Intellectual development of children 5 6 years old. Children should be taught to read
Program
School of Intellectual
development of children 5-6 years old
"Golden Child"
Borisov 2016
Explanatory note
The period between preschool childhood and primary school age is an intermediate stage in the development of a child's personality. With the advent of school, the whole way of life and activities of six-year-old children changes. The leading activity gradually becomes educational, and the social situation of development - the system of interaction "student-teacher", "student-student", "teacher-class". No matter how much effort and time is spent on preparing children for school readiness, all children face certain difficulties at the beginning of schooling. Therefore, there is a transitional period from preschool to school childhood, which can be called the period of adaptation of the child to school activities to life. The state of his health, working capacity, learning success, emotional state in elementary school and in subsequent years of study largely depend on how the child adapts, gets used to school.
In this regard, the integrated course "Preparing Children for School" is designed in such a way that the physiological and socio-psychological adaptation is successful for six-year-old children, so that there is a gradual transition from play to learning activities. Therefore, the main goal of the course is to create optimal conditions for the successful adaptation of six-year-old children to a new social situation and the prevention of possible negative trends in the personal and intellectual development of future students.
Based on the goal, the main objectives of the course are:
Creating a general positive attitude towards school life and activities;
Formation of sustainable interest in cognitive activity;
Development of communication skills of communication and interaction with the teacher and peers;
Correction of general psychological difficulties inherent in six-year-old children at the beginning of education.
For the organization of the educational process during the period of adaptation of six-year-old children, it is recommended to adhere to the following rules:
To create a subject-spatial developing environment that functionally models the content of children's activities;
Use a variety of forms of education, including specific children's activities on an interactive basis;
Use a dialogical form of communication between a teacher and children, which contributes to the development of activity, initiative, the formation of respect and trust in the teacher;
Provide the opportunity for dialogic communication between children, recognize the child's right to initiative statements, the right to make a mistake.
The complex of tasks and games of such a lesson consists of:
Exercises of a manipulative, training nature: finger gymnastics, various exercises for shifting, stringing, stretching, squeezing, rolling, etc.;
Exercises related to graphic elements (hatching, tracing, sketching simple writing elements: dots, sticks, circles, wavy lines, a fence, etc.);
Exercises related to traditional activities: drawing, applique, modeling;
Exercises aimed at developing speech and mastering the child's language skills;
Exercises that contribute to the formation of ideas and concepts about objects and natural phenomena, awareness of one's place in the world around;
Exercises aimed at mastering the first mathematical knowledge that is necessary for practical activities and continuing education;
Exercises aimed at developing creative abilities through dance art.
Each lesson includes game exercises and tasks aimed at developing communication skills, ethical standards of behavior and moral standards in preschoolers.
The development of speech. Preparing a child's hand for writing.
Explanatory note.
Purpose: formation of cognitive interests, education of moral and ethical qualities, emotional and value attitude to the surrounding reality.
The development of phonetic hearing, the formation of the ability to isolate sounds in a word;
Communication development oral speech;
Preparation of the hand for writing (coloring, drawing patterns and borders, tracing along the contour, shading in different directions;
Development of the correct posture of the student, the ability to hold a pen while writing, place a notebook on the desk.
Preschoolers should be able to answer the teacher's questions, make sentences on a specific topic, make up short stories based on a picture or a series of pictures, based on the personal observations of children, guess riddles, explain the meaning of proverbs that are close to the child's life experience. To memorize poems, nursery rhymes, songs, counting rhymes and their reproduction with the desired intonation. Be attentive, friendly to the answers and stories of other children. Know the words used to greet and say goodbye. Isolate sounds in a word and words in a sentence, determine their sequence. Distinguish between consonants and vowels, hard and soft consonants. Determine the place of stress in a word. Be able to hold a pen correctly when writing, place a notebook on a desk. Color, trace, hatch in different directions.
Organization of the educational process
The goals and objectives of the training determined the principles of building the course, the most important of which are system-descriptive, communicative-speech and the principles of cultural conformity.
System-descriptive principle. When selecting the content of training, it ensures that students master the Russian language system and how to apply the knowledge of this system in practice.
Communicative-speech principle means an orientation towards interconnected teaching of all types of speech activity (listening, speaking, reading, writing) in order to form in preschoolers the ability (skills) to decide language means communication tasks in different communication situations.
The principle of cultural conformity means the focus of the content of language education on the complex formation of preschoolers by means of the Russian language, as cognitive values and the upbringing of the spiritual, moral, aesthetic qualities of the individual.
Everyone section of the program forms in preschoolers a conscious, to the extent of their age capabilities, attitude to linguistic facts, increases their communicative activity and independence, promotes mental and speech development, understanding of expressiveness, capacity of the Russian language, forms a value attitude to language as a cultural phenomenon.
Formation of elementary mathematical concepts and logical structures of thinking in preschoolers
Explanatory note
Purpose: Development of spatial representations, skills and abilities necessary not only for mathematical activity, but also for a full life in society.
