Quiet world logic program for preschool children. Tikhomirova L. F. Development of children's cognitive abilities. A firm belly not only shapes your figure

15.09.2020

Goal: diagnostics of voluntary attention, fine motor skills, spatial concepts, expansion of vocabulary.

1.Game "The most attentive"

Description. Children look around for a minute. Then they close their eyes and answer the psychologist’s questions.

What color are the walls in the group?

How many lights are on the ceiling?

How many tables are there in a group?

2. Ex. "What changed?"(development of memory and attention)

Equipment: 10 pictures.

Description. The psychologist hangs different pictures on the board and asks the children to remember how they are located. Then the children close their eyes, the psychologist swaps several pictures, and the children must name what has changed.

3.Fairy tale “About attentive Ivanushka”

Description. The psychologist reads the children a fairy tale about the attentive Ivanushka, and then the children answer questions (Appendix 17)

Questions:

What were the names of Ivanushka's brothers?

How did Ivanushka guess that the hare was enchanted?

What helped Ivanushka find his sister?

Why did Baba Yaga fall?

What helped Ivanushka find his sister in Baba Yaga's hut?

With the help of what mental function did Ivanushka find his sister Alyonushka?

How many times did attention help Ivanushka in difficult situations? (Answer: 7 times.)

Well done! Where do we need attention? (Answers: in class, in a game, when crossing the road, etc.)

4.Corrective test ( diagnostics of attention distribution ) (Appendix 2)

Equipment: forms for proofreading (for each child) (Appendix 3), simple pencils.

Description: Children look for the letter A on pre-prepared forms and cross them out with one line. Time to complete the task is 5 minutes.

5. Phys. just a minute"Four Elements" development of attention, coordination of auditory and motor analyzers. (see lesson 23)

6.An outdoor game at the request of the children.

7. Reflection.

Description: children stand in a circle. The psychologist throws a ball to each child and asks what they liked most about the lesson.

Bibliography

1. Vachkov, I.V. Psychology for kids, or a Tale about the most “soulful” science [Text] / I.V. Vachkov.- M.: Pedagogy-press, 1996.

2. Ganicheva, I.V. Body-oriented approaches to psychocorrection and developmental work with children (5-7 years old) [Text] / I.V. Ganicheva. – M.: Knigolyub, 2004.-144 p.

3. Kataeva, L.I. Correctional and developmental classes in the preparatory group: Lesson notes [Text] / L.I. Kataeva. - M.: 2004.

4. Osipova, A.A. Diagnostics and correction of attention [Text]: Program for children 5-9 years old / A.A. Osipova. - M.: TC Sfera, 2002.- 104 p.

5. Ostankova, Yu.V. System of correctional and developmental classes for preparing children for school [Text] / Yu.V. Ostankova. – M.: Uchitel Publishing House, 2006.

6. Svetlova, E.I. A big book of tasks and exercises for the development of a child’s intelligence and creative thinking [Text] / E.I. Svetlova. – M.: Eksmo, 2007.-160 p.

7. Svetlova, E.I. Developing fine motor skills and hand coordination [Text] / E.I. Svetlova. – M.: Eksmo, 2007. - 72 p.

8. Sokolova, Yu.A. Games and tasks for the intellectual development of a 5-6 year old child [Text] / Yu.A. Sokolova. – M.: Eksmo, 2007. - 64 p.

9. Tikhomirova, L.F. Exercises for every day: Logic for preschoolers [Text] / L.F. Tikhomirov. - Yaroslavl: Development Academy, 2000.-256 p.

10. Tikhomirova, L.F. Exercises for every day: Development of cognitive abilities in primary schoolchildren [Text]: A popular guide for teachers and parents / L.F. Tikhomirov.

- Yaroslavl: Development Academy, 2004.- 120 p.

Annex 1
P

Appendix 2

Appendix 3

Last name, first name of the child ___________________________________Date_____

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Appendix 4

Appendix 5

Appendix 6

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Find a pattern and continue the series. Try to come up with similar problems yourself.

In this drawing, the artist also missed several figures. Identify these shapes and draw them.

What should be instead of dots? Draw.

Draw a shape instead of dots.

Determine the logical connection in the arrangement of images.

Think and draw what should be instead of dots.

Find a pattern in the arrangement of figures.

Determine what shape needs to be drawn at the end of each row.

Appendix 12

Appendix 13

Appendix 14

Appendix 15

Appendix 16

Appendix 17

BBK 88.835.1

Tikhomirova L. F. Development of children's cognitive abilities.

A popular guide for parents and teachers. - Yaroslavl: Academy of Development, 1996. - 192 p., ill.

Development of cognitive, or intellectual, the child's abilities should be a constant concern of the parents, educators, teachers.

The book contains games, tasks, exercises that allow you to successfully develop such cognitive processes in children as perception, memory, attention, which is necessary for their preparation for school and further successful learning and intellectual development.

