight several qualities of objects in the process of perception; compare objects in shape, size, structure, position in space, color; highlight characteristic details, beautiful combinations of colors and shades, various sounds; the ability to classify objects by general qualities ("Sensory development");

Count within the earned numbers and determine the ratio of the previous and the next in the number series; solve arithmetic problems for addition and subtraction; divide objects into equal and unequal parts, understand the ratio of part and whole; count with a change of basis; to highlight the forms of surrounding objects, to determine their position in space and the position of your body in it ("FEMP");

Knowledge of the symbolism of the native city and state, awareness of children belonging to their own people ("The world in which we live").

An elementary understanding of the relationship and interaction of living organisms with the environment ("Nature and the Child")

When organizing a subject-spatial environment in accordance with the Federal State Educational Standard in different age groups of preschool educational institutions, it must be remembered that its content in the development of personality, motivation and abilities of preschool children in various activities in the field of cognitive development should be determined by the content of educational activities and the age category of children.

Requirements for their content and occupancy in accordance with the age group are recommended to be reflected in the developed passports of the centers in the group in which the teachers carry out the self-analysis of the RPSA in the groups in the educational area "Cognitive development". You can get acquainted with examples of some of them later (demonstration of the passports of the Construction Corner and the Nature Corner).

So, for example, in a group in this direction of development of preschool children, the following Play Activity Centers can be represented:

Design center.

A center for experimentation and a corner of nature.

Center for Logic and Reflection.

Center for sensory games.

Friendship Center of the Peoples of the World.

Thus, the decisive role in the construction of the RPSS that stimulates the cognitive and creative activity of preschool children in accordance with the Federal State Educational Standard for preschool education, in the organization of the cognitive and research activities of children, belongs to the teacher. The level of development of cognitive activity, cognitive interests and cognitive abilities of his pupils largely depends on him and the methods of organizing the process of cognition that he uses in pedagogical practice.

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Development of cognitive and research activities of preschoolers in accordance with the Federal State Educational Standard

Slide. 2. The basic principles of DL in accordance with the State Standard is the formation of cognitive interests and cognitive actions of the child in various activities. In addition, the standard is aimed at developing the intellectual qualities of preschoolers. According to him, the program should ensure the development of the personality of preschool children in various activities. This document interprets cognitive development as an educational area, the essence of which is revealed as follows: the development of curiosity and cognitive motivation; the formation of cognitive actions, the formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, their properties and relationships (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest, reasons and consequences, etc.)

FSES DO pays special attention to cognitive and research activities (study of objects of the surrounding world and experimenting with them). Typical activities for the implementation of this area of ​​work are:

- organization of the solution of cognitive tasks;

- the use of experimentation in working with children;

- the use of design.

Slide. 3. Experimentation is an actual method of cognitive development of preschool children, which is considered as a practical search activity aimed at cognizing the properties, qualities of objects and materials, connections and dependences of phenomena. In experimentation, the preschooler acts as a researcher who independently and actively learns the world around him, using various forms of influence on it. Cognitive tasks are used in working with preschoolers. The system of cognitive tasks accompanies the entire learning process, which consists of sequential, gradually becoming more complex in content and methods of activities.

In the work on the organization of experimental activities of preschoolers, I use a complex of various forms and methods. Their choice is determined by age-related capabilities, as well as by the nature of the upbringing and educational tasks. Experiments are like magic tricks, but for children it is a miracle. Research provides the child with the opportunity to find answers to the questions “how? " and why? ".

Slide. 4. One of the conditions for solving the problems of experimental and experimental activity is the organization of a developmental environment, which ensures the development of active independent children's activities.

In our group, we have created a corner "Children's Science Laboratory". The laboratory was created to develop children's interest in research activities, where the development of primary natural science concepts, observation, and curiosity takes place. The laboratory implements the following types of experiments:

1. Experiments (experimentation) with objects and their properties;

2. Collecting (stones, herbarium.)

For the implementation of the declared experiments in the children's scientific laboratory, a place has been determined

For the permanent exhibition, where are located, various collections, exhibits, rare items (shells, stones, crystals, feathers, etc.);

For devices and storage of materials (natural, "waste");

For conducting experiments;

For unstructured materials (sand, water, sawdust, shavings, polystyrene, etc.).

As a result, the child develops such initial-key competencies as socialization (through experiences, observations, children interact with each other); communication (pronouncing the results of experience, observations); information awareness (through experiments, observations, children gain knowledge); activity (there is a selection of materials for the experiments and the sequence of their implementation).

Slide 5. In the summer, we carry out experimental activities on the street, the guys, using pictures with drawings, which depict materials for experiments, themselves choose which experiment they want to conduct.

Slide. 6. Experiment "The sun gives us warmth and light", the purpose of the experiment was to give children an idea that the sun is a source of heat and light. During the experiment, the guys made sure that not all objects heat up equally quickly, dark objects heat up more strongly, the more heat rays a body absorbs, the higher its temperature becomes.

Slide. 7. Experiments "Sand Country" and "Water Mill", the purpose of the first experiment was to highlight the properties of sand, flowability, friability, you can sculpt from wet. The purpose of the second experiment was to give an idea that water can set other objects in motion.

Slide. 8. Work on cognitive activities is carried out on the ecological trail "Wonderful near", there is a playground for children's experiments on which we conducted the experiment "Where is the water? ”, The task of the experiment was to reveal that sand and clay absorb water in different ways, to highlight their properties: flowability, friability. The children concluded that all the water went into the sand (the particles do not stick to each other, but they stand on the surface of the clay (the clay particles are closer to each other, do not let water through).

