Sections: School psychological service

Working at school as a teacher-psychologist for more than 10 years, and in primary school more than 3 years and testing the development of cognitive abilities of 1st grade students, it became obvious that the majority of first graders have insufficiently developed cognitive processes and their development is necessary. Having studied a lot of literature on this topic and based on them, I developed a program for the development of cognitive processes in the 1st grade.

Explanatory note

Human life is a series of endless discoveries associated with the acquisition, processing and transmission of new knowledge about oneself and the world around. A child pronouncing the word "mother" for the first time; a preschooler who has learned to read his name; a first-grader learning the basics of mathematics, or a student answering an exam, do not think about what processes contribute to the implementation of this activity.

Modern psychology refers such activity to human cognitive activity, in which the leading role is played by cognitive processes: sensation, perception, attention, memory, thinking, imagination. Despite the fact that each of these processes has its own place, they all closely interact with each other. Without attention, the perception and memorization of new material is impossible. Without perception and memory, the operations of thinking will become impossible. Therefore, developmental work, aimed primarily at improving a particular process, will also affect the level of functioning of the cognitive sphere as a whole.

School, mostly junior school, age are periods of intensive development of sensation, perception, memory, thinking, imagination, speech, attention. And in order for this process to proceed more intensively and efficiently, it is necessary to make it more organized. To do this, it is necessary to create not only social conditions, but also to select a set of exercises that are most effective, accessible and interesting for children.

It is in the early school age, when a number of higher mental functions are in a sensitive period, that it is necessary to pay great attention to the development of mental cognitive processes.

Therefore, a program was created to develop cognitive processes for first graders.

The purpose of this program is the development of cognitive processes (attention, perception, memory, imagination, thinking).

Classes are held once a week for 35 minutes. The program is designed for 30 lessons.

The result of this program should be: the ability to cooperate, work in a team, increase the level of cognitive processes.

In addition, first-graders study at home together with their parents, every day for 15-20 minutes and the teacher uses some exercises in the classroom or physical exercises.

Lesson structure:

Each lesson is 35 minutes long.

1. PSYCHO-GYMNASTICS (1-2 minutes). Doing exercises to improve brain activity is an important part of the class. Research scientists convincingly prove that under the influence of physical exercise, the performance of various mental processes that underlie creative activity: the amount of memory increases, the stability of attention increases, the solution of elementary intellectual tasks accelerates, psychomotor processes accelerate.

2. TRAINING OF MENTAL MECHANISMS UNDERLYING COGNITIVE ABILITIES: MEMORY, ATTENTION, IMAGINATION, THINKING (10-15 minutes). The tasks used at this stage of the lesson not only contribute to the development of these much-needed qualities, but also allow, carrying the appropriate didactic load, to deepen the knowledge of the children, diversify the methods and techniques of cognitive activity, and perform creative exercises.

4. FUN CHANGE (3-5 minutes). A dynamic pause in the classroom not only develops the motor sphere of the child, but also contributes to the development of the ability to perform several different tasks at the same time.

6. GRAPHIC DICTATION. HATCHING (10 minutes).

In the process of working with graphic dictations, attention, eye, visual memory of the child, accuracy, fantasy are formed; internal and external speech, logical thinking develops, creative abilities are activated.

7. CORRECTIONAL GYMNASTICS FOR THE EYES (1-2 minutes).

Performing corrective exercises for the eyes contributes both to improving visual acuity and relieving visual fatigue and achieving a state of visual comfort.

Each session begins with a welcome.

Thematic lesson plan (Annex 1)

An example of a lesson with first graders

Lesson number 10.

Greetings.

1.

We perform the exercise of brain gymnastics “Cross movements” (activates the work of both hemispheres, prepares for the assimilation of knowledge).

2. Warm up

- What month is it? What other months do you know?

- What are the names of girls that begin with the letter "A".

What is your father's father's name?

What do wasps and bees sting?

- Name the largest berry.

3. The game “Draw your soulmate”

The child needs to finish the second half of the picture.

4. Game “Make a picture”

Two identical pictures. One is whole in the form of a standard, and the other is cut into 5-6 parts, then mix them, ask the child to assemble the picture according to the model. You can complicate the task by removing the standard.

5. Game “Decorate words”

The child needs to choose as many definitions for the word as possible.

• autumn (what is it?) ...
• house (what is it?) ...
• winter (what is it?) ...
• summer (what is it?) ...
• grandmother (what is she?) ...

6. The game "Fly"

This exercise requires a board with a nine-cell 3x3 playing field drawn on it and a small suction cup (or a piece of plasticine). The sucker plays the role of a “trained fly” here. The board is placed vertically, and the facilitator explains to the participants that the movement of the “fly” from one cell to another occurs by giving commands to it, which it obediently executes. According to one of the four possible commands (“up”, “down”, “right” or “left”), the fly moves to the next cell according to the command. The starting position of the “fly” is the central cell of the playing field. Teams are given by the participants in turn. The players must, relentlessly following the movements of the “fly”, prevent it from leaving the playing field.

After all these explanations, the game itself begins. It is held on an imaginary field, which each of the participants represents in front of him. If someone loses the thread of the game or “sees” that the “fly” has left the field, he gives the command “Stop” and, returning the “fly” to the central cell, starts the game again. “Fly” requires constant concentration from the players, however, after the exercise is well learned, it can be complicated. By increasing the number of game cells (for example, up to 4x4) or the number of “flies”, c. in the latter case, commands are given to each “fly” separately.

7. Dynamic pause.

"Remember the move"

Children repeat the movement of arms and legs after the leader. When they memorize the sequence of exercises, they repeat them on their own, but in reverse order. For example:

- Sit down, stand up, raise, lower your hands.

- Put your right foot to the right, put it, put your left foot to the left, put it.

- Sit down, stand up, turn your head to the right, turn your head to the left.