I8ВN 5-7797-0004-4 © design, “Academy of Development”, 1996 © Tikhomirova L. F.„ 1996 © Artists Dushiv M., Kurov V., 1996

I. Development of cognitive processes in preschool children.................................... 5

1. Perception........................................................ ........................................................ ........................... 7

Peculiarities of children's perception before school age …………………………………. . 8

Games and exercises for developing perception in preschool children.................................. 10

Diagnostics of the level of perception in preschool children.................................................... 26

2. Memory........................................................ ........................................................ ............................... 34

Peculiarities of memory of preschool children……………………………………….. 36

Games, exercises, tasks that promote memory development in pre-school children. age....... 38

Diagnostics of memory in preschool children. ……………………………………... 57

3. Attention................................................... ........................................................ ........................... 64

Peculiarities of attention in preschool children……………………………………. 65

Games and exercises aimed at developing attention in pre-school children. age.......... 67

Diagnostics of the level of attention of preschool children…………………………….81

Conclusion to Part I .................................................... ........................................................ ................ 86

Application................................................. ........................................................ ................................... 93

II. Development of cognitive processes in primary school children. age.......... 119

1. Perception........................................................ ........................................................ ........................... 121

Peculiarities of perception of children of primary school age.................................................... 121

Exercises for the development of perception in children of primary school age.................................. 124

Game training for the development of perception and observation in students. junior Cl. ..... 138

Diagnostics of perception in children of primary school age.................................................... 147

2. Memory........................................................ ........................................................ ................................ 154

Peculiarities of memory of children of primary school age………………………………… 154 Tasks and exercises for the development of memory of primary school children...................... ............... 158

Game training for memory development in elementary school students.................................................. 163

Memory diagnostics junior schoolchildren.............................................................................. 172

3. Attention................................................... ........................................................ ........................... 182

Peculiarities of attention of children of primary school age……………………………….182 Games and exercises for developing the attention of children of primary school age............... 185

Game training for developing the attention of younger schoolchildren.................................................... 185

Methods for diagnosing the attention characteristics of younger schoolchildren.................................................... 200

Conclusion to Part P............................................................. ........................................................ ............... 209

Application................................................. ........................................................ ........................... 211

The previous book, “Development of Logical Thinking in Children,” was devoted to the formation of such important process human consciousness, or psyche, as thinking in children of preschool and primary school age. In this book we talk about the development of such mental processes as perception, attention, memory, without which a child’s successful education at school is also impossible. The chapters of the book contain detailed information about what perception, attention, memory are, what are the features of these mental processes in children of preschool and primary school age, how to assess the level of development of cognitive abilities in children and with the help of what games, activities, and exercises they can be developed.

All tasks, exercises, games are arranged in such a way that their degree of complexity increases. Therefore, we recommend that parents and teachers working with children adhere to a certain sequence when conducting classes.

We remind you that the duration of classes with preschool children should not exceed 20 minutes, the duration of classes with first-grade students - 30 minutes, second-fourth grades - 40 minutes.

I. DEVELOPMENT

COGNITIVE PROCESSES IN PRESCHOOL CHILDREN.

1. PERCEPTION

The basis of perception is the work of our senses. Perception is basic cognitive process sensory reflection of reality, its objects and phenomena when their direct action on the sense organs. It is the basis of thinking and practical activity of both an adult and a child, the basis of a person’s orientation in the world around him, in society. Relationships between people are built on the basis of a person’s perception of a person.

In the structure of perception, there are two main substructures: types of perception and properties of perception.

Types of perception: simple, complex, and also special. Special types include the perception of space, time, and movement. Simpler types include the perception of size, shape of objects, their colors.

Perceptual properties: volume, integrity, structure, meaningfulness.

Development of cognitive abilities of preschool children

PERCEPTION

Perception should be considered as an intellectual process. It is based on an active search for the signs necessary to form the image of an object.

The sequence of this process can be represented as follows:

A) isolating a specific group of signals from the flow of information and concluding that these signals relate to the same subject;

b) searching in memory for a complex of features similar in the composition of sensations, then comparing the perceived object with it;

V) subsequent search for additional signs of the object, which will confirm the correctness of the result of perception or refute the decision.

Peculiarities of perception of preschool children

The perception of a preschool child is involuntary. Children do not know how to control their perception, they cannot independently analyze this or that object. In objects, preschoolers notice not the main features, not the most important and significant, but what clearly highlights their against the background of other objects: color, size, shape.

The process of development of children's perception in preschool age was studied in detail by L. A. Wenger. During the age period from 3 to 7 years, the child develops the ability to mentally

dismember visible objects into parts and then combine them into a single whole. A child of preschool age learns, in addition to the outline, to identify the structure of objects, their spatial features and the relationships of parts.

top scores The development of perception in a preschool child is achieved only when the child is offered standards for comparison that affect the senses (sensory standards). It is with such material standards that the child must learn to compare the perceived object in the process of working with it. Such sensory standards for the perception of form are geometric figures, for the perception of color - the spectral range of colors, etc. Working with standards - the first stage of perception.