Identify and distinguish objects by one property: shape (round, triangular, square, rectangular), size (small, large), color. Mutual arrangement objects: above, below, above, below, left, right, left, right, in front of, behind, between, next to. Temporal representations: first, then, earlier, later, before, after;
Classify objects according to one and two properties. Arrange the items in a given set;
Compare many items by quantity: more, less, the same, more by, less by;
Name numbers from 1 to 10 and vice versa. Item count.
Basic requirements for the preparation of preschoolers
Preschoolers should name numbers from 1 to 10. Count objects;
Classify an item according to one and two properties;
Compare sets of objects by quantity more, less, the same, more by, less by;
Identify and blur objects by one property: shape, size, color.
Organization of the educational process
In the process of primary teaching of mathematics, gaming, explanatory and illustrative and heuristic methods. Learning through the game involves the use of special educational games that reflect the most important mathematical ideas.
When teaching mathematics, it is important to ensure the assimilation of both the meaning of the introduced concepts and certain facts and algorithms. This is achieved in teaching through the use of objective activities, different types of visualization and mathematical representations.
The formulation of the concept of number is facilitated by activity with subject (countable material), drawings. The meaning of addition and subtraction is revealed through the solution of the corresponding problems. Knowledge of the composition of the numbers of the first ten is necessary to master the addition and subtraction of numbers within 10. The bit composition of numbers serves as the basis for operating in the future. multi-digit numbers.
One of the goals of the initial teaching of mathematics is the development of the surrounding space, the development of spatial representations.
Formation of initial knowledge about nature, society and man
Explanatory note
Purpose: the formation of initial knowledge about nature, society and man.
Formation of ideas and concepts about objects and phenomena of nature and social life, leading preschoolers to an elementary understanding of the connections in the “nature-man-society” system and awareness of their sheet in the world around them;
Formation of the moral qualities of a person (goodwill, compassion, sense of duty, obligation, etc.);
Formation of the idea that a person is a part of nature and his health and life largely depend on the state of the environment; development of the necessary skills and habits of a healthy lifestyle;
Education of patriotism, love and respect for one's Motherland, humane attitude towards all living things, development of the need for knowledge of nature and respect for it.
Organization of the educational process
important place in the educational process, gaming activities will open, aimed at mastering subject knowledge and skills, but also at developing ways of logical thinking, at mastering by students certain rules of behavior in nature, society, at developing skills and habits of a healthy lifestyle.
In the process of observing seasonal phenomena in nature, preschoolers receive specific knowledge about the plants and animals of the immediate environment. Answering the questions: “Why do birds fly to warm lands?”, “Why do some animals hibernate for the winter, while others lead an active lifestyle?”, the preschooler is convinced that everything is interconnected in nature and that changes in plant life and animals are an adaptation to the conditions of existence (to changes in inanimate nature). Thus, elements of ecological knowledge are formed.
During the training, preschoolers reinforce the personal and social hygiene skills that they acquire in kindergarten. In the process of learning about why and how nature affects the mood and empathy of a person, knowledge of a healthy lifestyle expands and deepens.
Attention is focused on the development among preschoolers of the idea that a person is an integral part of nature and society.
Considering that the formation of a child's personality begins in the family, great attention is given to the education of love for their loved ones, which is manifested in caring for relatives, in responsibility, on an equal basis with other family members, for order and comfort in their own apartment at home.
Basic requirements for the preparation of preschoolers
Preschoolers should have initial ideas:
about what is order;
about objects of animate and inanimate nature;
about domestic and wild animals;
about the need for respect for all living things;
seasonal changes in inanimate nature, in the life of plants, animals and humans;
about the daily routine;
about the benefits of vegetables and fruits;
about places where you can and where you can not play;
about the rules of conduct on the water.
Preschoolers should know:
the name of the country in which they live;
your last name, first name and patronymic;
names and patronymics of parents;
your home address;
emergency phone numbers (ambulance, police, Ministry of Emergency Situations, etc.)
distinguish between several types of trees, shrubs, identify the main fruits and vegetables, follow hygiene rules before eating them;
list the main changes taking place in the life of plants and animals, in the labor of people at different times of the year;
explain the reasons for the observed seasonal changes in nature that are understandable to children;
observe the rules of personal hygiene;
call the fire brigade, the police, if necessary, ambulance or call an adult for help.
Educational program "Choreography Lessons" for children 5-6 years old
The program provides ample opportunities for learning the basics of dance art, makes it possible to introduce children 5-6 years old into the world of choreography, introduce them to some genres, types and styles with the help of game technologies. The program will help preschoolers express themselves creatively and express themselves through plasticity, rhythm and improvisation.
The main goal of the program is to develop the creative abilities of preschoolers through dance art.
Tutorials:
teach the basics of ground gymnastics;
gradual mastery of the basics of classical exercise at the support and in the middle of the hall;
to teach the simplest elements of classical and folk dance;
teach the elements of musical literacy;
To acquaint children with the history of the origin and development of dance.