Slide. 9. Experiment "Air around us", in this experiment my task was to show children that air exists in the surrounding space, and to reveal its invisibility property.

Slide. 10. As part of the day of science, the children and I carried out an entertainment with elements of experimentation "Party of soap bubbles", the purpose of which was:

1. Learn to make soap bubbles by yourself.

2. Learn to blow bubbles in a variety of ways.

3. Create a festive atmosphere, bring joy, good mood.

4. Arouse the desire of children to experiment, develop their imagination and fantasy.

The guys themselves learned how to prepare soap bubbles, learned new ways of blowing soap bubbles.

Slide. 11. As part of the open lesson "What does the wind know about the world around," I developed a didactic game "Magic Glades" children independently chose which clearing these illustrations fit.

Slide. 12. The effective methods of cognitive development of preschoolers include project activities that ensure the development of the cognitive interests of children, the ability to independently design their knowledge and navigate the information space.

In addition to the existing experimental and experimental site "Veterok" located on the territory of our institution, in order to ensure the maximum realization of the educational potential of the kindergarten space, a project was implemented to create a mini-museum "Nature has no bad weather", which was decorated and replenished by the efforts of parents : verbal and illustrative materials, providing even more in-depth knowledge of children about natural phenomena, "folk" weather forecasts, about "living barometers". The models "Using the power of the wind by man" are presented, independent devices are helpers: rain gauges, barometers, wind traps, etc.

Slide. 13. Concluding the above, we can conclude that at the present stage of development of preschool education, great attention is paid to the problem of cognitive development of preschoolers. Using experimentation and project activities in solving the problem of the cognitive development of preschool children, we try to ensure a stage transition, qualitative changes in the development of the cognitive activity of preschoolers in accordance with the Federal State Educational Standard.

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Implementation of the tasks of the educational area "Cognitive development" in a preschool educational institution in Krasnoyarsk at a price of 5,000 rubles., Order in the company SIBERIAN INSTITUTE OF MODERN PRACTICAL PSYCHOLOGY

The company SIBERIAN INSTITUTE OF MODERN PRACTICAL PSYCHOLOGY is registered on the dk.ru portal on June 24, 2014

Description of the service Implementation of the tasks of the educational area "Cognitive development" in the preschool educational institution:

Distance learning program:

Implementation of the tasks of the educational area "Cognitive development" in the preschool educational institution according to the Federal State Educational Standard

Tasks:

• to form students' knowledge about modern approaches to solving problems of the educational area "Cognitive development" in preschool educational institutions;

- to contribute to the development of experience in solving practical pedagogical problems from the educational field "Cognitive development";

- to summarize the knowledge of students of advanced training courses on the formation of elementary mathematical concepts in preschoolers in the course of solving problems of the educational area "Cognitive development";

- to provide the trainee of advanced training courses with the opportunity to familiarize themselves with examples of solving problems of the educational field "Cognitive development" in a preschool educational institution in accordance with the Federal State Educational Standard.

At the end of the program, the student must:

know:

- basic concepts of the course: educational area, educational area "Cognitive development", cognitive activity of preschoolers, cognitive competence of preschoolers, cognitive orientation, cognition, cognitive processes;

- the position of the teacher in modern education and his professional and personal orientations;

- the main regulatory documents defining new priorities for the development of preschool education;

- tasks of the educational area "Cognitive development";

be able to:

- to plan the results of mastering by children the section "Cognitive development" of the main general educational program of preschool education;

- to develop children's cognitive activity;

- create conditions that encourage preschoolers to independent cognitive activity;

- to have a direct pedagogical impact on the cognitive activity of preschoolers;

- to organize cognitive and research activities of preschoolers;

own:

– the skills of using in practice the system for monitoring the achievement of the planned results by children of mastering the section "Cognitive development" of the main general educational program of preschool education;

- the skills of organizing research and project activities in a preschool educational institution in solving problems of the educational area "Cognitive development";

- the skills of using interactive forms of interaction between senior preschool children and their parents through joint project activities in solving problems of the educational area "Cognitive development";

- ways of carrying out psychological and pedagogical work to master the educational area "Cognitive development" by preschoolers.

Cognitive development according to the Federal State Educational Standard in the preschool educational institution. Development of cognitive activity

A small child is essentially a tireless explorer. He wants to know everything, everything is interesting to him and it is imperative to stick his nose everywhere. And what kind of knowledge he will have depends on how many different and interesting things the kid saw.

After all, you must admit that if a small child does not see and does not know anything except an apartment, his thinking is quite narrow.

Cognitive development according to the Federal State Educational Standard in a preschool educational institution involves the involvement of the baby in independent activity, the development of his imagination and curiosity.

What does cognitive activity give

In children's institutions, everything is created so that the little researcher can satisfy his curiosity. To effectively develop the cognitive sphere of the baby, the best option is to organize and carry out activities aimed at cognition.

Activity, whatever it may be, is an important component for the harmonious development of a child. Indeed, in the process, the baby learns the space around him, acquires the experience of interacting with various objects. The child acquires certain knowledge and masters specific skills.

As a result, mental and volitional processes are activated, mental abilities develop and emotional personality traits are formed.

In the preschool educational institution, the entire program for the upbringing, development and education of children is based on the Federal State Educational Standard. Therefore, educators must strictly adhere to the developed criteria.

What is FSES

The Federal State Educational Standard (FSES) imposes a certain set of tasks and requirements for the quality of education and upbringing of preschool children, namely:

• to the volume of the educational program and its structure;
• to the appropriate conditions where the main points of the program are implemented;
• to the results obtained, which were achieved by educators teaching preschoolers.