IN preschool age children become familiar with the spatial properties of objects with the help of the eye and orienting and exploratory movements of the hands. Practical actions with perceived objects lead to a restructuring of the perception process and represent second phase development of this cognitive ability.

At the third stage external perception of an object turns into mental perception. The development of perception makes it possible for preschool children to recognize the properties of objects, distinguish one object from another, and clarify the connections and relationships that exist between them.

The tasks, exercises, and games we offer will help develop the child’s perception, making it more accurate, objective, structural, and holistic. And this is simply necessary for the development of the intellectual, artistic and creative abilities of every child.

10 Development of cognitive abilities of preschoolers

Games and exercises for developing perception in preschool children

Game “KNOW THE OBJECT”

The proposed game teaches how to compare objects with each other and is intended to develop perception in children 4-6 years of age.

To play the game, you need to put various small objects in a linen bag: buttons of different sizes, a thimble, a reel, a cube, a ball, candy, a pen, an eraser, etc.

TASK FOR A CHILD:Oprah

tell by touch what these things are. If several children participate in the game, then you need to ask one child to describe each object, feeling it, and the second (if there are several children, then all the others) to guess, name and sketch the thing according to the proposed description.

A game“assemble a pyramid” For the development of perception of a 3-5 year old child. To play you will need two identical pyramids. One pyramid is intended for the child to work with, and the second will act as a standard.

exercise 1: Ask your child to assemble a pyramid that gradually tapers upward according to the finished standard.

PERCEPTION

task 2: Organize a complex design according to a standard, that is, assembling an irregular pyramid, a tower of an unusual configuration.

Game "DO THIS"

To develop the perception of children 4-6 years old, the following tasks can be offered:

a) according to the model, build the same structure from cubes:

b) draw patterns based on the sample:

You can repeat the exercises with more complicated figures from cubes, with more complex Patterns.

Game "white sheet"

Aimed at developing the perception of the shape of objects in children 3-5 years of age, as well as the development of fine motor skills of the hands.

Figures are drawn on a sheet of paper (appendix, pp. 95-97), some are painted in green, others are only outlined. We have provided a diagram of the task; the child will work with the pictures included in the appendix.

exercise: Cut out figures from the sheet, outlined along the contour, and then close them green shapes on another sheet of paper. If positioned correctly

Game “SETTING UP THE CARPET”.

Designed to develop perception in preschool children.

The child will work with the material posted in the application according to the proposed assignment scheme.

There were holes in the beautiful rug. There are several patches located near the mat, from which you need to choose only those that will help close the holes.

Working with the application materials, the child can not only select, but also cut out the desired patch to close the hole in the carpet.

1st version of the task:

PERCEPTION

2nd version of the task:

A game“FIND THE SAME OBJECT” Designed for children 4-6 years old.

The child is offered pictures: a separately drawn standard lamp and several more drawings of lamps, among which the child must find the same one as the standard. The task is limited in time; only 30 seconds are given to study the pictures. After this, the child must give an answer.

For children 4 years old, you can leave the standard in front of your eyes; for older children, the standard should simply be covered with a sheet of white paper. This version of the task will allow you to develop not only the child’s perception, but also memory and attention.

Razya

5) Which of the paintings

^ D 3) In which picture is the birch tree higher than the spruce tree, but lower than the hill.

7) In which of the pictures is the road narrower than the river?

Then you can offer tasks of even greater complexity:

1) Show a picture where the girl is larger than the boy, but smaller than the tree.

perception

3) Show a picture in which the ship is closer to the lighthouse and further from the boat.

O-1 point - very low.

BUY A BOW

Buy onions, green onions, Parsley and carrots, Buy our girl! A minx and a cheat!

We don't need green onions, Parsley and carrots, We only need a girl, A minx and a cheat!

(Scottish song)

Little Mary has a big loss:

Her right shoe was missing. In one she jumps and cries pitifully, You can’t live without the other! But, dear Mary, don't cry for the loss. A shoe for your right foot We'll sew you a new one, Or we'll buy a ready-made one, But just be careful, take care! (English song)

Duck, duck, wild goose! I won’t invite you to visit. Be sure to come and bring a bowl. If you find it, eat it. Wherever you have to, sit. (Hungarian song)

turnip

Grandfather planted a turnip and the turnip grew big and big. The grandfather began to pull the turnip out of the ground: he pulled and pulled, but could not pull it out.

The grandfather called the grandmother for help. Grandma for grandfather, grandfather for turnip: they pull and pull, but they can’t pull it out.

The grandmother called her granddaughter. The granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip: they pull and pull, but they cannot pull it out.