Developing:
promote the removal of muscular and psychological inhibition through dance movement;
form the correct posture, adjust the figure of the child;
to form an interest in dance art;
develop musicality, expressiveness and meaningfulness of the performance of dance movements;
develop imagination, fantasy, the ability to find their own original movements to express the nature of music;
develop cognitive interest, curiosity and the ability to think creatively;
develop artistic taste.
Educational:
foster a culture of behavior and communication;
educate the child's ability to work in a team;
lay the foundations for the formation of an aesthetically developed personality;
to cultivate a sense of responsibility, diligence, constructiveness.
Techniques and methods of organizing the educational process:
verbal (oral presentation, conversation, etc.);
visual (showing video materials, illustrations, observation, showing by a teacher);
practical (exercises).
Methods based on the level of activity of children:
explanatory and illustrative - children perceive and assimilate ready-made information;
reproductive - children reproduce the acquired knowledge and mastered methods of activity.
display of video materials;
showing by the teacher;
observation.
First Saturday
Getting to know children
Getting the kids to know each other. Acquaintance with the teacher, with school supplies (the teacher's story about the origin of things, their purpose), reciting poems, guessing riddles, with the rules of student behavior (introduction of the “raised hand” sign), with the school (school tour).
Didactic games and exercises:
self-portrait drawing,
Remember our names
school supplies,
Riddles.
Development speech activity. Game-dramatization "Turnip".
The development of arbitrary memorization. Memorizing poems, compiling stories, stories based on paired pictures in pair or group work. Coordination of actions in a situation of educational cooperation (game-dramatization "Turnip"). Developing the ability to listen to your peers, enjoy their achievements.
Summer and autumn months.
Changes in inanimate nature. In autumn compared to summer: Decrease in the height of the location of the Sun, air and water temperature, change in precipitation patterns, first frosts. Excursion to the school park Changes in nature in early autumn.
ABC of musical movement.
Game-acquaintance. Learning in game form the simplest dance movements in accordance with the musical rhythm. All choreographic exercises are an excellent means of forming posture and culture of movements.
The concept of posture. Corpus positioning. Head position. Bow is a greeting. Leg position - VI.
Handclaps are simple and rhythmic.
The position of the hands: in front of you, above, below, to the right and left at head level.
Musical tempos: waltz, polka. Improvisational movements according to each tempo.
Second Saturday
Nature sounds and speech sounds
The development of children's auditory memory and speech apparatus, attention and the sound side of audible speech (one's own and another's). Improving speech skills: teaching a leisurely pace and rhythm of speech, correct speech breathing, moderate volume and correct intonation (the ability to lower and raise the voice).
Plants are part of nature
Legoconstruction
The purpose of the topic is to show the diversity of the plant world of the immediate environment, its role in nature and human life. When getting acquainted with the diversity of the plant world, work is carried out to classify plants into groups according to various essential features: external structure, human use, etc. (Diversity and beauty of plants: trees, shrubs, herbs. Plants of the school yard. My favorite tree, shrub. Plants in summer and autumn).
Distinguishing objects by shape.
Graphic dictation
Comparison of objects and sets of objects by one property: shape (round, triangular, square, rectangular)
Through initial education In mathematics, the primary assimilation of the spatial forms of the surrounding world takes place, the skills are developed to apply analysis, synthesis, analogy, generalization, concretization.
Dance-shaped movements
"Finger gymnastics" includes exercises that turn the learning process into an exciting game, a game that not only enriches the inner world of the child, but also has a positive effect on improving memory, thinking, and develops the imagination of preschoolers.
"Game self-massage" includes self-massage exercises in a playful way, from which children get joy and good mood. "Musical and outdoor games" contain exercises used in almost all classes, and are the leading activity for preschool children.
Third Saturday
Live sound game. The game is a dramatization of the "mimic theater".
Development phonemic hearing. Compilation of a fairy tale based on key words, a dramatization game. Exercise in the selection and pronunciation of individual sounds.
Didactic games and exercises: “Name the sound”, “Guess whose sound”, “Who gives the voice?”, “The last sound is yours”, “Live sound”.
Acquaintance with the concepts: "right", "left", "up", "down". Legoconstruction. Graphic dictation.
The development of logical thinking, arbitrary memorization, the ability to act according to the rule! Completing a verbal task. Orientation on a sheet in a cage. Drawing by cells (dog, cat). Legoconstruction.
Didactic games and exercises: "Connect the dots", "Draw the same way", "Graphic dictation", "Scattered artist".
Gold autumn. Legoconstruction.
Acquaintance of preschoolers with a variety of autumn coloring of leaves of trees and shrubs. Late fall. Leaf fall. Wilting of herbaceous plants. Causes of autumn changes in plant life. Legoconstruction.
Didactic games and exercises: “Compare pictures”, “Collect a picture”, “Seasons”, “Yes-no”, “Draw a figure”, “Design a leaf fall”, “Connect the dots”.
Musical outdoor games contain exercises that are used in almost all classes and are the leading activity of preschoolers. It uses the technique of imitation, imitation, figurative comparisons, role-playing situations, competitions - everything that is required to achieve the goal during the classes. Didactic games and exercises: "Bears", "Chanterelles", "Mice", "Swans".
fourth saturday
The game "Way of the bug". Vowels and consonants.