8. Hatching.

9. Completion of the lesson.

Used Books:

Volkova T.N. “Discover the genius within you. Development of memory and attention” Moscow, 2006
Zavyalova T.P., Starodubtseva I.V. “Collection gaming activities on the development of memory, attention, thinking and imagination in junior schoolchildren". Moscow, Arkti, 2008
Simonova L.F. "Memory of children aged 5-7 years". Yaroslavl, 2000
Subbotina L.Yu. “Games for the development and learning of children aged 5-10” Yaroslavl, 2001
Tikhomirova L.F. "Cognitive abilities of children 5-7 years old". Yaroslavl, 2001
Tikhomirova L.F. “Exercises for every day: logic for younger students” Yaroslavl, 2001
Cheremoshkina L.V. "Development of children's attention" Yaroslavl, 1997
Yazykova E.V. "Learn to learn." Moscow, Chistye Prudy, 2006

I.V. Bagramyan, Moscow

The path of growing up a person is quite thorny. For a child, the first school of life is his family, which represents the whole world. In the family, the child learns to love, endure, rejoice, sympathize and many other important feelings. In the conditions of the family, an emotional and moral experience inherent only to it develops: beliefs and ideals, assessments and value orientations, attitudes towards people around them and activities. The priority in raising a child belongs to the family (M.I. Rosenova, 2011, 2015) .

decluttering

Much has been written about how important it is to be able to let go, to complete the old, obsolete. Otherwise, they say, the new will not come (the place is occupied), and there will be no energy. Why do we nod when we read such cleaning-motivating articles, but everything still remains in place? We find thousands of reasons to postpone what is deferred for throwing away. Or not to start sorting out rubble and storerooms at all. And we already habitually scold ourselves: “I’m completely cluttered up, we need to pull ourselves together.”
To be able to easily and confidently throw away unnecessary things becomes a mandatory program of a “good housewife”. And often - a source of another neurosis for those who for some reason cannot do this. After all, the less we do “the right way” - and the better we can hear ourselves, the happier we live. And the more right it is for us. So, let's see if it's really necessary for you personally to declutter.

The art of communicating with parents

Parents often like to teach their children, even when they are old enough. They interfere in their personal lives, advise, condemn ... It comes to the point that children do not want to see their parents, because they are tired of their moralizing.

What to do?

Acceptance of shortcomings. Children must understand that it will not be possible to re-educate their parents, they will not change, no matter how much you would like it. When you come to terms with their shortcomings, it will be easier for you to communicate with them. You just stop expecting a different relationship than before.

How to prevent change

When people create a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners in a legal relationship. In a word, the number of faithful and unfaithful people is distributed 50 to 50.

Before talking about how to save a marriage from cheating, it is important to understand

Municipal budgetary educational institution

Lakinskaya average comprehensive school № 1

Sobinsky district of the Vladimir region

Correction and development program

for 2nd grade students

"Development of cognitive processes"

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

Teacher-psychologist: Potapova N.V.

Explanatory note

Correction and development program "Development of cognitive processes" For

2nd grade secondary school students

(within the general intellectual direction).

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

The main reasons for school failure of students are:

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

Practice shows that most students experience the following Problems :

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

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

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

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

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

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

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

4. Achievements of the planned results are monitored within the framework of the internal evaluation system: by a teacher, administration, and a psychologist.

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

Program goal:

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

Program objectives:

• to teach schoolchildren not only to identify and analyze individual features or properties of perceived objects (color, shape), but also to learn to comprehend what they see, actively including mental activity in the process of perception;
• to form in students both the stability of attention and the distribution of attention, that is, the ability to control the performance of two or more actions simultaneously, such an ability is based on a dissected, differentiated reflection of various parameters and conditions of activity; with the help of systematic exercises, increase the volume, concentration of attention, improve the skills of accurately reproducing any sample;
• to form in students indirect memorization, that is, the ability to use auxiliary means for memorization, this requires the ability to divide memorized objects into parts, highlight various properties in them, establish certain connections and relationships between any of them and some system of conventional signs; improve the development of the volume of auditory, visual memory;
• comprehensively develop such operations of thinking as analysis, synthesis, generalization, classification, abstraction, comparison, inference, drawing analogies, establishing patterns, forming logical operations;
• to form in schoolchildren both recreative and creative imagination;
• to form in students the skills of visual-motor coordination, spatial orientation of movements.

Description of value orientations of the content

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

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

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

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

Organizational and pedagogical foundations

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

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

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

The program is designed for 12 hours.

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

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

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

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

Basic forms of work:

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

This program includes assignments for:

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

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

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

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

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

Thematic plan

	Subject	Tasks		Continue validity
	"Wordplay"	The development of verbal logical thinking(analogies, highlighting essential features);	- 1 ex. "Ask a Question" 2 ex. "Choose a Word" 3 physical minutes "Sunshine" 4 ex. "Choose what's important" 5 ex. "Properties"	30-40 minutes
	"I want to remember!"	Development of motor and auditory memory; The development of verbal-logical memory.	1 ex. "Select Sound" 2 ex. "Dictionary" 3 physical minutes "Stork ..." 4 ex. "Name the second word" - 5 game "Come on, repeat!"	30-40 minutes
	"Try and guess!"	Development of logical thinking (comparison, inference, establishment of patterns); Formation of group interaction skills; Development of voluntary attention (stability, switching).	1 ex. "The Missing Figure" 2 ex. "Guess the Number" 3 physical minute "Two frogs" - 4 game "Comparison" 5 game "Sing along"	30-40 minutes
	"I'm a dreamer!"	Development of creative imagination; Development of visual memory; Development of memorizing the sequence of stimuli, increasing the volume of auditory-speech memory;	1 ex. "Wizards" 2 ex. "Three words" 3 game "Forbidden movement" 4 ex. "Locomotive"	30-40 minutes
	"Who is who? What is what?	Development of voluntary attention (stability, switching); Development of thinking (generalization, highlighting essential features); The development of visual memory.	1 ex. "Alphabet" 2 game "Animal Choir" 3 ex. "Say one word" - 4 game "Memorina"	30-40 minutes
	"Creativity"	Development of sound perception; Vocabulary expansion; Development creative thinking; The development of auditory-speech memory based on the figurative sphere.	1 ex. "Select Sound" 2 ex. "What's extra" 3 physical minutes "One-two-three-four-five" - 4 ex. "I see, I hear, I feel" 5 ex. "Rhymer"	30-40 minutes
	"Let's put it in place"	Development of logical operations of thinking (analysis, synthesis); Development of creative imagination.	1 ex. "Unscramble the sentence" 2 physical minutes 3 ex. "Collect a proverb" 4 ex. "Using Items" - 5 ex. "Rules of good manners"	30-40 minutes
	"Learning to Think"	Development of logical operations of thinking (classification, generalization, identification of the relationship of opposites, establishment of logical connections).	1 ex. "Remove the redundant concept" 2 ex. "Say the opposite" 3 physical minute 4 ex. "Say one word" 5 ex. "Choose a Word"	30-40 minutes
	"Be careful!"	Development of thinking (recognition of phenomena according to given characteristics, establishment of patterns, comparisons); Development of mathematical skills and abilities; Development of voluntary attention.	1 ex. "Guess the Time of the Year" 2 ex. "Syllogisms" 3 physical minutes "Charging" 4 ex. "We count together" 5 game "Riddles"	30-40 minutes
	"And why…?"	Development of creative thinking (search for cause-and-effect relationships); Development of observation; Imagination development; Development of the ability to distinguish geometric shapes, Formation of a kinesthetic image of different geometric shapes.	1 ex. "Answering a Question" 2 ex. "Distinguishing Geometric Shapes" 3 physical minutes "Bunny" 4 ex. "Searching non-stop" 5 ex. "Detectives"	30-40 minutes
	“I name what I know, what I don’t know - I recognize!”	Development of mental operations (analysis, synthesis, selection of essential features); The development of the imagination.	1 ex. "Ask a Question" 2 ex. "Name the Signs" 3 physical minutes "Grasshoppers" 4 ex. "Sustainable Combinations" 5 ex. "Picture Story"	30-40 minutes
	"Guess and count!"	Development of verbal thinking; Development of understanding of cause-and-effect relationships; Development of voluntary attention; Development of mathematical skills.	1 ex. "Fill in the missing words" 2 ex. "Understand the meaning of proverbs" 3 physical minute 4 ex. "Confusion" 5 ex. "Count Carefully"	30-40 minutes