The granddaughter called to Zhuchka. A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip:

They pull and pull, but they can’t pull it out.

Bug called the cat. The cat for the Bug, the Bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip: they pull and pull, but they can’t pull it out.

The cat clicked the mouse. Mouse for the cat, cat for the Bug, Bug for the granddaughter, granddaughter for the grandmother, grandmother for the grandfather, grandfather for the turnip: pull and pull - they pulled out the turnip!

You need to read the fairy tale more than once. When listening for the first time, the child’s impressions may be inaccurate. Usually children only follow the plot, so they miss a lot. When listening to fairy tales repeatedly, the impressions deepen and the child remembers better.

MEMORY

The tale we have presented is simple in plot. To help you remember better, you can ask your child a number of questions:

1) What did grandfather plant?

2) Was the grandfather able to pull out the turnip alone?

3) Why couldn’t I?

4) Who came to the rescue?

5) At what time of year do the fairy tale events take place? When did grandfather plant the turnip? When did he decide to take her out?

6) What does this fairy tale teach? Should we help each other?

When reading and learning poems by Russian writers about nature with your child, it is necessary to introduce the child to the seasons. The child must understand well that winter is always replaced by spring, spring by summer, summer by autumn, and autumn by winter. It is imperative to talk with your child about what happens in nature in winter (poems by Drozhzhin, Pushkin), spring (poems by Fet, Pleshcheev), summer and autumn (poem by Maykov).

Grandfather Frost walks the street, scatters frost on the branches of birch trees, walks, shakes his white beard, stamps his foot, only a crackling sound comes. WITH. Drozhzhin

Winter road

The moon makes its way through the wavy fogs, It pours a sad light onto the sad meadows.

Along the winter, boring road, Three greyhounds are running, The monotonous bell is rattling tiresomely.

Something familiar is heard in the long songs of the coachman:

Either a daring revelry, or a heartfelt melancholy.

A S. Pushkin

The grass is turning green, the sun is shining, the swallow is flying towards us in the canopy with spring. A Pleshcheev

The willow is all fluffy, spread out all around, Again the fragrant spring is wafting all around.

A Fet

MEMORY

My bells, steppe flowers! Why are you looking at me, Dark Blues?

And what are you ringing about On a cheerful day in May, Shaking your head among the unmown grass?

A Tolstoy

A golden leaf is already covering the wet ground in the forest... I boldly trample with my foot the beauty of the spring forest.

Cheeks burn from the cold:

I love to run in the forest, listen to the branches crack, rake the leaves with my feet!

The frost of the night lies on the leaves for a long time, and through the forest the clarity of the transparent skies somehow looks cold...

Poems by A. Barto, S. Marshak, E. Moshkovskaya, O. Vysotskaya, E. Blaginina can also be read and memorized with children. For the little ones:

bear

They dropped the bear on the floor and tore off the bear's paw. I still won’t leave him because he’s good.

Bunny

The owner abandoned the bunny, the bunny was left in the rain. I couldn’t get off the bench, I was completely wet.

Airplane

We'll build the plane ourselves, Let's fly over the forests. Let's fly over the forests, and then return to mom.

Ball

Our Tanya is crying loudly, She dropped a ball into the river. Hush, Tanya, don’t cry, the ball won’t drown in the river!

A Barto

That's what mom is like

Mom hummed a song, dressed her daughter. Dressed - put on a white shirt. White shirt - Fine stitching.

Mom sang a song, put shoes on her daughter. I attached an elastic band to each stocking. Light stockings

On my daughter's feet. Mom finished singing the song, Mom dressed the girl:

Red dress with polka dots, New shoes on the feet... That's how mom pleased - she dressed up her daughter for May!

That's what a mother is like - Golden!

E. Blaginina

For children of this age, we can also recommend reading and memorizing excerpts from K. Chukovsky’s poems “Telephone”, “The Stolen Sun”, “My Dodyr”, etc.

For retelling, you can use the story of E. Charushin.

Goat

A goat is walking down the street, in a hurry to get home. At home, her owner will feed and water her. And if the owner hesitates, the goat will steal something for herself. In the hallway he will devour a broom, in the kitchen he will grab a loaf of bread, in the garden he will eat seedlings, in the garden he will rip the bark off an apple tree. That's how thieving, mischievous! And goat’s milk is delicious, perhaps even tastier than cow’s.

The boat is sailing, sailing, the golden boat, lucky, bringing gifts, gifts for you and me.

On the deck the sailors are whistling, scurrying, hurrying, On the deck the sailors are Fourteen little mice.

The boat is sailing, sailing, to the west, to the east, ropes and sail

cobwebs, petal.

Game “LET'S REMEMBER TOGETHER”

To develop the auditory memory of children aged 4-5-6 years, we can recommend classes with a group of children.