The development of proper attention, the ability to coordinate actions with peers. Drafting plot picture in pairs. Pronunciation of specific Russian sounds [g], [g"], [r"], [h"], [u"], [d"], [t"]. The development of phonemic hearing of students.
Didactic games and exercises: “Collect a picture”, “Guess!”, “Compose a picture”.
Games for the development of memory and attention. Legoconstruction.
The development of auditory perception, the ability to coordinate actions with each other. Mastering the techniques of memorization: grouping, semantic connections. Development of hand coordination and fine motor skills of fingers. Consolidation of skills to formulate the rules of the game, work according to the algorithm. Didactic games and exercises: “Day-night”, “Flower-seven-flower”, “Think of a number!”, “Missing figure”.
Wild and domestic animals.
Preschoolers gain knowledge about the features of the appearance and behavior of wild and domestic animals. Knowledge about the lifestyle, nutrition of animals will help preschoolers understand that there is a difference between different animals. close connection that there are no "harmful" animals in nature, that all animals are necessary.
Didactic games and exercises: "The fourth extra", "Lay out the pictures", "Changeling", "Look, remember, draw."
Simple elements of dance.
Preparatory. Hands down, rounded at the elbow and wrist joints, palm up. Thumb inside the palm.
I is the first. Hands forward, rounded at the elbow and wrist joints.
II - the second. Hands forward to the sides, rounded at the elbow and wrist joints, palms inward.
III - the third. Hands forward upward, rounded at the elbow and wrist joints, palms inward.
Hand position options:
Right hand in third position, left hand in second position.
Right hand forward, palm down, left hand back, palm down.
Right hand in second position, left hand in preparatory position.
Right hand in first position, left hand in preparatory position.
Right hand in third, left hand in preparatory position.
Fifth Saturday
Dividing words into syllables. Introduction to shading. Legoconstruction.
Modeling the syllabic composition of words. An exercise in dividing words into syllables using the Lego constructor. Choice of words for diagrams. Execution of hatching in the working line. Drawing small houses interline space. Performing circle shading exercises (moving from top to bottom) and squares (moving from left to right). Didactic games and exercises: “Yes-no!”, “Rain”, “Connect the dots”, “Down the river”, “Left-right”, “Constructors”.
The concept of "the same" and "different". Graphic dictation
"dog".
Spatial orientation based on visibility. Development of skills to find patterns of changes in a number of objects. Mutual assistance in self-execution of exercises. Development of analytical and synthetic activity6 connecting points according to the rule without the help of a ruler. Completing the task according to verbal instructions. Didactic games and exercises: "Scattered artist", "Connect the dots", "Find the excess", "Spread out the pictures", "Reversing".
Good and evil in human life.
Rules, desires, rights. The need to respect rights. E. Moshkovskaya's story "The Little Giant". Education of moral and aesthetic norms of behavior of children, an adult. Assessing the moral deeds of people (“good” and “bad”). Development of the ability to empathize, mutual assistance, the need to do good deeds, deeds. Didactic games and exercises: "Friendly claps", "Good and bad deeds", "Letters from a good storyteller", "Let's draw good deeds".
Elements of classical dance.
Classical dance is the basis of choreography. Classics allows you to learn all the subtleties of ballet art, to feel the harmony of movements and music. Many will think why do the “old” when there are many new modern trends. But you need to understand that everything new originates from the dances of past centuries. So the classics absorbed all the most elegant movements from folk and everyday dances of several centuries, gradually improving the positions of the arms and legs, the position of the head and body. All dance moves in classical dance have names in French so the dancers different countries they can understand each other without any problems Classical dance classes allow you to develop flexibility, coordination of movements, strengthen the musculoskeletal system, contribute to the development of endurance, physical and intellectual development, and also teach you how to control your body. Various combinations allow you to dance beautifully and elegantly, even if it is simple movements of the hand, foot or head.
sixth saturday
Live sound game. Game-dramatization "Kolobok".
Exercises in the distinct pronunciation of isolated sounds; in the selection of sounds at the beginning and at the end of words; in the selection of words for a given sound. Acquaintance with the graphic designation of sounds. The development of auditory perception, the reproduction of the sequence of events of a fairy tale based on drawings.
Didactic games and exercises: "Nonsense", "Talking
drawings”, “The fourth extra”, the game “Live sound”, the game
dramatization of "Kolobok".
signs; Legoconstruction.
Getting to know relationships ;
Rules of courtesy
Identification of children's ideas about the moral qualities of a person. Strengthening the rules of endurance. Development of the ability to understand the emotional state of a person by facial expressions.
Developing positive relationships with peers. Organization of group work (psychological games for the development of cohesion of children, emotional well-being in the group). Didactic games and exercises: "Politeness", "Polite words", "Collect kind words in a basket", "Good, Bad mood”, “Our mood”, “Seasons”, “Mood transfer”.