Methodological support

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

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

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

The introductory part includes a greeting and a positive attitude to work, a warm-up.

The main part includes directly working exercises.

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

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

Literature;

visibility;

problem situation;

Game moments.

Expected results and how to check them

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

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

The main forms of accounting for knowledge and skills:

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

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

The effectiveness of classes is confirmed by the results of diagnostic studies. more successful in learning activities become more than 50% of students receiving correctional and developmental services.

Universal learning activities

	Personal	Metasubject	subject
Know	On the forms of manifestation of concern for a person in group interaction; Rules of conduct in the classroom, in the game creative process; Rules of game communication, about the correct attitude to one's own mistakes, to victory, defeat.	Opportunities and role of mathematics and the Russian language in the knowledge of the world around; Understand mathematics and the Russian language as part of human culture; To have moral and ethical experience of interaction with peers, adults in accordance with generally accepted moral standards.	General techniques and methods for solving logical tasks; General techniques and methods of comparison, analysis, synthesis, generalization and classification; Required information about geometric shapes, mathematical signs, about the sound-letter series; The necessary terminology in mathematics and the Russian language.
Be able to	Analyze and compare, generalize, draw conclusions, persevere in achieving the goal; Comply with the rules of the game and discipline; Interact correctly with teammates (tolerant, having mutual assistance, etc.). Express yourself in various types of creative and playful activities that are accessible and most attractive to the child.	Plan your actions in accordance with the task; Adequately perceive the proposals and assessment of the teacher, friend, parents and other people; Monitor and evaluate the process and results of activities; Negotiate and come to a common decision in joint activities; Formulate your own opinion and positions.	Perform logical tasks, perform computational actions, systematize and structure knowledge; Distinguish sounds and letters; Perform tasks to compare the properties of objects and phenomena, to establish cause-and-effect relationships and analogies, to find patterns.
Apply	Be restrained, patient, polite in the process of interaction; Summing up the lesson; analyze and systematize the acquired skills and abilities.	Obtained information about mathematics and the Russian language in other fields of knowledge; Techniques for comparison, generalization and classification according to specified criteria; Techniques for establishing analogies, patterns; Speech means for solving various communicative tasks.	Initial experience of self-realization in various activities, The ability to express yourself available types activities, play and use the accumulated knowledge.

Bibliographic list

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

Lesson number 1 "Wordplay"

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

Rules for working in a group are developed.

1 Exercise "Ask a question"

2 Exercise "Choose a word"

For example:

1st set of words

Father - son, mother - (daughter)

Pages - book, branches - (tree)

Beginning - end, first - (last)

Car - gasoline, trolley bus - (electricity)

Spoon - metal, notebook - (paper)

Chicken - grain, cow - (grass)

Pear - fruit, maple - (tree)

Circle - compass, square - (ruler)

Floor - carpet, table - (tablecloth)

Bird - tree, mole - (earth)

3 physical minutes "Sunshine"

The sun lifts us up to recharge.

We raise our hands on command - one!

And above us the leaves rustle cheerfully.

We lower our hands on command - two!

4 Exercise "Choose the main thing"

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

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

Sample tasks:

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

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

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

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

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

5 Exercise "Properties"

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

Examples of words for the selection of analogues:

1) helicopter

2) sun

3) watermelon

4) telephone

5) swing, etc.

Lesson number 2 "I want to remember!"

1 Exercise "Highlight the sound"

2 Exercise "Dictionary"

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

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

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

Sample topics:

• Family
• School

3 physical minutes "Stork ..."

Stork, long-legged stork,

Show me the way home.

Stomp with your right foot

Right foot again

Stomp with your left foot

After the right foot

After the left foot

That's when you come home.

4 Exercise "Name the second word"

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

Presentation words:

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

5 game "Come on, repeat!"

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

Movement series options:

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

Lesson number 3 "Try, guess!"

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

2 Exercise "Guess the number"

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

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

3 physical minute "Two frogs"

Two girlfriends in the swamp

Two green frogs.

Washed early in the morning

Rubbed with a towel

They stamped their feet,

hands clapped,

Leaning left, right,

And they returned back.

Here is the secret of health!

To all friends - physical education hello!

4 game "Comparison"

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

Possible pairs for comparison:

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

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

5 Sing along game

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

Lesson number 4 "I am a dreamer!"

1 Exercise "Wizards"

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

2 Exercise "Three words"

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

Presentation words:

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

3 game "Forbidden movement"

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

4 Exercise "Locomotive"

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

Lesson #5 Who is who? What is what?

1 Exercise "Alphabet"

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

Suggested phrases:

1) Black raven on oak

With a white dot on the forehead.

2) The bark shines from the rain,

A mountain is visible in the distance.

3) A window glows in the castle,

And it's already dark in the mountains.