Preschool education is the first step in general secondary education. Therefore, so many requirements are imposed on it and uniform standards are introduced, which all preschool educational institutions adhere to.

The Federal State Educational Standard is the basis for developing plans and writing class notes aimed at the cognitive development of preschoolers.

The difference between the activities of children and schoolchildren is in the absence of certification. Children are not examined or tested. But the standard allows one to assess the levels and abilities of each child and the effectiveness of the teacher's work.

Cognitive development according to the Federal State Educational Standard in a preschool educational institution pursues the following tasks:

• Encouragement of curiosity, development and identification of the interests of the child.
• Formation of actions aimed at understanding the world around, the development of conscious activity.
• Development of creativity and imagination.
• Formation of knowledge about oneself, other children and people, the environment and the properties of various objects.
• Children are introduced to concepts such as color, shape, size, quantity. Toddlers become aware of time and space, cause and effect.
• Children gain knowledge about their homeland, they are instilled in common cultural values. Provides ideas about national holidays, customs, traditions.
• Preschoolers get an idea of ​​the planet as a universal home for people, how diverse the inhabitants of the Earth are and what they have in common.
• Children will learn about all the diversity of flora and fauna and work with local specimens.

Forms of work on the development of cognitive activity

The main condition for working with preschoolers is to focus on their capabilities and develop activities aimed at exploring the world and the surrounding space.

The teacher should structure the classes in such a way that the baby is interested in research, is independent in his knowledge and takes initiative.

The main forms aimed at cognitive development according to the Federal State Educational Standard in a preschool educational institution include:

• personal involvement of children in research and various activities;
• the use of various didactic tasks and games;
• the use of teaching techniques that help in the development of such traits in children as imagination, curiosity and development of speech, replenishment of vocabulary, the formation of thinking and memory.

The cognitive development of preschoolers is unthinkable without activity. So that the kids are not passive, peculiar games are used to support their activity.

Learning through play

Kids cannot imagine their life without play. A normally developing child constantly manipulates objects. This is the basis of the work of educators in cognitive activity.

In the morning the children come to the group. The first step is charging. Exercises such as "pick mushrooms", "smell flowers", "rays-rays" are used.

After breakfast, the little ones work with the nature calendar and in the living corner. During ecological games, activity and curiosity develops.

During a walk, the teacher can use many outdoor games, and there is an observation of nature and its changes. Games based on natural objects help to better assimilate knowledge.

Reading fiction expands, systematizes knowledge, enriches vocabulary.

In kindergarten, be it a group or a site, everything is created so that the development of cognitive activity takes place naturally and naturally.

Doubt is the main argument

How do parents want their child? At different times, this question had different answers. If in Soviet times mothers and fathers strove to educate an obedient "performer" in all respects, capable of working diligently at the plant in the future, now many want to raise a person with an active position, a creative person.

A child, in order for him to be self-sufficient in the future, to have his own opinion, must learn to doubt. And doubts eventually lead to their own conclusion.

The task of the educator is not to question the competence of the teacher and his teachings. The main thing is to teach the kid to doubt his own knowledge, in their methods of obtaining.

After all, you can just say and teach a kid something, or you can show how it happens. The child will be able to ask about something, express his opinion. Thus, the knowledge gained will be much stronger.

After all, you can simply say that the tree does not sink, but the stone will immediately go to the bottom - and the child, of course, will believe. But if the kid conducts the experiment, he will be able to personally verify this and, most likely, will try other buoyancy materials and draw his own conclusions. This is how the first reasoning appears.

The development of cognitive activity is impossible without a doubt. In a modern way, the FSES in the preschool educational institution has now ceased to simply give knowledge "on a silver platter." After all, if a child is told something, he can only remember it.

But to speculate, reflect and come to your own conclusion is much more important. After all, doubt is the road to creativity, self-realization and, accordingly, independence and self-sufficiency.

How often do today's parents hear in childhood that they are not yet mature enough to argue. It's time to forget about this trend. Teach children to express their opinion, doubt, and seek the answer.

Cognitive development in preschool educational institutions by age

With age, the baby's capabilities and needs change. Accordingly, both objects and the entire environment in a group for children of different ages should be different, corresponding to research opportunities.

So, for 2-3 year olds, all items should be simple and understandable, without unnecessary details.

For babies from 3 to 4 years old, toys and objects become more multifaceted, and figurative toys that help the development of imagination begin to take a greater place. You can often see a child playing with blocks and imagining them with cars, then building a garage out of them, which then becomes expensive.

At an older age, objects and the environment become more complex. Significant objects play a special role. Figurative and symbolic material comes to the fore after 5 years.

But what about the kids?

Features of cognitive development in two to three year olds are associated with the present moment and the environment.

All objects surrounding children should be bright, simple and understandable. The presence of an underlined sign is obligatory, for example: shape, color, material, size.

Children are especially eager to play with toys that resemble adult objects. They learn to wield things by imitating mom or dad.

Middle group

Cognitive development in the middle group involves the continuation of the expansion of ideas about the world, the development of vocabulary.

It is necessary to have plot toys and household items. The group is equipped taking into account the selection of the necessary zones: music, natural corner, books zone, a place for games on the floor.

All the necessary material is placed according to the mosaic principle. This means that the objects used by children are located in several places far from each other. This is necessary so that the children do not interfere with each other.

Cognitive development in the middle group also presupposes independent research of children. For this, several zones are equipped. For example, in winter, material is laid out about the cold season in places accessible to children.