Elements of folk dance
Russian folk dance is distinguished by incendiary, active work of the legs and arms. All kinds of claps, squats, stomps and punches are often used. Let's talk about very common movements: the pendulum and crackers.
crackers
They are considered one of the main elements of Russian folk dance. It consists of a large number and combinations of claps and blows. The clap is made with the palm of one hand on the palm of the other, and the blow is made with the palm of the hand on the top of the boot, thigh, and sole. When performing a clap or strike, the palm of the hand must be strong and tense, the elbows are laid away from the body, after the clap, the hands are quickly and widely spread apart. "Crackers" in Russian dance are performed mainly by partners, but sometimes they are performed in tandem with a partner.
seventh saturday
Lexicon game. Graphic dictation. Legoconstruction.
Mastering the techniques of memorization and reproduction of material. Reproduction of material using memorization techniques (semantic connections, classification, coding). Exercises in explaining memorization.
Graphic dictation "Machine". (Connecting points according to the rule without the help of a ruler). Legoconstruction "Machine". Didactic games and exercises: “High-low”, “Say how much”, “Whole and part”, “Parrot Gosh”, “Missing figure”, “Lexicon.
Game for the development of attention. Number and numbers -1-.
Development voluntary attention ability to coordinate actions with peers. Drawing up a plot picture in pairs. Children's stories about events from the life of Thumbelina. Creative drawing on the theme "The Adventures of Thumbelina". Relieve stress, fatigue, emotional perception of each other.
Development and perception of number. The name and designation of the number -1-. Didactic games and exercises: “Whose voice”, “Compose a picture”, “Help Dunno”, “Guess”, “Scattered artist”.
Drawing on the theme "My family".
Identification of children's ideas about the concepts of "Family", "My family". Conducting a conversation "My family". Drawing on the theme "My family". Writing a family story. Memorizing poems about the family. The reasoning of children on the topic: "Who is the head of the family?". Didactic games and exercises: "Who is older?", "We are a friendly family." Drawings on the theme: "My family", "My responsibilities in the family."
Ballroom dance elements
Lateral gallop
They learn at the expense of ``one and, two and``. The movements are light, flying, springy. At the expense of ``times``, a small step is taken with a jump with the right foot to the side, on ``and`` the left foot is pulled to the right in a natural position with a sliding movement. The right leg is immediately retracted to the side [the left leg, as it were, knocks the right leg to the side]. For the count of ``two and`` you should do the same as for the count of ``one and``. Then the movement starts from the beginning. Thus the dancer moves to the right. The gallop can also be performed to the left. In this case, the movement starts with the left foot.
Polka step
Starting position; feet in third position, right foot in front. The movement is performed on the account of ``and one, and two``.
On ``and`` [beat] make a small sliding jump forward on the left leg, slightly lift the right leg forward with the knee straightened and the toe pulled out.
For a ``time``, step forward with your right foot, placing it on the low floor - toes. At the expense of ``and`` put the left foot on the low floor - fingers behind the right in the third position. As for ``two``, take a step forward with your right foot, placing it on the low floor - toes. Separate the left leg from the floor and, slightly bending at the knee, bring it to the right. Then repeat all of the above movements, starting with a jump on the right leg.
The polka step can be learned to the music of any polka chosen by the teacher. This movement is not mandatory for 1st grade. It all depends on the motor skills of the children.
8th Saturday
The development of speech. Live sound game. Graphic dictation. Legoconstruction.
The development of phonemic hearing, the formation of the correct pronunciation of sounds, the development of coherent oral speech. Acquaintance with nominative speech words, so that the word has a meaning (meaning) - names objects, their signs and actions with words. Graphic dictation "Butterfly". Legoconstruction “Butterfly. Didactic games and exercises: "Live sound", "Cheerful alphabet", "In the forest glade", "Recognize the whisper".
Number and number -2-. Working in a leader group.
Acquaintance with the number and number -2-. The development of analytical and synthetic skills by comparing drawings with the same plot. Working in a leader group. Development of mental operations of comparison, classification. Memorization of the sequence of actions, signs. Didactic games and exercises: "Hares and Carrots", "Magic Forest", "Find a Pair", "Visiting a Cheerful Pencil", "Sun".
Drawing on the theme "My friend, my friends."
Identification of children's ideas about the concepts of "friend", "friendship". Conducting a conversation "My friend, my friends." Drawing on the theme "My friend". Write a story about a friend. Learning a poem about a friend. Drawing on the theme "My best friend". Didactic games and exercises: “Who can be a friend?”, “What is my friend”; collective drawing "We are friends."
Statement of dance (Educational and training work).
Lateral gallop
They learn at the expense of ``one and, two and``. The movements are light, flying, springy. At the expense of ``times``, a small step is taken with a jump with the right foot to the side, on ``and`` the left foot is pulled to the right in a natural position with a sliding movement. The right leg is immediately retracted to the side [the left leg, as it were, knocks the right leg to the side]. For the count of ``two and`` you should do the same as for the count of ``one and``. Then the movement starts from the beginning. Thus the dancer moves to the right. The gallop can also be performed to the left. In this case, the movement starts with the left foot.