2 game "Animal Choir"

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

3 ex. "Say one word"

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

Word sets:

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

4 game "Memorina"

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

Lesson number 6 "Creativity"

1 Exercise "Highlight the sound"

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

2 Exercise "What is superfluous"

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

Sample answers:

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

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

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

Presentation words:

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

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

One two three four five!

The children went out for a walk.

Stopped in the meadow

Buttercups, chamomile, yellow porridge

Collected our friendly class -

Here is our bouquet!

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

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

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

Word lists

First episode:

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

Second series:

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

5 Exercise "Rhymer"

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

Suggested rhymes:

Garden - (grapes) Come on - (tram)

Glad - (acrobat) Joke - (creepy)

Summer - (cutlet) Instant - (admiration)

Cucumber - (well done) Points - (badges)

Hare - (finger) Flower - (handkerchief)

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

Suggested couplets:

1) I will go outside

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

2) At the bear in the forest,

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

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

1 Exercise "Decipher the sentence"

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

All encrypted sentences are written on the board.

Word sets:

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

2 physical minutes

Put your hands to the sides

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

And then, on the contrary,

There will be a right turn.

One - clap, two - clap,

Turn around one more time!

One two three four,

Shoulders higher, arms wider!

Let's put our hands down

And squat down.

3 Exercise "Collect a proverb"

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

Sample proverbs:

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

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

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

4 Exercise "Using objects"

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

5 Game "Rules of good manners"

This game can be played by up to 2 players.

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

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

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

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

If a large number of people participate in the game, then they can be divided into teams.

Lesson number 8 "Learning to reflect"

1 Exercise "Exclude an extra concept"

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

Word sets:

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

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

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

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

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

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

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

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

2 Exercise "Say the opposite"

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

Presentation words:

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

3 physical minute

We wrote, we wrote

And now everyone stood up together.

They stomped their feet,

They clapped their hands,

Then we squeeze our fingers

Let's sit down and start writing.

4 Exercise "Name it in one word"

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

Word sets:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

5 Exercise "Choose a word"

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

For example:

2nd set of words

Glass - glass, paper - (book)

Aircraft - pilot, car - (driver)

Nail - hammer, screw - (screwdriver)

House - roof, book - (cover)

Good - better, slowly - (slower)

Fire - fire, water - (flood)

School - education, hospital - (treatment)

Man is a child, dog is (puppy)

Bird - nest, man - (house)

Coat - buttons, boot - (lace)

Lesson number 9 "Be careful!"

1 Exercise "Guess the season"

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

Texts for submission:

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

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

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

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

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

2 Exercise "Syllogisms"

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

Tasks:

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

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

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

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

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

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

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

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

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

3 physical minutes "Charging"

Once - an oath,

Two - jump -

This is a rabbit load.

And the foxes, when they wake up,

They love to stretch

Be sure to yawn

Well, wag your tail.

And the cubs - bend your back

And jump lightly.

Well, the bear is clubfoot,

Paws wide apart,

One, then both together

Long time treading water.

And for whom charging is not enough -

They start all over.

4 Exercise "Count together"

The guys take turns doing the actions of single digits.

Suppose:

1st calls a number: for example, 8

2nd names the sign: for example, +

3rd says a number: for example, 7

4th name sign: =

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

6th calls a new number, etc.

5 Game "Riddles"

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

1) Sisters stand in the meadows:

Golden eye, white eyelashes. (chamomile)

2) A motley cracker catches frogs,

He walks in a wreck, stumbling. (duck)

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

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

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

The ship is sailing, then back, then forward,

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

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

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

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

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

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

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

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

It flies - screams, sits down - is silent,

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

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

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

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

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

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

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

Lesson #10 “Why…?”

1 Exercise "Answering the question"

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

For example:

Why are people crying?

Why are there fish swimming in the river?

Why do flowers smell good?

etc.

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

2 Exercise "Distinguishing geometric shapes"

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

3 physical minutes "Bunny"

It's cold for a bunny to sit

You need to warm up your paws.

Paws up, paws down

Pull up on your toes.

We put the paws on the side.

On toes, hop-hop-hop,

And then squatting

So that the paws do not freeze.

4 Exercise "Searching without interruption"

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

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

5 Exercise "Detectives"

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

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

Situation examples:

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

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

1 Exercise "Ask a question"

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

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

2 Exercise "Name the signs"

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

Plan:

1) How does the length of the day change?

2) How does the air temperature change?

3) What is the precipitation like?

4) How does the state of plants change?

5) How does the condition of the soil change?

6) How does the state of water bodies change?

3 physical minutes "Grasshoppers"

Raise your shoulders

Jump grasshoppers.

Jump-jump, jump-jump,

We sat down to eat grass,

Let's listen to the silence.

Hush, hush, high

Jump on your toes easily.

4 Exercise "Stable combinations"

Stable combinations are often found in fairy tales. For example: living water, invisible hat…

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

Phrase examples:

self-assembled tablecloth geese-swans

flying carpet frog-traveler

frog princess koshchei the immortal

Ivan Tsarevich is a good fellow

Baba Yaga Santa Claus

clear field red maiden

Miracle Yudo Serpent Gorynych

living (dead) water chicken Ryaba

nightingale the robber firebird

little mouse brother Ivanushka

etc.

5 Exercise "Story through pictures"

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

Lesson number 12 "Unravel and count"

1 Exercise "Insert the missing words"

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

Offers:

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

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

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

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

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

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

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

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

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

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

2 Exercise "Unravel the meaning of proverbs"

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

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

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

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

4) Every sandpiper praises his swamp.

5) Learning is light, and ignorance is darkness.

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

7) Not all that glitters is gold.

8) Did the job - walk boldly.

3 physical minute

Ahead from behind a bush

Looks sly fox.

We will outwit the fox -

Let's run on toes.

The bunny jumps quickly in the field,

Lots of fun out there!

We imitate a bunny

Fidget-naughty,

But the game is over

And it's time for us to learn.

4 Exercise "Confusion"

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

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

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

"Smart Jackdaw"

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

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

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

4) Jackdaw was very thirsty.

5) Now it was possible to drink.

6) Jackdaw could not get water.

7) What a smart jackdaw!

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

"Amazing Nest"

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

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

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

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

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

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

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

"Fishing"

1) Dima and Misha are going to go fishing.

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

3) Then they came ashore and settled down comfortably.

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

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

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

7) Dima's float moved.