One child names an object. The second one repeats the named word and adds one of his own. The third child repeats the first two words and adds a third. The fourth child will have to repeat three words, and then name his own, etc.

It is advisable to carry out this exercise repeatedly. From time to time, the number of words that children remember will increase, that is, the amount of memory will increase.

3. To develop the visual memory of preschoolers, you can use special exercises.

To organize your work with your child, you will need cards with geometric shapes (a set of cards is given in the appendix; you just need to cut them out and stick them on cardboard).

The demonstration time for one card is 10 seconds. After showing one of the cards, you should ask the child to reproduce the figures in the sequence in which they were depicted on the card.

MEMORY

Playing the story.

The technique of reproducing a story can help in diagnosing semantic memory, as well as for the development of semantic memory in a preschool child.

For preschool children, you can offer the following options for stories for memorization:

a) Once upon a time there were children. Mom gave them a cute little horse. The children began to ride the little dog and the dog on the horse. It was a good ride. Suddenly the horse stopped riding. The kids are watching, and she has a yumana leg. They called Uncle Vanya, and he repaired the scaffold.

b) Once upon a time there was a boy. His name was Vanya. Anya and her mother went outside for a walk. Vanya ran very quickly, tripped and fell. Vanya hurt his leg.

his leg hurt a lot. Mom took Vanya

Auditory memory.

“10 words” technique. The child is read 10

words: table, viburnum, chalk, elephant, park, legs, hand,

gate, window, tank

Reproduction of 5-6 words after the first reading

indicates a good level of auditory mechanics memory.

Visual memory.

Using the technique of D. Wexler (1945) makes it possible to study visual memory in pre-teen children. The child is offered 4 drawings (see pp. 58-59).

The child is allowed to look at each picture for 10 seconds. Then he their must be written on a blank sheet of paper.

EXPERIMENTAL RESULTS:

A) Two crossed lines and two checkbox -1 point,

correctly placed flags - 1 point, etching angle of intersection of lines - 1 point. The maximum score for this task is 3 points.

58 Development of cognitive abilities of preschool children 1 memory

Dinner

Road

Field

Milk

Light

Cloth

Night

Error

Horse

Bird

Study

Chair

Mouse

A set of cards is given in the appendix. Here we will only name what will be depicted on the cards: bread, apple, wardrobe, clock, pencil, airplane, table, bed, sleigh, lamp, cow, cat, rake, nest, knife, tree, strawberry, shirt, car, cart , moon, sofa, school building, cup, bicycle, house, notebook, lantern.

For preschoolers, words and pictures should be more specific, for younger schoolchildren - more abstract.

instructions for the child:“Now I will read out the words, and in order to remember better, you will choose the appropriate card with a picture that will help you remember the word I named.”

The first word to be pronounced is, for example, milk. In order to remember this word, the child must choose a card with a picture of a cow, etc.

You have 30 seconds to choose a card for each word. Many children make this choice

Figurative memory."

This technique is designed to study figurative memory. The essence of the technique is that the subject is asked to remember 12 images, which are presented in the form of a table, for 30 seconds.

The subject’s task, after the table has been removed, is to draw or express verbally those images that he remembers.

Test results are assessed based on the number of correctly reproduced images. Nor-1 - 6 correct answers and more. The technique can be used both in individual work and in groups.

SHIMMING

Observing the child's behavior during classes kindergarten behavior at school, you can find out what types of attention predominate in educational activities child. In addition, it is possible to determine and the level of development of attention properties: volume, stability, distribution, switching.

By how many objects a child can consciously hold in his consciousness in a short period of time, he is judged. attention span.

Stability of attention is the ability to maintain concentration in an activity for a long time, the ability to be distracted from everything extraneous. The opposite property of stability of attention is distractibility of attention.

Distribution of attention- this is the ability to perform several types of activities at the same time.

Switching attention is a conscious transition from one object to another. The speed of switching depends on the individual characteristics of each child.

Peculiarities of attention of preschool children

Characteristic feature The attention of a preschool child is that it is caused by externally attractive objects. Attention remains focused as long as interest in perceived objects remains: objects, events, people. Attention in preschool age Rarely arises under the influence of any set goal. Therefore, it is involuntary. 3 -^236

Game "WHAT IS THIS?"

It assumes the child’s knowledge of such categories as “in front”, “behind”, “right”, “left”.

An adult places 3-4 toys around the child and makes a wish for one of them, telling the child only its location (in front of you, behind you, on the right or left).

It is known that the toy lies in front of the boy. What is this?

The toy lies behind the boy. What kind of toy is this?

The toy lies to the right of the boy. What is this?

It is known that the toy lies to the left of the boy. What is this?

The game “what appeared?”

a) Look carefully at both dolls and answer what appeared on the second doll?

To complete the task, ask your child to describe the first doll, then the second. Then let the child compare both dolls based on the named properties.