The "Pendulum" movement is performed with only one leg in a row. When performing this dance movement, the leg “shuffles” - it moves from the knee back and forth or left and right, like a pendulum at a clock. The most interesting is the pendulum with jumps on the entire foot. This movement takes one beat. On “one” with the right leg, bent at the knee, we make a small jump and sharply, with an emphasis on the floor, lower it to the entire foot. At the same time, the left leg, bending at the knee, rises in a straight position back with a free foot. On the “and” with the left foot, lowering, we make a sliding blow with the edge of the heel or the whole foot on the floor near the right and, stretching at the knee, raise it forward 45 degrees with the “reduced” foot. And, finally, on "two" we make a small sharp jump on the entire foot of the right leg, bent at the knee.
ninth saturday
Syllable. Impact tax. Dramatization game. Legoconstruction.
Mastery of the native language, development of language ability, speech and phonemic hearing. Acquaintance of preschoolers with the syllabic structure of the word, the stressed syllable. Legoconstruction "syllable"; " stressed syllable».
Preparing a child's hand for writing. Development of fine motor skills of fingers, coordination of the hand. Didactic games and exercises: “Gymnastics for fingers”, “Learning to write”, “Plasticine spiders”, “Collect a picture!”, “Funny alphabet”, “Memorizing words”.
Number and number -3-. The composition of the number -3-. Legoconstruction
Acquaintance with the number and figure -3-, the composition of the number -3-. The development of analytical and synthetic skills by comparing drawings with the same plot. Development of mental operations of comparison, classification. Memorization of the sequence of actions, signs. Didactic games and exercises: "Magic Forest", "Find a Pair", "Flags", "Yes-no", "Count the figures", "We count".
A moment of knowledge of "Pisces".
Development of concentration, stability, switching of attention. The development of skills to find a contradiction, reason, draw conclusions. Organization of group or pair work. Children's stories about fish. Creative drawing on the theme "Fish in the aquarium." Didactic games and exercises: "Draw the picture", "Aquarium", "Riddles-riddles", "Goldfish", "Remember by touch".
Dance setting.
Posture of hands is the manner in which they are held in certain form, at a certain height in positions and other positions.
The setting of the hands begins with a preparatory position, since from the preparatory position the hands begin to move into positions and other positions. It is necessary that children understand that the position of the hands is inseparable from the position of the body, back and head.
Straightened shoulder blades are of great importance for the correct setting of the hands. It is necessary to achieve a back with straightened shoulder blades as soon as possible, at the beginning of training. Such a back, with the right feel, gives more freedom to the arms in various positions and positions.
The positions of the hands are studied in the middle of the hall from the very first lessons. You should first learn the position of the hand: the tip of the 1st finger touches the 2nd phalanx of the 3rd finger, the rest are freely grouped. It is necessary to follow that thumb be sure to come into contact with the middle one, otherwise, with difficult movements, it moves away a lot, and the brush looks sloppy. This is required only during the initial setting, while the student's movements are not yet subject to his will and the fingers are tense. In the future, the hand gets a little freedom: the roundness of the fingers is preserved, but the 1st finger does not come into contact with the 3rd, but only moves towards it.
Tenth Saturday
Wandering letter game
Exercises in the selection and pronunciation of individual sounds. Grammatical construction: changing the category of the number of words. Drawing up a story based on a plot picture, finding a “hidden” letter in words. Coordination of actions in a situation of game cooperation. Developing the ability to listen to your peers, enjoy their achievements. Didactic games and exercises: "Wandering letter", "Recognize the letter", "Live alphabet", "Listen and remember".
Number and number -4-. The composition of the number -4-. Graphic dictation.
Acquaintance with the number and figure -4-, the composition of the number -4-. Counting objects from 1 to 4 (direct, reverse). Determination of patterns in changes in a number of figures based on sequential analysis. Exercise in the ratio of your result with the image. Graphic dictation: an exercise in spatial orientation. Development of skills of self-control, self-regulation. Didactic games and exercises: "Connect the dots", "Hatching", "Guess", "Tell me how much", "Missing figure".
A moment of knowledge "Leaves and needles." Legoconstruction.
The development of auditory perception, the ability to coordinate actions with each other. Correlation of the result with the sample. Moral encouragement of children for their achievements. Generalization and classification of objects according to various criteria. (Preschoolers learn to answer the questions: what are leaves? What are needles? Lego construction on the theme "Leaves of trees." Didactic games and exercises: "Cut pictures", "Yes-no", "Friendly claps", "Trap", "Help Dunno."
Dance setting.
Setting the body begins first at the 1st position of the legs. To do this, turning to face the machine, first put the left foot in I position, then put their hands on the machine. Putting your hands on the machine, at the same time put your right foot in I position. The hands lie on the surface of the stick, not clasping it, but only adhering to it.
The body is in a vertical position, the spine is extended, the waist is elongated. The shoulders and chest are open, the shoulder blades are somewhat pulled down to the lower back. The head should be kept straight.