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

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

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

5 Exercise "Count carefully"

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

Application

Lesson #3

1 Exercise "Missing Figure"

2 Exercise "Guess the number"

In preschool age, the main role in the regulation social behavior belongs to the level of emotional control. The specific adaptive content of this level is the establishment of emotional interaction with other people, whose affective manifestations (facial expressions, gaze, voice, gesture, touch) become signals for the child, the most significant for adaptation to environment. With the advent of emotional control over affective experiences, we can talk about the emergence of a person's personal emotional life.

preschooler development will not be effective if he does not have a cheerful mood. The source that reinforces children's joy is attention and kindness.

The leading activity in the life of the child at this time is the game. In the game, as in no other activity, the child is realized. With the help of play activities, the child, as it were, gains access to the world of adult life that is attractive to him.

Taking into account the above, this program for the development of cognitive processes of preschoolers realizes its goal and objectives through the game.

The program is designed to conduct classes with children of the 4th year of life ( middle group kindergarten).

As the vast majority of children begin attending kindergarten in 3-4 years, the purpose of this program is:

Creating a positive mood in kids;

Establishing contact "adult - children";

Education of sympathy, goodwill, mutual assistance and other positive qualities.

Program objective:

- To form in children an idea of ​​​​the emotional state of people and learn to distinguish and understand them;

Enrich lexicon words that define various emotional states;

To teach children expressive movements, to develop the ability to convey simple emotional states through facial expressions, gestures;

- Contribute to the development of mental processes in children- memory, attention, thinking, perception;

- To form positive moral qualities in children.

Implementation of the program objectives will allow:

Get to know, establish and establish positive emotional contact between children and;

Give impetus to the development of mental processes in children;

It will help children learn to distinguish the emotional states of people, empathize with others.

This program consists of 10 lessons. The duration of each lesson is 20 minutes. Classes are held with a group of children up to 10 people once a week.

Class structure

Developing lessons of the program consist of an introductory, main and final part.

The introductory part of the lesson includes a greeting (the greeting is addressed to each child) and a game. Games that are used along with greetings have the goal of bringing the kids closer to each other and the psychologist. Also, the introductory part includes games that develop expressive movements, facial expressions, cheer up and bring up the positive moral qualities of children.

Main part of the lesson

Target:

Encourage learning to compare and reason.

To develop visual and auditory perception, attention, memory, thinking and active speech in children.

To form positive moral qualities of kids.

The main part consists of didactic games, aimed at development of cognitive processes in children .

Final part

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Target:

To develop in children the ability to listen carefully;

Correctly pronounce sounds, words;

To develop quick reaction, dexterity in preschoolers.

Teach Toddlers various types breathing (deep, superficial, quiet, strong).

The final part contains a mobile game that allows children to throw out the energy, emotions accumulated during the performance of the game tasks of the main part. The game can be played with cheerful music, which will add joy to children. After a mobile game, a breathing exercise is used to calm down. At the end of the session, the children optionally express their feelings about the time they spent with the psychologist and say goodbye.

Children of the 4th year of life tend to imitate, repeat the actions and movements of the leader, it is difficult for them to sit for a long time without moving, it is difficult to keep their attention, they easily overwork. Therefore, all classes consist of games that gradually change the types of activities and allow you to constantly interest children, concentrate their performance.

Conditions for conducting classes:

Voluntary participation of children;

Grades are not given to children;

In friendly and positive conditions.

The expected results of this program are aimed at:

Creating a positive contact "psychologist - children";

Development of positive character traits;

- development of mental processes in children;

Learning to recognize the emotional state of people.

After conducting a cycle of classes of this program, will be able to plan further work with children of the 4th year of life.

Namely:

Select children for individual and group correctional and developmental work;

- provide advice to parents and teachers on the upbringing and education of children, taking into account individual characteristics every child.

Correction and development program for the development of cognitive processes in children 5-6 years old

Compiled by: N.N. Pozdnyakova

The proposed program for the development of cognitive processes is part of the joint integrated work of specialists with children withindicators of the development of cognitive processes below the age norm.

Explanatory note.

Preschool age is a special, unique in its significance period in a person's life. This is the time of active knowledge of the surrounding world, meanings, human relations, self-awareness in the system of the objective and social world, the development of cognitive abilities. A.N.Leontiev considered preschool age as the time of the actual formation of the future personality. Calling the first seven years of life a period"humanization" he especially emphasized that it was at this time that the necessary generic human characteristics were mastered - articulate speech, specific forms of behavior, and the ability to productive activities. It is very important that in this significant period of life, the ability to sign transformation of reality, sign thinking (thinking of the human type) arises and intensively develops. Therefore, the problem of providing assistance to the child in the early periods of life is so acute.

A large number of scientific publications of various specialists are devoted to the problems of children preschool age, which do not have a pronounced clinical and pathological characteristics, but have features that prevent them from adequately adapting to the social conditions of life.

Relevance: The high development of cognitive processes is relevant and significant in modern society. Children with low scores cannot fully master the preschool program. They cannot draw anything according to the program, as the fine motor skills of the hand are poorly developed, they are poorly oriented in geometric shapes and sizes. They have difficulty with such operations of thinking as analysis and synthesis, the ability to draw conclusions, generalizations. As a result, speech is poorly developed, vocabulary is depleted. Accordingly, the child may lose interest in kindergarten and other educational institutions. There is a fear of asking what the teacher does not understand.

This program allows not only to develop cognitive processes, but also to form logical thinking, to realize individual creative potential personality, to establish communication with adults and peers on the basis of joint activities. Development fine motor skills and imagination - serves as one of the most important sources in preparing children for primary schooling. The development of cognitive processes will help children to be confident in later life. But modern society we need people who are intelligent, courageous, logically correct thinking, having a communicative ability in communication.

Methodological basisof this program is a correctional program aimed at overcoming difficulties in the emotional, personal and cognitive spheres in children of senior preschool age Veraksa A.N., Gutorova M.F.

Orientation correctional and developmental programs.
Addressee: children 5-6 years old attending a preschool educational institution. The program involves individual and group work with children, the quantitative composition of the group is 4-5 people.Classes are held once a week, for 20-30 minutes, for 3 months.

Purpose of the program : to develop the cognitive processes of preschoolers. Help them solve personal problems: lack of attention, inability to control their emotions, or overcome shyness, anxiety.
The goal is achieved through the solution of the following tasks:
Tasks:

1. Development of attention, memory, thinking, imagination.

2. Development of fine motor skills through play and exercises.

3. Development of communication skills.

• Increasing self-esteem.