Differences - 5.

ATTENTION

Game "WHAT'S LOST?"

a) Look carefully at the kittens. What have they lost?

Ask your child what each kitten has drawn. Then he must answer whether the first kitten has everything, then the second.

b) Look carefully at the bunnies. What have they lost?

To complete the task, you can use a bunny toy. The child must look at the hand that the bunny has. And then answer the question about what the bunny has lost.

These games are aimed at developing not only memory, but also attention and perception.

A game"find differences."

Look closely at these two cars. What is the difference?

""I Look closely at these two birds. What is the difference?

Game “ADD A WORD”

Intended for children aged 4-6 years, aimed at developing attention and memory. The game can be played with a group of children. You can play with one child.

The first child names a toy. The second one repeats this word and adds one of his own. The third child repeats the first two in order and names his own, etc.

If this game is played repeatedly, then the number of memorized words increases from time to time, i.e. the amount of memory. And the instruction that an adult gives to memorize as much as possible more words, develops children's voluntary attention.

HISTORY

Having turned the page, we ask him to look carefully at a number of the same objects and answer<а вопрос: «Что еще появилось?» Или «Что измелилось? »

ATTENTION

“Find and cross out” technique

CONCLUSION

4. Do you have a brother, sister? Who's older?

5. How old are you? How much will it be in a year? in two years?

6. Is it morning or evening? (Day or morning?)

7. When do you have breakfast - in the evening or in the morning? Do you have lunch in the morning or afternoon? What comes first - lunch or dinner?

8. Where do you live? Give your home address.

9. What does your father and mother do?

10. Do you like to draw? What color is this pencil (ribbon, dress)?

11. What time of year is it now - winter, spring, summer or autumn? Why do you think so?

12. When can you go sledding - winter or summer?

13. Why does it snow in winter and not in summer?

14. What does a postman, a doctor or a teacher do?

15. Why is a bell or desk needed at school?

16. Do you want to go to school yourself?

17. Show me your right eye, left ear. What are eyes and ears for?

18. What animals do you know?

19. What birds do you know?

20. Who is bigger: a cow or a goat? Bird or bee? Who has more paws: a dog or a rooster?

21. What is greater than 8 or 5, 7 or 3? Count from 3 to 6. From 9 to 2.

22. What should you do if you accidentally break someone else's thing?

Development of cognitive abilities;

Answer rating:

1. For the correct answer to all questions of one item, the child receives one point (with the exception of the Control Questions).

2. A child can receive 0.5 points for correct but incomplete answers to the sub-questions of the item.

3. Answers corresponding to the question posed are considered correct: “Dad works as an engineer. A dog has more paws than a rooster." The following answers are considered incorrect: “Mom Tanya, dad works at work.”

4. Control tasks include the following questions: 5, 8, 15, 22. They are assessed as follows:

No. 5 - if the child can calculate how much

he is old - 1 point if he names the years since

taking into account months - 3 points;

No. 8 - for full home address with city name - 2 points, incomplete - 1 point;

No. 15 - for each correctly indicated use of school paraphernalia - 1 point;

No. 22 - for the correct answer - 2 points.

5. Point 16 is assessed together with points 15 and 17. If the child scored 3 points in point 15 and gave a positive answer to point 16, then the protocol notes positive motivation for studying at school (the total score must be at least 4).

Evaluation of the results of the conversation: if a child receives 24-29 points, he is considered school-mature; children who score 20-24 points as a result of a conversation are moderately mature; children who score 15-20 points have a low level of psychosocial maturity.

CONCLUSION

Preschoolers

Each task is graded from 1 (best grade) to 5 (worst grade). Evaluation criteria for each task:

Exercise № 1. Drawing a male figure.

1 point- the drawn figure must have a head, torso, and limbs. The head and body should be connected by the neck (it should not be larger than the body). On the head - hair (possibly) a cap or hat), ears, on the face - eyes, nose, | mouth. The upper limbs should end in a hand with five fingers. Signs of men's clothing must be present.

2 points - fulfillment of all requirements, as in score 1, except for the synthetic method of depiction (i.e., the head and torso are drawn separately, arms and legs are attached to it). There are three possible missing body parts: neck, hair, 1 finger, but no part of the face should be missing.

3 points - the figure in the drawing must have a neck, torso, limbs (arms and legs, which should be drawn in two lines). Ears, hair, clothes, fingers, and feet are missing.

4 points- a primitive drawing of a head and body. The limbs (only one pair is enough) are depicted as one line.

5 points - there is no clear image of the torso and limbs. Scribble.

CONCLUSION

1 score - high level of intellectual development;

2 points- average level;

3 points- below the average;

4 points- low level;

5 points- very low.

PRESCHOOL CHILDREN

Development of cognitive abilities of preschool children APPENDIX

For the game “make a picture” (p. 13).