The hips are pulled up, the kneecaps are tightened accordingly, the gluteal muscles are collected. The feet with the entire sole are freely located on the floor, in contact with it at three points: the little finger, heel and thumb.
Eleventh Saturday
Games for the development of memory and attention
Consolidation of skills of spatial orientation - directly,
right left. Development of rational memorization and reproduction techniques through triple semantic connections, syllabic correlation based on pictures, coding. Exercises in reproducing words according to one of the game options.
Didactic games and exercises: "Listen and remember", "How to get there?", "Memorizing words", "Remember pictures", "Pictogram", "Remember rhythm".
Number and number -5-. The composition of the number -5-. Graphic dictation.
Acquaintance with the number and number -5-; the composition of the number -5-. Counting objects from 1 to 5 (forward and backward). Determination of patterns in changes in a number of figures based on sequential analysis. An exercise in correlating your result with a sample.
Graphic dictation: an exercise in spatial orientation.
Didactic games and exercises; “Guess”, “Tell me how much”, “Missing figures”, “Connect the dots”.
A moment of knowledge "Snow and ice".
Excursion to the park on the theme "Changes in nature in winter." Observations of changes in inanimate nature compared to autumn. Preschoolers learn the difference between ice and snow. Get acquainted with the rules of behavior on the street in the snow, during ice. Compose stories on the topics "My street in winter", "Winter games".
Didactic games and exercises: "Friendly Claps", "Magic World", "Hares in a Forest Clearing", "Let's Make a Story", "Little Stories".
Dance setting.
Twelfth Saturday
The development of speech. Live sound game. Legoconstruction.
The development of speech and phonemic hearing of preschoolers, the consolidation of the ability to isolate sounds in a word. Distinguishing by ear and in the pronunciation of vowels and consonants, hard and soft consonants. Sound analysis of the word. Live sound game. Selection of words with a given sound. Legoconstruction "Merry alphabet".
Didactic games and exercises: “Guess whose voice”, “Book-eater”, “Yes-no”, “Name a couple”, “Let's make up a story”.
Number and number -6-. The composition of the number -6-. Graphic dictation.
Acquaintance with the number and number -6-; the composition of the number -6-. Counting objects from 1 to 6 (forward and backward). Determination of patterns in changes in a number of figures based on sequential analysis. The game "Merry Pencil" (Development of skills to complete the task according to verbal instructions). Organization of pair work on the topic "Mushrooms in a forest clearing."
Didactic games and exercises: "Confusion", "Cheerful pattern", "Find a couple", "Help Dunno", "Transformation of figures".
Game "Vegetables and fruits"
Formation of initial ideas: “What are vegetables?”, “What are fruits?” Preschoolers learn that fruits and vegetables are a treasure trove of vitamins. Familiarity with the rules of the use of vegetables and fruits. Compose stories on the topics: “My favorite vegetable”, “My favorite fruit”.
Didactic games and exercises: "Funny pencil", "Yes-no", "Collect a picture", "Remember by touch", "Classification".
We play and dance.
thirteenth saturday
1. Game-dramatization. Lexicon game. Development of phonemic hearing. Compilation of a story, a fairy tale based on key words. Game-dramatization of the fairy tale "Turnip".
The use of a dialogic form of communication between a teacher and preschoolers, the formation of respect and trust in the teacher.
The development of intelligence, observation in direct communication with a peer and a teacher.
Didactic games and exercises: "Lexicon", "Guess whose voice", "Magic World", "Cut pictures".
2. Number and number -7-. The composition of the number -7-. Legoconstruction.
Development of perception of number. Determination of patterns in changes in a number of figures based on sequential analysis. Exercises in correlating your result with the sample.
Counting objects from 1 to 7 (forward and backward). Acquaintance with the number and number -7-; the composition of the number -7-. Legoconstruction. The composition of the number -7-. Didactic games and exercises: “Tell me how much”, “Missing figure”, “Guess”, Help Dunno” and others.
Trees, shrubs.
Protection of Nature. Rules of conduct in the forest, in the park, square.
Introduction to trees and shrubs. The ability to distinguish between several types of trees (3-4), shrubs (1-2) of the immediate environment, to explain the reasons for the observed seasonal changes in nature that are understandable to children. Excursion to the school garden. Didactic games and exercises: "Magic leaflet", "Name the object", "Lay out the pictures", "Reversals".
We play and dance.
At preschool age, DANCE CLASSES should be beaten with interesting topics and rhymes so that children are not bored. In the first years of training, it is not necessary to overload children with dance vocabulary, because the main thing is to instill children's interest in rhythm and choreography, introduce the child to the world of musical action, develop imagination and creativity through rhythm and dance.
Fourteenth Saturday
The development of speech. The game "Find the mistake."
The formation of sustainable attention and interest of preschoolers in their own speech and the speech of others, the development of communication skills, creative abilities, empowerment, self-expression.
Graphic dictation (Development of coordination of the hand and fine motor skills of fingers: familiarization with the technique of hatching, development of skills to regulate the force of pressing a pencil, pen). Didactic games and exercises: The game "Find the mistake", "Sharp shooter", "Hatching", "Learning to write."