It can be a book, cards, themed games.

Throughout the year, the material changes so that children receive a new portion of ideas for reflection each time. In the process of studying the material provided, the kids explore the world around them.

Let's not forget about the experiment

Cognitive development according to the Federal State Educational Standard in a preschool educational institution involves the use of experiments and experiments. They can be carried out at any regime moment: while washing, walking, playing, exercising.

When you wash your face, it is easy to explain to children what rain and slush are. They sprinkled it on the sand - it turned out to be mud. The kids concluded why it is so often dirty in autumn.

It's interesting to compare water. Here it is raining, but water is flowing from the tap. But you can't drink water from a puddle, but you can drink from a tap.

It can rain when there are a lot of clouds, but it can rain like mushrooms when the sun is shining.

Children are very impressionable and flexible. Give them food for thought. Cognitive development topics are selected taking into account the age and requirements of the Federal State Educational Standard.

If kids study the properties of objects, then older preschoolers are already able to understand the structure of the world.

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Familiarization with the social world.

Acquaintance with the natural world.

It is clear that the specific content of these educational areas depends on the age and individual characteristics of children. The programs for each group indicate the types of activities in which this content can be implemented.

In Objective Activity, children learn such properties as color, shape, surface character, weight, location in space, temperature, etc. This activity helps children solve a problem through trial and error, ie. with the help of visual-action thinking. Experimenting with sand, water, dough, etc. properties hidden at first glance are revealed: water flows, it is wet, objects sink or float in it ....

From Communication with adults, children learn a huge amount of necessary information: the names of objects, actions, properties, the attitude of adults to everything around them. Joint games with peers under the guidance of adults allow kids to apply the knowledge and skills acquired earlier. Self-care and actions with household items-tools enrich the sensory experience of children, create conditions for the development of visual-effective thinking, develop small muscles, which has a beneficial effect on the formation of the frontal lobes of the brain in babies.

Poems, fairy tales, songs not only bring emotional pleasure, but also enrich children's ideas about the world, take it beyond the boundaries of what is directly perceived.

Examination of pictures contributes to the enrichment of sensory experience, the development of visual-figurative thinking.

Motor activity to a lesser extent, but also affects the cognitive development of children. Firstly, it relieves stress, and besides this, here too, children receive a lot of information about their own body, its capabilities, in outdoor games they learn to understand - bunnies jump, chanterelles run, a bear waddles from side to side, etc.

In preschool age, the game comes out on top in terms of importance among the types of activities in which cognitive development takes place.

The main types of games are plot-based, directing, theatrical, because in these games the child's desire for independence, active participation in the life of adults is satisfied. A game for a preschooler performs the same function as a textbook for schoolchildren, it helps to understand what is happening around. All games, including educational games with rules, satisfy the unsaturated need for knowledge of the environment.

Communication activity, in comparison with communication at an early age, becomes more meaningful. Children are able to express their opinion, ask "chains" of questions, discuss serious issues, insist on something.

Cognitive research activity, if properly organized, teaches children to see a problem, look for ways to solve it, fix the result, analyze the data obtained.

Introducing children to reading fiction and folklore allows us not only to replenish the literary baggage of children, but also to educate a reader who is able to feel compassion and sympathy for the heroes of the book, to identify with the heroes of the book.

Self-service and elementary household labor become noticeably more complicated and allow children to highlight more properties of objects, to gain new knowledge.

Design, visual activity, musical activity, of course, mainly solve the problems of artistic and aesthetic development of children, but at the same time they learn a lot about the means and materials with which they work, get acquainted with works of art.

Within the framework of Motor Activity, with all the specificity of this educational area, we acquaint children with various sports, famous athletes, the Olympic Games, and form ideas about a healthy lifestyle.

Thus, we can conclude that each of the specifically children's types of activity allows you to realize the content of cognitive development, integrating it with other educational areas.

The third section of the Federal State Educational Standard defines the Requirements for the conditions for the implementation of the main educational program.

I would like to draw your attention to Chapter 3, paragraph 3.3 of the Federal State Educational Standard of DO, which lists the specific requirements for the developing subject-spatial environment of the preschool educational institution. Quote: A developing subject-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe. The saturation of the environment should correspond to the age capabilities of the children and the content of the Program.

One of the important conditions for creating a developing subject-spatial environment is the correspondence of the material to the age of preschoolers. Age-appropriateness is one of the most significant and at the same time difficult to fulfill conditions.

This is due to the fact that the materials, the complexity and accessibility of their content should correspond to today's patterns and features of the development of children of a given specific age and take into account those features of development zones that are characteristic, again today, of each individual child. At the same time, it should be remembered that the next age group is the guardian of the environment of the previous group for many reasons. She must preserve the materials of the previous stage of development. In this regard, it is possible to recommend focusing on such indicators of the correspondence of the environment to the age of children.

Children of younger groups, whose development is at the turn of the transition from objective to play activity, should receive from the environment the opportunities for the development of precisely these types of activity. In accordance with the patterns of development of thinking, memory, attention, speech, etc. here the environment of object-oriented activity and the conditions of sensory education and development of children associated with it should be powerfully represented; here the nascent play activity is also nourished.

Thus, the developing environment of the younger group should contain all types of activity, but their orientation is associated with objective and playful activity. In their content, all the tasks of the development of children of this age should be realized. The general view of the group is playful, bright, objective.

In the middle group, the content of the developing environment should prevail, which determines the transitional stage from objective activity to a more developed game. This level should grow, it can be ensured by a smooth transition from the provided creative play to the game that forces the child to look for a combination of a play situation, setting, play content, rules and actions. Therefore, the play equipment gradually gives way to the academic content of the activity throughout the year.