Indications for conducting correctional and developmental classes:Low and below average indicators of the development of cognitive processes.
Methods that ensure effectiveness:exercises for the development of cognitive processes. Finger gymnastics. Exercises for cohesion, trust, communication.

Efficiency slice: Before and after classes, cognitive processes are diagnosed: memory, attention, visual-figurativeand logical thinking, perception, speech.

II. Psychodiagnostic methods used:

« What items are hidden?»

« What is missing from the drawings?»

"Nonsense"

"Labyrinth"

"Put down the icons"

"Image Memory"

« fourth extra»

" Find differences "

"10 words"

"Collect the Picture"

« Sequence of events»

"Finish the figure"

III. The general structure of classes.

Introduction

1. Greeting.

2. Exercises aimed at establishing mutual trusting contact, at the development of the emotional-volitional sphere.

Main part

1. game exercises aimed at the development of the cognitive sphere of the child, the assimilation of sensory standards and the expansion of horizons;

2. exercises aimed at the ability to control one's actions / to relieve internal muscle tension;

3. work with cycle tasks« preschooler folder" programs " solar steps»;

4. dynamic exercises, finger gymnastics.

Final part

1. Summing up the lesson

2. Ritual of farewell

Lesson 1.

Greetings

Hello. I am a psychologist. Every week you will come to this office, and we will play different games with you and perform interesting tasks. Do you agree? Tell me what you want me to call you? Look, there are a lot of soft toys on this shelf. Choose the one you like. Let her be your friend during class. Call her whatever name you want. Get to know her.

Game "Introduction"

Target: correction of the emotional sphere, the establishment of friendly relations.

Children pass the ball to each other and say:" My name is... " ( as they are affectionately called in the family). This stage of the lesson is especially important if the subgroup includes a child who has not previously attended kindergarten. In this case, he talks about himself, about what he loves, what interests him; establishes contact with peers.

Game What has changed? »

Target: development of attention, memory On the table 5 B toys. The psychologist asks the children to memorize them and close their eyes. At this time, he removes one toy. Children open their eyes and guess what has changed.

Exercise "Kicking"

Target : emotional discharge, removal of muscle tension.

Children lie on their backs on the carpet, legs spread freely. Then they begin to kick slowly, touching the floor with their entire feet. During the exercise, children alternate legs and raise them high, gradually increasing the speed and strength of kicking. At the same time, for each kick, the child says" No! ", increasing the intensity of the impact. Then the children listen to calm music (relaxation).

Game "Collect the whole"

Purpose: development and correction of the cognitive sphere of the psyche; development of visual-figurative thinking.

The psychologist offers children to collect cut pictures from 3-8 parts.

Game "Paint the rug"

Goal: Development of thinking, fine motor skills

« Paint over the rug and the element that matches it with one color«

Game "Labyrinth"

A sheet with a task is placed in front of the child and instructions are given« Help the fisherman catch a fish»

Game "Icicle"

Purpose: Relax the muscles of the hands

« I want to give you a riddle:

We have a white nail hanging under our roof,

The sun will rise,

The nail will fall

(V. Seliverstov)

Right. This is an icicle. Let's imagine that we are preparing a performance. You will portray an icicle. When I read the first two lines, you will take a breath and raise your hands above your head, and on the third, fourth lines, you will drop your relaxed hands down. It turned out great!

Summary of the lesson.

Parting.

Lesson 2

Greetings. Hello. I'm very glad to see you again. And your friend missed you too. Take it off the shelf. Tell him what interesting things happened to you this week.

Game "Edible - - inedible"

Purpose: development of attention, acquaintance with the essential properties of objects.

Children form a circle.

The leader takes turns throwing the ball to the children and naming objects and food. If something edible is called, the child catches the ball, if it is inedible, he hides his hands.

Domino "Associations"

Purpose: development of attention, thinking, associative representations in children.

An adult offers children to decompose dominoes according to associative representations. For example, a cow is dairy products, a dog is a bone, etc.

Game "Find the Differences"

Purpose: development of attention.

Two pictures are laid out on the playing field, differing from each other in the set of elements used. The child must find the differences.

Stop game

Purpose: development of attention, speed of reaction, overcoming motor automatism.

Children go to the music. Suddenly, the music stops, but the children must continue to move at the same pace until the leader says" Stop! ".

Game "Regularity"

Goal: to develop visual perception, memory, thinking

A sheet with a task is placed in front of the child and instructions are given:« Without violating the patterns, draw figures instead of dots».

Game "What is less"

Purpose: to consolidate knowledge about the shape, size

A sheet with a task is placed in front of the child and instructions are given:« In each picture, color the item that is smaller.»

Game "Lark"

dynamic exercise

The lark sang in the sky,	Hand movements are performed
rang the bell,	Raised hands rotation
Frolic in the sky, Hid a song in the grass	Slightly waving your arms, lower them through the sides down
Whoever finds the song	The child squats, wrapping his arms around his knees
Will be fun all year round	Child clapping his hands cheerfully

Summary of the lesson.

Parting.

Lesson 3.

Greetings.

A game " Fingers are good animals, fingers are evil animals"(O. Khukhlaeva)

Purpose: development of the emotional sphere, communication skills

An adult offers the child to turn his fingers on his right hand into good kittens, and on his left hand into evil puppies. They need to talk to each other, get to know each other, play or quarrel.

A game " Color the kitten»

Purpose: to teach to navigate in space and on a sheet of paper. Learn to correctly understand the prepositions in, on, before, behind, under, etc., develop attention, spatial thinking

A task is put in front of the child and instructions are given: color the kitten sitting on the chair with an orange pencil, the kitten under the chair with gray, and black near the chair.

Game "Who loves what"

Goal: Learn to go through mazes, develop attention, fine motor skills

The child must guide the animals along the lines to their favorite treat.

Game "Hot and cold"

Purpose: development of attention, observation. Assimilation of the diminutiveand comparative form of the word

The host hides some small toy in the office. The child has to find it according to the clues. The closer he is to the toy, the warmer, the further, the colder.

Work with assignments from the workbook« We develop attention, memory, thinking» (page 2)

Game: "Number Hide and Seek"

Purpose: development of attention, thinking, counting skills.

On a flat surface, cards with numbers from 1 to 10 are laid out in random order. The child must examine the cards and, without touching them, show the numbers in order from 1 to 10. After that, one of them turns away, and the other mixes all the pictures, and hides one. The first one should rather say what number is missing.