Olyppsov

APPLICATION

106 Development of cognitive abilities of preschool children

For the game “remember the pictures” (p. 51).

APPLICATION

Towards a technique of indirect memorization (p. 61).

Development of cognitive

abilities;

APPLICATION

PERCEPTION

It is very important what question adults ask the child when looking at the picture. If the question “What is in the picture?” is asked, then the child begins to list the objects. And if the question is asked “What events are depicted in the picture?”, then a higher perception, explanation, interpretation is required.

In the process of teaching a student in elementary school, “perception becomes thinking” (Elko-nin D.B.). Perception becomes:

a) more analytical;

b) more differentiating;

c) takes on the character of organized observation;

d) the role of the word in the perception of objects and phenomena changes.

The development of perception cannot happen on its own. The role of the teacher and parents is very important, they can organize the activities of children in the perception of certain objects or phenomena, teach them to identify essential features, properties of objects and phenomena.

Psychological research has shown that one of the effective methods of organizing perception and cultivating observation skills is comparison. At the same time, perception becomes deeper, the number of errors decreases.

Tikhomirova Larisa Fedorovna - Doctor of Pedagogical Sciences, Professor.

In 1979, she graduated with honors from the Faculty of Medicine of Yaroslavl State Medical University, specializing in treatment and prevention. In 1989 she defended her dissertation for the degree of Candidate of Medical Sciences. From 1990 to 1998, she worked as an assistant professor at the Department of Psychology and Medical Problems in Education at the Yaroslavl Regional Institute for Advanced Studies of Education Workers.

In 1993, she was awarded the academic title of associate professor in this department. From 1998 to 2000, she worked as vice-rector for scientific and methodological work at the Yaroslavl Regional Institute for Advanced Training of Education Workers. From 1999 to 2000, she underwent professional retraining at the State Educational Institution of the Yaroslavl Region, the Institute for Advanced Training of Education Workers in social pedagogy - family psychology. In 2001, she entered doctoral studies at the Department of Social Management of Yaroslavl State Pedagogical University. K.D. Ushinsky, at the same time taught classes with students, working at the Department of Social Pedagogy as an assistant professor.

In 2004, L.F. Tikhomirova defended her dissertation for the degree of Doctor of Pedagogical Sciences. Elected by competition for the position of professor at the Department of Social Pedagogy of Yaroslavl State Pedagogical University named after. K.D. Ushinsky. Tikhomirova L.F. has more than 100 published scientific papers.

Books (5)

Logics. Children 5-7 years old

The tasks, exercises and games presented in this manual will help develop the thinking of children of senior preschool age, teach them to identify essential features of objects, compare by essential and non-essential features, generalize and classify objects.

The manual is intended for teachers of preschool educational institutions, teachers, and parents. Will provide significant assistance in preparing children for school.

Mathematics in primary school. Educational games, tasks, exercises

An elementary school teacher faces an important task: not only to introduce children to the basics of science, but also to instill interest in academic subjects and develop the cognitive abilities of young students. This fully applies to mathematics.

This manual contains exercises and didactic games that promote a more conscious and in-depth assimilation of programmatic mathematical materials and the development of thinking, memory, and attention in younger schoolchildren.

Development of a student’s intellectual abilities

The manual contains materials on diagnosing the intellectual abilities of schoolchildren, as well as tasks and exercises for their development. The use of trainings and games will make this process more emotionally enjoyable, and, consequently, more effective.

This book will help you in a week, at home, without the help of a trainer, without dumbbells and exercise machines, using only your own body weight, to make your waist thinner and more elastic. To do this, you need to approach achieving your goal in a comprehensive manner - go on a diet, carry out simple toning procedures every day and perform five-minute gymnastics for the abdominal and back muscles. It will be easier to complete the task if you follow the author’s “Stomach Attack Plan” program, designed for 7 days.

I am sure that 90% of women, when asked which part of the body they would like to strengthen additionally, will answer that the stomach. And this is no coincidence. Because the stomach is an “immediate response zone”: if we overeat slightly, the result will immediately be reflected in our waist size. And now folds have formed on the sides and an unsightly bulge in the front.

But the most important thing is that even those women who regularly visit a sports club often cannot achieve a flattened abdomen to the desired shape. This is because the abs require special attention. The abdominal muscles are large and strong, they quickly adapt to the load and after a short period of time cease to perceive it. Even systematic training will not bring the desired result - a flexible and elastic torso, if you do not add variety to your exercises from time to time.

If traditional crunches and sit-ups do not bring the expected results, try non-standard types of gymnastics: yoga, fitball, Pilates, plus go on a diet, do a targeted massage of the abdomen and back every day, and actively care for the skin of the middle part of the body. This book will help you correctly and effectively create a comprehensive plan for the fight for a slimmer waist, revive routine workouts, lose weight, and ultimately, within a week, make your stomach flatter and more prominent.