Senior group. Here the further development of the leading activity takes place, this is the period of the peak of the development of creative plot-based role-playing games, and here special requirements are imposed on the game.

In the senior group, one of the main tasks of teachers is to organize a subject-developing environment for cognitive development. The materials of the environment are regularly updated.

The preparatory group for school is similar in content to the older group, but differs in content, which fits the program tasks, individual characteristics and needs of children. Here are the same approaches to shaping the environment, maybe a little more content. Speaking about designing a developing environment for children of the preparatory group, I would like to prevent the desire of adults to turn this group into a school class with visual aids, geographical and historical maps, diagrams, etc.

Of course, if a child feels like a significant person, understands that he is respected, reckoned with, he is confident in himself and makes his own efforts to acquire the necessary knowledge. In this case, the child is not afraid to make a mistake, asks questions in order to solve the problem correctly.

A child strives for independence, but without the help of an adult he cannot learn the world. It is important what position the teacher chose in this case. What do you think this position should be? (Answers)

Yes, of course, the position of a partner is best, but a partner who is knowledgeable, able and authoritative, whom you want to imitate. In this case, it is possible to build educational activities based on interaction. (3.2.1.)

The famous French teacher said that children learn not so much from the teacher as from other children. And this, in fact, is so, it is easier for peers to imitate, especially if friendly relations are established with them.

Cognitive development presupposes some kind of “discoveries” of the child, the solution of some important tasks for him on his own. This becomes possible with the support of the children's initiative and the Opportunity to choose materials, types of activity.

You, of course, remember that the fundamental difference between Gosstandart and FGT is the fourth section "Requirements for the results of mastering the basic educational program."

Remember the term in which these requirements are formulated?

Yes, these are targets. It is now important for us to single out those target guidelines that allow us to assess the effectiveness of the cognitive development of young children and preschoolers.

So, for an early age, it is important that the child is interested in the surrounding objects, actively acted with them and with toys, showing perseverance in achieving a result.

Preschoolers can achieve more.

First, they master the main cultural modes of activity, show initiative and independence in the game, cognitive research, construction.

They have a more developed imagination, and this is one of the cognitive mental processes.

An important indicator of cognitive development is the manifestation of curiosity. This means that the child asks questions, is interested in cause-and-effect relationships, and tries to independently come up with explanations for the phenomena of nature, for the actions of people.

Another indicator of successful cognitive development is a tendency to experiment.

The presence of knowledge about oneself, the natural and social world in which a preschooler grows up is also one of the target guidelines characterizing the quality of life of a child of preschool childhood and his readiness for school.

By the end of kindergarten, we must help the child master the initial concepts in the field of science, mathematics, history. To teach, based on their own knowledge, to make independent decisions in various activities.

As an indicator of continuity with school, the formation of preschool preschoolers of the prerequisites for educational activity is considered.

Concluding the discussion of the topic, I want to emphasize that the educational and developmental result of cognitive activity, in its most general form, is the intellectual and moral development of the personality, the acquisition of the experience of creative activity and the value attitude by the child to the world, the formation of the need for knowledge and cognition.

Thus, provided that the pedagogical process is properly organized with the use of methods, as a rule, playful, taking into account the peculiarities of children's perception, as well as with a properly organized subject-developing environment, children can already at preschool age, without stress overload, master the proposed material. And the more prepared the child comes to school - I do not mean the amount of accumulated knowledge, but the readiness for mental activity, the more successful the beginning of school childhood will be for him.

I wish you success in the educational development of children!

Three months before school. Cognitive development tasks (5-6 years). O. A. Kholodova

M .: 2009 - 80 p.

The manual is a collection of tasks for working with children on the eve of entering school. The tasks presented in this collection are so exciting that the child does not have to be forced to study. Completing these tasks will not only help the future first grader develop memory, attention, perception, thinking, form correct speech, improve graphic skills, but also provide the necessary basic level of knowledge, skills and abilities that will help him in the future to study well and easily at school. The manual is intended for classes with children 5-6 years old and is addressed to educators of preparatory groups of preschool institutions, teachers of gymnasiums, parents, as well as everyone who is interested in the successful preparation of a child for admission to grade 1.

Format: pdf

The size: 14 Mb

Watch, download:drive.google

Entering school is an important moment in a child's life. Ahead is a new life, new friends, new, sometimes very serious tests. How can you help your child quickly adapt to school, develop an interest in learning?
You want your child to study well, and at the same time be cheerful, cheerful and healthy. - help him. Good preschool preparation is the key to excellence in school.
Helping you prepare for school is the main purpose of this manual.
With the help of the systematic approach adopted in the manual, it is possible to quickly and effectively develop in a preschooler such qualities as memory, attention, logical thinking, imagination, creative and spatial thinking, resourcefulness and ingenuity.
This manual offers various activities that will teach children:
- listen, observe,
- remember and process the information received;
- to determine the different and identical properties of objects;
- to recognize objects according to the given characteristics; describe objects;
- compare objects with each other;
- determine the sequence of events;
- to navigate in space;
- to generalize;
- to classify;
- work according to the model;
- to act in accordance with the adopted intention;
- to develop dexterity and mobility of the hands.
there are 36 lessons in the manual, which can be conducted either once a week from September to May (as a special course on the development of the cognitive abilities of a preschooler), or 3 times a week from January to April (as a preparation for a psychological and pedagogical interview when enrolling in grade 1 ), or 3 times a week from June to September (in order to develop children's skills, develop new skills, increase the level of readiness for school). Working with a child on benefits should be dynamic, but not tiring, lasting no more than 30 minutes.
In the manual, tasks follow each other in a specific order.
ANSWER determines the child's ability to quickly answer questions, assesses the level of general knowledge, outlook.
PERFORMANCE will help Assess the level of development of attention, memory, understand how well the child has developed logic, abstract thinking, and determine the level of the child's lexical stock.
DRAWING is aimed at the development of motor skills, as well as the ability to perceive material by ear, reflect what was heard graphically, determines the child's readiness to write dictation.
Recommendations for working with these manuals are given on the back cover.
I wish you success in preparing your child for such an important, difficult, but wonderful and interesting period in life - for school!