Domino game

Purpose: development of attention, the ability to follow the rules of the game, fostering a sense of collectivism.

Children at the table play dominoes (with the image of various objects). The leader monitors compliance with the rules of the game.

A game " Flying, not flying»

Purpose: development of attention, ideas about the environment.
Children form a circle. The host calls various objects and animals. If an object that flies is called, the children raise their hands, if an object that does not fly is called, they squat.

Exercise "Assemble the whole"

Purpose: correction and development of the cognitive sphere of the psyche; development of visual-figurative thinking, attention.

Children collect pictures from parts (puzzles).

Summary of the lesson

Parting.

Lesson 4

Game "Two Sheep"

Purpose: reduction of mental stress, aggression and weakening of negative emotions.

Players are divided into pairs.« Early, early two sheep met on the bridge», - leader says. With legs wide apart and leaning forward, the children rest on each other's palms. They must confront each other without moving. Who moves - lost. It is possible to make sounds"Be-e-e." Then relaxation takes place.

A game: " fourth extra»

Purpose: correction and development of the cognitive sphere, development of thinking, the ability to generalize objects on a certain basis.

The psychologist shows the child tables consisting of four pictures and offers to circle an extra object. The child finds an item and tells why it is superfluous.

Game "Catch a fish"

Goal: Development of fine motor skills, dexterity, concentration.

The child is given a fishing rod with a hook. His task is to hook as many fish as possible.

Game "Parsley"

Goal: development of motor coordination, development of the emotional sphere of the child

An adult reads a poem and plays it with the child.

The game "Klub"

Purpose: development of the ability to communicate, not embarrassed to express their attitude to the environment; the formation of cohesion between children.
Children sit in a circle, the leader has a ball in his hands. He wraps
The thread around the finger and betrays the ball next to the child sitting. At
In this case, the facilitator asks the child about something, for example:" How you
name? Do you want to be friends with me? Who do you love and why?" etc.

Exercise "Pyramid"

Purpose: development of perception of magnitude, improvement of attention.

An adult offers the child to arrange various objects (matryoshka, buttons, pyramid rings) in ascending and descending order.

Game "Don't Move"

Purpose: Improvement of attention, regulation of behavior. Overcoming motor automatism.

The child jumps to the sound of a tambourine. Suddenly, the sounds cut off and the child freezes in place.

Game "Two items"

Purpose: development of thinking, imagination

The child is invited to name two items, which include three signs each:

• Sweet, light, pleasant
• Strong, kind, smart.
• Ringing, joyful, loud.
• Light, shiny, early
• Cheerful, cheerful, energetic.

Summary of the lesson.

Parting.

Lesson 5

Greetings.

A game " Good and evil cat»

Target: correction of the behavior of aggressive children; reduction of mental stress, weakening of negative emotions.

An adult invites children to first portray evil cats, then to calm music - good cats (relaxation).

A game " In the mirror shop»

Target: correction of the emotional sphere; development of self-confidence, looseness.
An adult invites children to visit a mirror shop. One child is chosen to play the role of a monkey, the rest of the children portray mirrors. A child pretending to be a monkey enters a store and sees his image in the mirrors. He thinks they are other monkeys and startsmake faces at them. Reflections are the same."Monkey" threatens them with a fist, and they threaten her from the mirrors; she stomps her foot, and the monkeys stomp too. Whatever does"monkey" reflections in the mirrors exactly repeat her movements.

A game " fourth extra»

Target: correction and development of the cognitive sphere of the psyche; development of thinking, the ability to generalize objects on a certain basis.
The facilitator shows the children tables consisting of four pictures and suggests identifying an extra item. Children find an object and tell why they are superfluous.

Game "Say the other way around"

Target: development of thinking, attention, speed of reaction.
Children form a circle. The leader throws the ball to one of the children and calls an adjective or adverb. The child returns the ball, naming a word with the opposite meaning.

Game What has changed? »

Target: development of attention, memory.

The facilitator puts in front of the children 5-7 toys and asks to close your eyes. IN this time he removes one toy. Opening their eyes, the children must guess which toy has disappeared. Summarizing.

Parting.

Lesson 6

Greetings.

Game "Kicking"

Purpose: correction of the emotional sphere; emotional release, release of muscle tension.

Children lie on the carpet on their backs, legs spread freely. Then they begin to kick slowly, touching the floor with their entire feet. During the exercise, children alternate legs and raise them high, gradually increasing the speed and strength of kicking. At the same time, for each beat, the child says" No! ", increasing the intensity of the impact.
Then the children listen to calm music (relaxation).

The game "Zhmurki"

Purpose: correction of the emotional sphere; development of courage, self-confidence, ability to navigate in space.
The driver is blindfolded. One of the children twists it in place to make orientation difficult. Then the children scatter around the room, and the driver tries to catch them. If he succeeds, he tries by touch to determine who he has caught.

A game " ABC mood»

Purpose: acquaintance with different emotional states of the people around them, development of the ability to understand this state.
The host gives a set of cards (b pieces) to the children sitting at the table, each of which depicts different emotional states of the character. The host asks the children to find cards on which the character is happy, offended, angry, etc. Preschoolers are shown the appropriate cards. The adult then asks the children to share experiences in their lives when they experienced the same feelings.

A game " Dwarfs and giants»

Purpose: development of attention, speed of reaction.

At the command of the leader"Dwarfs! » children squat, on command"Giants! » - get up. An adult gives commands at random and at a different pace.

Exercise "Nonsense"

Purpose: development of attention, the ability to understand pictures with a ridiculous plot.
An adult shows the children pictures and offers to find on them something that does not happen in life.

Summarizing.

Parting.

Lesson 7

Greetings.

Exercise "Compliments"

Purpose: correction and development of the emotional sphere of the psyche; relieving mental stress, overcoming barriers in communication, developing the ability to see one's positive sides.
Children join hands and form a circle. Looking into the eyes, the children take turns saying a few kind words to each other, praising them for something. The recipient of the compliment nods his head.« I am very pleased thank you!» He then gives a compliment to his neighbor. The exercise is carried out in a circle.

The game "What's missing?

Purpose: correction and development of the cognitive sphere of the psyche, development of attention.
The facilitator offers the children cards with the missing details. Children find the missing part and name it.