Part I: Say “Stop!” routine

In this part:

♦ Firm belly

♦ Overcome difficulties on the way to a wasp waist

♦ How ready are you for change?

Your dream is a graceful figure, an elegant silhouette or steel abs without a single fold of fat. And for the sake of its implementation, for the umpteenth time you promise yourself to gather your willpower and lose a few extra pounds and, finally, after measuring your waist, remain satisfied with yourself. You again reproach yourself for the days, weeks, months when you put off training until later, you scold yourself for not following your diet and laziness, which prevents you from starting to exercise regularly.

And so you enthusiastically make a decision: “Starting tomorrow, I will start a new life, go in for sports, stop snacking at night, and take an intensive massage course.” Tomorrow comes, but, alas, there are other, more important things to do, and you again put off “charging” until better times. As a result, after a week or two, not a trace remains of your determination. And you, as before, suffer from poor posture, sagging belly and back pain. How to make sure that good intentions do not remain so forever, but turn into concrete, consistent actions, how to maintain the mood and desire to perform physical exercises and, as a result, achieve visible changes in the proportions of the figure, a thin waist or a molded torso? First of all, say: “Stop!” routine - and start taking action.

Firm belly

A firm belly not only shapes your figure!

Have you decided to get rid of your bulging belly? Then keep in mind that after the initial period of enthusiasm associated with making such a decision, there will inevitably come a stage of its implementation. And then you will need additional endurance, patience and willpower. Because you need to train every day and at the same time perform fairly monotonous exercises.

You need to be prepared for the fact that at a certain moment you will want to give up everything and do some other activity that undoubtedly gives you more pleasure personally, for example, lying on the couch, chatting with a friend on the phone or watching TV. What will help you in this case not to stop halfway towards your goal? First of all, this is knowledge. Knowing the structure of the body is your strength.

Do you want to have a flat stomach? Then prepare yourself mentally for change.

Study the problem from the inside - start by understanding the essence of the following question: why is it so often advised to strengthen the abdominal muscles first of all, and not, for example, the muscles of the legs and buttocks?

Of course, for good health and harmonious development, it is necessary to strengthen all muscle groups. But, as you know, the highest sign of truly good physical shape is the pronounced tone of the abdominal muscles. The external silhouette of the figure, posture, general health, and the functioning of such important internal organs as the stomach, intestines, and bladder depend on the strength of the abdominal muscles.

Surprised? If you have strong abdominal and back muscles, this means that you have a good metabolism, excellent blood and lymph circulation, no digestive problems, that is, you are healthy.

Besides, a toned belly provides the following benefits.

1. Looks very aesthetically pleasing.

A thin, flexible waist has always adorned and adorns a woman, making her elegant and graceful. A toned stomach can hide some figure flaws, such as full hips or slightly plump shoulders and arms. It will make your figure more feminine, light, and give your silhouette charm and uniqueness.

For men, pumped abs are a clear sign of strength, determination and masculinity. With abs of steel, you are a real man, clearly not suffering from the “mirror disease”, and therefore an attractive individual for the female half of humanity! The rectus abdominis muscle, running from the sternum to the pelvis, is the largest in the human body; along the muscle bundles, it is transversely divided by tendon jumpers into segments that fix it. These segments give a sectional appearance to the rectus muscle and create the relief of the abdomen.

In order for the squares on your stomach to be noticeable, you must be in very good physical shape. But even if your stomach is not pumped up to a state of pronounced relief, a flat and elastic stomach still looks better than a flabby belly.

2. Shapes the figure.

Inhale, pull in your stomach, and your figure takes on a charming hourglass silhouette with a golden mean. Don't breathe, just remain with your stomach pulled in. Difficult? Then exhale and work on strengthening your abdominal muscles. To feel slim in any environment, you don’t have to hold your breath. There is another way to get the desired shape - regularly perform strength exercises for the abs, and even better - combine them with breathing exercises. A wasp waist will “untie your hands”; you will feel confident and completely “formed” when you get rid of excess fat in such an attractive area of the body.

3. Eliminates all diseases.

It's no secret that physical education is an active means of prevention, that is, prevention from diseases - colds (flu, sore throat, pneumonia), nervous system, heart, and has a positive effect on the emotional state of the student.

In addition, regular exercises to tone the abdominal muscles are especially recommended for those who suffer from diseases of the digestive system, liver and biliary tract, such as colitis, gastritis, and stomach ulcers. And this is not a joke at all. Performing abdominal exercises and proper breathing activate blood circulation and have a positive effect on motor, secretory and absorption functions in the abdominal cavity, contribute to the health of the entire body, and normalize metabolism. Therefore, don’t be a fool - do physical exercise, and you will be forever young, healthy, beautiful and slim.

To narrow down the search results, you can refine your query by specifying the fields to search for. The list of fields is presented above. For example:

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# study

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