For preschoolers, the teacher needs:
- With create conditions that would encourage children to independent cognitive activity;
- when organizing interaction involve the child in the process cognitive search;
—diversify techniques submission of cognitive information.

The most effective means for solving these problems are creative tasks and games... It is they who help preschoolers to liberate themselves. In this case, children are not afraid to make mistakes, since there are no right or wrong answers, all answers and judgments are accepted on an equal footing, without being criticized. A child in such a situation freely fantasizes, and the process of cognition gives him joy and pleasure.

Game "Why did this happen?"
Tasks:
1. The boy came in torn trousers. Why did this happen?
2. All the electric lamps in the house suddenly went out. Why did this happen?
3. The river overflowed its banks and flooded the surrounding meadows. Why did this happen?

The game "Resolve a contradiction":
The teacher finds examples of such situations both in everyday life and in literary works.
1. A new doll (ball, book, game, etc.) was brought to the group. How to be? How to post-drink to keep everyone happy?
2. The mouse ate the magic pill and became invisible. How do I make the cat see the mouse?
3. "Pussy crying in the hallway
She has a lot of grief
Wicked people poor pussy
They don't let the sausages be stolen. "
How can a pussy get sausages?

Creative questions and tasks:
- Guess the word encrypted with pictures. (At the first sound, at the last sound).
- Solve the crossword puzzle, rebus.
- "We play rhyme."
- "Magic transformations" (heat - ... ar, point - ... points). What has the heat turned into? What has become the point?
- What are the similarities between a grasshopper and a frog? Frog and grass? Frog and parsley?
- What is the difference between birch and pine? A wolf and a sparrow?
- Define unnecessary words: elephant, birch, bear, fox, tiger.
After such tasks, the teacher's question follows: why do you think so? Prove it! This encourages children to reason, substantiate their opinions, and form logical thinking.

Cognitive cycle tasks:
- Why is the stream running?
- What animals are striped?
- Could an elephant live in the mountains? Why not?
- Where are the clouds floating?
- Where does the snow melt faster: in the forest or in a clearing?

Speech development and literacy assignments:
- Replace the letter - you will get new words: Nina - Zina - Tina - Lina ..., a roll - a beam - a squirrel ...
- What is the difference between a whale and a cat? ...
- Rearrange the letters in the word orange to get the name of the dog breed, etc.
- Find the hidden word in words.
- Change the word for the accent (flour - flour).
- Choose a rhyme for a word and compose a couplet with this word, etc.

Mathematics assignments:
- Birds flew over the river: a dove, a pike, 2 tits, 2 swifts and 5 eels. How many birds, answer quickly ...
- Circle with one stroke, without repeating a single line. (Any geometric figure or many in one is suggested).
- What numbers are hidden in the pictures?
- Continue the row by increasing speed or vice versa: pedestrian, train ...

Drawing Tasks:
- What could it be? (Any line, geometric figure, just a spot is suggested).
- "Magic glasses" - to depict a drawing in one shape, for example, in the shape of a heart. Children draw "heart" houses, clouds, flowers, sun, etc.
- "Who is hiding?" - the teacher draws parts of any animal, object, offers to think (who (what) is this?) And finish drawing.
- "Draw an image in the picture." (An image of any character is offered).
- "Express your mood in the drawing, the mood of mom, dad ...".

Design assignments:
- What can be done from this and how? (Waste material is offered: jars, boxes, plastic bottles, wire, etc. or natural material, including vegetables: potatoes, eggplant, peppers, etc.)

Questions on the formation of a healthy lifestyle:
- Why is it useful to comb your hair?
- If you haven't washed your hands, what troubles await you?
- Why can't you use someone else's comb, toothbrush?

Surprise games in which it is necessary not only to find the answer, but also to justify it:
- What animals are characterized by these properties: curious, like ...; wise as ...; strong as ...; cunning as ...; faithful as ...?
- What are the common signs of an apple and a pear, a birch and a spruce, a cat and a dog, a bird and a person?
- What is the difference between autumn and spring, a chair from a table, a fork from a spoon, boletus from a russula?
- What is common between the words: month and moon, bunch and brush, courage and courage?
- What are the similarities: grass and a frog, a frog and a hare, a parachute and an umbrella, pepper and mustard, a vacuum cleaner and a mop?

All of the above games, questions and tasks help develop cognitive ability and creativity preschool children.

Dear teachers! If you have questions on the topic of the article or have difficulties in working in this direction, then write to

Cognitive development tasks

Exercise 1. "Choice of related words" (ability to generalize)

Name words that are close to each other in essence:

Overseas, carry, wear, nose, stain, sea, stretcher, nose bridge, kill, seaside, peddler, bow, sailor, sea;

Salt, salt shaker, salt, sunny, corned beef, puff, salty, table;

Water, drive, counselor, waterless, water worker, drive, leader, guide, surface, water, driver, plant, underwater, watery, water, diver.