The game "Fire - ice"

Purpose: development of attention, speed of reactions.
At the command of the leader" Fire! ", the children standing in a circle begin to move. On command"Ice! ", they freeze in the position in which the team found them.

Exercise " Noisy pictures»

Purpose: correction of the cognitive sphere of the psyche; development of attention, visual perception.

An adult puts a picture in front of the children, on which randomly intertwined lines are drawn, and offers to find the image hidden behind these lines.

Summary of the lesson.

Parting.

Lesson 8

Greetings

A game " What does the mood look like»

Purpose: correction of the emotional sphere of the psyche; development of the ability to understand the emotional state of another person and the ability to adequately express one's mood.

Children form a circle. The facilitator invites them to take turns telling what time of year, a natural phenomenon, the weather looks like their mood today. Leader starts:« My mood is like a white fluffy cloud in the blue sky. And your?»

Game: Domino "Associations"

Purpose: development thinking, attention, ability to obey a certain rule.

An adult offers children to decompose dominoes according to associative representations. For example: cow - dairy products, dog bone, etc.

A game " Forbidden movement»

Purpose: development of attention, memory, speed of reactions; relieving mental stress.

An adult explains the rules of the game to children:« I will perform different movements, and you will repeat them after me. One movement cannot be repeated». The leader shows this movement. Then he starts to perform different movements and suddenly shows a forbidden movement. Whoever repeats it becomes the leader.

A game " fourth extra»

Purpose: correction and development of the cognitive sphere of the psyche; development of thinking, attention, the ability to generalize objects on a certain basis.
The facilitator shows the children tables consisting of four pictures and suggests identifying an extra item. Children find objects and tell why they are superfluous.

Summary of the lesson.

Parting.

Lesson 9

Greetings

The game "Whose voice? »

Target : correction of the emotional and personal sphere of the psyche; development of attention, auditory perception.

Children sit in a circle and cover their eyes with bandages. The leader transplants several people and touches the child with his hand. The one touched by the leader says:" I'm here! » Children have to guess who said these words.

Exercise " Make a figure out of counting sticks»

Purpose: correction of cognitive and creative abilities; development of attention, fine motor skills of the hand, the ability to work, focusing on the sample.
Children, following the model, lay out different figures from counting sticks.

A game " Earth, air, water, fire»

Purpose: development of ideas about the environment, attention, speed of reactions.

Children stand in a circle. The host alternately throws the ball to the children, they say" Fire "

Exercise " magic figures»

Purpose: development of creative abilities, imagination, fine motor skills of the hand.

An adult invites children to become"wizards" and turn the figures into various objects or draw a picture by completing the figures, the Adult notes the best drawings.

Summary of the lesson

Parting

Lesson 10

Greetings

Exercise " How do you feel?»

Purpose: correction of the emotional sphere of the psyche; development of the ability to understand their emotional state and the state of others.
An adult shows the children cards with the image of various shades of mood. Children should choose the one that best conveys their mood (the mood of mom, dad, etc.).

Exercise " Logic endings»

Purpose: development and correction of the cognitive sphere of the psyche; development of thinking.
The facilitator asks the children to complete the sentences:« Lemons are sour, but sugar ..., A bird flies, and a snake ...., You see with your eyes, but you hear ..., Apples and pears ... .., A knife and a piece of glass ..." etc.

Ear and nose game

Purpose: development of attention, dexterity, speed of reactions, creation of healthy emotional arousal, cheerful mood; relieving mental stress.

An adult invites children to perform appropriate actions on command. On command" Ear! » the guys should touch the ear, on command" Nose! » - up to the nose. Leading, performs actions with the children, but after a while"wrong". Children, ignoring"mistakes" should show that part of the face that the presenter calls.

Exercise "Fold the pattern"

Purpose: development spatial thinking, the ability to create different patterns according to the model, the ability to work according to the scheme.
The host lays out a pattern from the cubes and invites the children to make exactly the same pattern from their cubes (Nikitin's cubes).

Summary of the lesson.

Parting.

Lesson 11

Greetings

Game "Wish"

Purpose: correction of the emotional and personal sphere of the psyche and relationships of children; fostering kindness, respect for peers, the desire to see the good in people and not be shy about talking about it.
Children sit in a circle and throw a ball to each other, saying good wishes.

Game What has changed? »

Purpose: development of attention, memory.

The host puts 3-7 toys in front of the children and lets them look at them for a few seconds. Then he asks the children to turn away. At this time, he swaps several toys. Turning and looking at the toys, the children should say what has changed.

Game "Four Elements"

Purpose: development of attention, the ability to obey certain rules, the cohesion of the players, dexterity, speed of reaction; relieving mental stress.

The players sit in a circle. At the command of the leader" Earth " children put their hands down, on command"Water" - stretch their arms forward, on command" Air " - raise their hands up on command" Fire " - produce rotation of the hands in the wrist and elbow joints. Whoever makes a mistake is considered a loser.

A game " fourth extra»

Purpose: correction of the cognitive sphere of the psyche; development of thinking, attention, the ability to generalize objects on a certain basis.
The facilitator shows the children tables consisting of four pictures, and offers to determine the extra item. Children find objects and tell why they are superfluous.

Summary of the lesson

Parting.

Lesson 12

Exercise " What and when I feel»

Target: correction of undesirable character traits, behavior of children; development of the ability to express one's feelings, to correctly assess the attitude of other people towards oneself.

The facilitator asks the children how people might feel. (Anger, disappointment, surprise, joy, fear, etc.) Next, he invites each child to choose one card from a set of pictures with a schematic representation of the emotional state and tell when he experiences such feelings (« I rejoice when...», « I get scared when..." etc.).

Exercise "Describe from memory"

Purpose: development of memory, attention.

The host briefly shows the children a doll (any toy), then removes it and offers to answer the questions:« What is the doll's hair like? What dress? What eyes? Does the doll have bows (shoes, socks)? Is she standing or sitting?" etc.

A game " Earth, air, water, fire»

Target: development of ideas about the environment, attention, speed of reactions.
Children form a circle. The host alternately throws the ball to the children, they say"Water" ("Air", "Earth"). The child returns the ball by naming an animal that walks on the ground (floats in water or flies). At the word" Fire " the child should turn around and clap their hands.

Domino game

Target: correction of the cognitive sphere of the psyche; development of attention, thinking.
Children at the table play dominoes (with the image of various objects). The facilitator makes sure the rules are followed.

Summary of the lesson.

Parting.