Task 2. "Comparison of words"

"Let's compare words with you. I will name two words, and you tell me which of these words is longer, which is shorter: which is more, which is less.

Compare the words "pencil" and "pencil". Which of these words is shorter? Why?

Compare the words "cat" and "whale". Which of these words is bigger? Why?

Which of the two words is longer: the word "boa constrictor" or the word "worm"?

Which word is longer: the word "minute" or the word "hour"? Why?

Which word is shorter: the word "tail" or the word "tail"? Why?

Which word is bigger: "mouse" or "bear"?

Which word is shorter: "mustache" or "mustache"?

The lack of a stable distinction between the subject reference and the sound shell of words indicates the underdevelopment of the ability to isolate the elements of the sound form.

Task 3. "Soft letters" (memorizing the shape of the letter and the ratio of its parts and proportions)

The student is given a lace and asked to spread it out on a sheet of white paper so that the given letter (lowercase) is obtained. The same goes for numbers.

Task 4. Development of spatial representations

1. Working out the concepts of "right" and "left".

2. Performing exercises for mastering spatial relationships in order to develop the ability to correctly use prepositions in oral speech. For example, invite the student to put the book on the table, under the table, on the table, near the table, at the table, above the table, etc.

3. Completion of tasks: draw a house, a Christmas tree, a fence in upright and inverted views; view pictures upright and upside down.

4. Recognition of the object by the contour image and the details of the drawing.

5. Using games with building blocks.

6. Drawing up patterns from a geometric mosaic from a drawing and from memory, working with a designer, gluing various models with finding out which side, top, bottom of the product, etc.

7. Writing words from right to left: apple, rooster, trousers, carriage, mirror, school, seed, parrot, book, notebook, telephone, vase, car.

8. Show a circle of the same size at different distances (5 m, 7 m) from the student and offer to pick up a circle equal to him in size from among the circles on the board next to the student. The same task can be done by replacing the circles with vertical lines.

9. Invite the student to draw an object of the same size as it really is.

10. Demonstrating the appropriate images, teach schoolchildren to correctly use the verbal designations of the spatial features of objects: high Low(House), long short(tail), wide narrow(stream), thick - thin(pencil).

11. Consider a poster with a straight horizontal line in the middle and drawings of various objects located above, below or at its level. Asking questions about the arrangement of items on the poster:

- Above what object is ... (ball)? Below what object is ... (ball)? What is situated to the right ...(ball)? What is situated to the left... (ball)?

What is situated on the lines, above line, under line? What will be on the line if it is continued right left?

Task 5. Search in the text for specified words (translation from auditory to visual)

One or three words are set that the student must find in the text as quickly as possible. Initially, these words are presented visually, later - by ear. Having found the words, the student underlines them or circles them.

Task 6. Count the words (auditory verbal analysis)

The teacher reads out one sentence of the text. The student is asked to answer how many words are in each sentence.

Sample text for presentation:

Our kittens are still very small. They are still blind. They are constantly looking for their mother. They want to eat. The cat feeds them with her milk. When they are full, they fall asleep. The mother then runs away to look for food for herself. When the kittens grow up, their eyes will open. The cat will carry mice for them. She will teach them to catch mice. When they are completely grown, they will find their own food.

Task 7. Mastering a number series and its properties.

A. The student is offered tasks for:

It is noted: a) all cases when a student, in order to start counting down, first turns to counting down; b) compare the ease and speed of reverse counting and direct counting; c) at what Level the countdown is still error-free; d) differences in the levels of forward and reverse error-free counting.

Task 8. "Classification" (the ability to highlight a common feature for a group of objects)

The results of the task are evaluated according to the indicators of the correctness of the distribution of objects into groups and by the number of selected groups. The greater the number of identified groups, the higher the ability to analyze perceived objects.

Classification tasks.

Based on mathematical material.

1. Divide the examples into groups so that each one has examples similar in recording:

3 + 1 4 - 1 5 + 1 6 - 1 7 + 1 8 - 1, etc.

2. Solve the examples and break them into groups so that each one contains examples similar to the record:

3 + 2 4 + 5 4+1 10-1 6 + 4 6-3 9-2 7-2 6+-1 3+4

3. Divide the numbers into groups so that each group contains numbers that are similar to each other:

33, 84, 75, 22, 13, 11, 44, 53 91, 84, 51, 61, 82, 71, 87 37, 61, 57, 34, 81, 64, 27 62, 84, 30, 61, 35, 89, 32, 68

4. Determine the grounds for classification:

13-4 6-1 7 + 2 16-9 3 + 2 6 + 3

On visual material.

The student is offered 25-30 pictures, each of which has one picture (for example, pets, poultry, wild animals, wild birds, fish). The teacher asks to divide them so that in each group there are pictures that have something similar, in common, the same. The student must answer why he combined these pictures into one group. The number of selected groups is noted.

On verbal material. The student needs to be divided into two groups of 12-14 words in all possible ways. For example, the names of animals are suggested: elk, hawk, squirrel, fox, bull, horse, crow, wolf, cat, goose, chicken, dog.

Division options: land animals and birds; domestic and wild animals; predatory and non-predatory; masculine and feminine nouns; by the number of syllables; words ending in and not ending with a soft sign, etc. It is noted how many types of division the student carried out.

Task 9. "" Separate the words "(understanding the meaning)

Prepare 20-30 cards, on some of them words are written (road, sea, cat ...), on others - pseudowords, i.e. meaningless letter combinations (oloubet, wunke, stral ...). It is proposed to fold cards with words in one direction, and with pseudowords in the other.

Task 10. Imagination quests

A... "Guess what I'm up to and finish drawing"

The student conceives his image, but does not tell others about it. It starts and draws only one element. The next student (or adult) must imagine what it could be, what the first student wanted to draw, and continue the drawing, complementing it with one element as well. In the course of work, you will often have to rebuild the originally conceived image.

B."Draw a picture"

A sheet of paper with a picture of one element is placed in front of the student and asked to draw a picture based on it. Approximate elements for painting:

Task 11. "Choose synonyms"

The student is asked to match each word from the left column to a word from the right column that is similar in meaning. Approximate word sets:

Meditate carefully

Throw a motion picture

Think the same

The same any

Everyone be careful

Happy lucky

Throw movie

Task 12. "Deformed sentences" (verbal analysis)

A."Glued sentences". The student is asked to divide words with vertical lines and to place dots in the text.

KOROTOKZIMNIYDENSINIYSUMRAKVYPOLZIZLESAIPO VISNADSUGROBAMIREZKOSKRIPELPODNOGAMISNEGNANEBE VYSTUPILIZVEZDYMOROZKREPCHALVOTISTOROZHKALESNIKA VYUGINAMELIBOLSHIESUGROBYSNEGAMALENKUYUSTOROZH KUBYLOCHUTVIDNOMYZATOPILIPECHKUYARKOPYLALOGONN AMSTALOTEPLO

(A short winter day. A blue dusk crept out of the forest and hung over the snowdrifts. The snow was crunching underfoot. The stars appeared in the sky. The frost was growing stronger. Here is the forester’s hut. The blizzards poured large snowdrifts. The small hut was barely visible. We flooded the stove. The fire blazed brightly. We felt warm.)

B."Hidden Suggestions". In each row of letters you need to find the "hidden" words and make a sentence with them.

1) MSITNIGHTYUDWHWLSSWROCHINTCHSTORM

(There was a storm in the night)

3) FDBWNAVOGYAB LONYAKHL

(White flowers bloom on apple trees)

4) AREKAPSTVLS RELEASED ONE

(The river was freed from ice captivity)

5) SOUNDLY-LOOKING HUSBANDS BLUKHARZHBASDREMALSHYABPNOCHAMIPDSSUTSCHAVINTSNE

(During the long winter, the capercaillie dozed at night under the snow)

V."Scattered sentences". The student is asked to "collect" sentences, i.e. arrange the words in the correct order.

1. Icicle, rooftop, on, long, hanging

(There is a long icicle hanging on the roof)

2. We often go to the grove in the summer.

(In the summer we often go to the grove)

3. Center, pink, in, bloomed, very, garden, bush.

(A rose bush blossomed in the very center of the garden)

4. Again, on the shore, the dolphin, to, minutes, swam, a few, through.

(A few minutes later the dolphin swam to the shore again)

5. But, spring, in, cold, sun, shade, bakes, strong, yet.

(The spring sun bakes a lot, but it's still cold in the shade)

Task 13. Memorize syllables and words (development of auditory working memory)

A... "Record player"

The pupil with pauses is told the syllables from which he must form a word. Start with a two-syllable word, then move on to a three-syllable, etc., gradually lengthening the chain of syllables.

In a more complex version, the student is named syllables, the pauses between which are filled with other words. For example: "The first syllable in the word KO, followed by the second syllable TE, followed by the last syllable NOC. Name the word (KITTEN)."

B. "Who has the longer row? "

Some noun is called, for example, CAT. The student repeats it. Then the teacher adds another word, such as SHEET. The student repeats: CAT, LEAF. Further, the teacher adds another word, for example, PEAR. The student repeats all the words: CAT, LEAF, PEAR, etc. The goal of the assignment is to memorize as many words as possible.

Examples of word strings:

1. Cancer, bridge, robe, floor lamp, cobweb, gloves, thermometer, can, barrier, pipe, attic, hat, core.

2. Forest, awl, bee, flower bed, rhino, strawberry, briefcase, gun, helicopter, bus, blanket, watermelon, soap.

Games for the development of attention, imagination, speed of thinking

"SANTIKI, FANTIKI, LIMPOMPO"

Everyone stands in a circle and chooses one person (volunteer) who walks out the door. Among those remaining in the circle, the driver is selected, who will change the movements in the group. All participants need to repeat the movement that the driver begins to make. In this case, you need to do this imperceptibly (do not look at the driver at close range), so as not to give him away. The game begins in a standard way - with claps of hands and the saying "SANTIKA, FANTIKI, LIMPOMPO". Hearing this saying, a volunteer comes out of the door, always stands in the center of the circle and begins to guess who is the driver. Children in a circle continue to chant "SANTIKI, FANTIKI, LIMPOMPO" and follow the driver to change their movements. The volunteer guesses. If you want to complicate the game, you can limit the number of attempts for a volunteer. After the driver is found, he goes out the door instead of the volunteer, who stands in a circle. (The same is true for a wrong answer.)

"FIND AND TOUCH"

In this game, the presenter invites the children to walk around the room and touch different things with their hands. Some of the activities will be very easy, and some may make the children think.

So find and tap:

anything red;

cold to the touch;

rough;

something that weighs about half a kilogram;

round;

iron;

blue;

that which has a thickness of 100 mm;

transparent;

things about 80 cm long;

things weighing about 65 kg;

green;

made of gold;

heavier than 1000 kg;

anything lighter than air;

pieces of clothing that seemed chic to you;

a hand that you find interesting;

something ugly in your opinion;

that which moves rhythmically;

number 15;

the words "freedom".