Number and number -8-. The composition of the number -8-. Legoconstruction.
Acquaintance with the number and figure -8-, the composition of the number -8-. The development of analytical and synthetic skills by comparing drawings with the same plot. Development of mental operations of comparison, classification. Memorization of the sequence of actions of signs. Legoconstruction of the number -8-, the composition of the number -8-. Didactic games and exercises: "Find a pair", "Flags", "Yes-no", "Count the figures", "We count".
A moment of knowledge "Beasts".
Revealing children's knowledge about animals. Summary of responses. Continuation of acquaintance with the theme "Beasts". Organization of group or pair work. Development of the ability to reproduce a holistic image of the elements. Development of skills to invent and formulate the rules of the game. Didactic games and exercises: “Draw the picture”, “Fill in groups”, “Guesses”, “Missing figure”, “Draw the same way”.
We play and dance.
At preschool age, DANCE CLASSES should be beaten with interesting topics and rhymes so that children are not bored. In the first years of training, it is not necessary to overload children with dance vocabulary, because the main thing is to instill children's interest in rhythm and choreography, introduce the child to the world of musical action, develop imagination and creativity through rhythm and dance.
Fifteenth Saturday
We play with words, we understand each other.
Exercise in the selection and pronunciation of individual sounds. Grammatical construction: changing the category of the number of words, written coding. Drawing up a story based on a picture. Completion of tasks according to verbal instructions. Formation of interaction skills in a collective situation. Didactic games and exercises: “Name the sound”, “Who likes the voice to fall?”, “Draw a word”, “Changing words”.
Number and number -9-. The composition of the number -9-. Legoconstruction.
Acquaintance with the number and figure -9-, the composition of the number -9-. Performing tasks according to verbal instructions. The development of initial ideas about actions with numbers, the ability to reason, to defend one's position. Definitions of patterns based on a sequential series. Joint discussion of the solution. Legoconstruction "The composition of the number -9-". Didactic games and exercises: “Think of a number”, “Digital men”, “Clowns”, “Collect a picture”.
Winter months. Water and ice.
Consolidation of knowledge about the winter months. Conducting a conversation on the topic "Water and Ice". Water in nature, its significance. Water and health. Importance of pure water in the human body. What kind of water can you drink. What is ice? How is ice different from water? Why is ice on rivers dangerous in early spring? Didactic games and exercises: "Wonderful bag", "Friendly claps", "Day-night", "Yes-no".
Parterre gymnastics.
sixteenth saturday
The development of speech. The game "A fairy tale is a hint in life."
The development of speech and phonemic hearing of children, the formation of the ability to isolate sounds in a word. The division of words into syllables, definitions of quality and the sequence of syllables in a word. Acquaintance with the nominative role of the word with the fact that the word has a meaning (meaning) - words are called objects, their signs and actions. Introduction to fairy tales. Didactic games and exercises: "A fairy tale in life", "Flower bed", "Compare pictures", "Scattered artist".
The composition of the number -10-. Fun pencil game.
Acquaintance with the composition of the number -10-. The game "Funny pencil" (drawing the number -10-). Development of concentration, stability, switching of attention. Sequential execution training practical action, the ability to act according to the rule. Didactic games and exercises: “Look - remember”, “Labyrinth”, “Help Dunno”, “Visiting a cheerful pencil”.
Legoconstruction "Pets".
Conversation "Pets". Preschoolers gain knowledge about the features of the appearance and behavior of individual animals as adaptations to living conditions. Legoconstruction "Pets". Presentation of works. Didactic games and exercises: "Yes - no", "Collect a picture", "Missing figure".
Parterre gymnastics.
Parterre gymnastics - (from the French - parterre - on the ground) - performing exercises on the floor, in various poses, positions and positions, from various supports (on the back, on the stomach, on the side). Tasks: 1. Strengthening the musculoskeletal system; 2. Properly prepare the articular-ligamentous apparatus and the whole body for choreography; 3. Eliminate the physical defects of each child; 4. To form elasticity and develop elasticity and strength of muscles and joint mobility; 5. Max given age features, to develop the flexibility of the spine in conjunction with the mobility and strengthening of the entire articular-ligamentous apparatus. Classes in this type, contributes to the development of such natural physical data as: lifting the foot; dexterity; rapidity; flexibility; coordination; height and width, ease of step.
seventeenth saturday
Theater of facial expressions and gestures. Game-dramatization "Letters - -D-, -T-".
Development of communication skills, the ability to freely express their thoughts, talk about their interests, desires. The development of positive emotional relationships in children, the ability to enter into the image, expressiveness of movements. Didactic games and exercises: "Cut pictures", "Hares in a forest clearing", "Recognize the letter", "Gosh's Parrot".
The game "Think, count, answer."
Completion of tasks according to verbal instructions. Self-esteem. Mutual verification. The development of initial ideas about actions with numbers, the ability to reason, to defend one's position. Determining patterns based on a consistent analysis of a number of features. Joint discussion of the solution. Didactic games and exercises: “Think of a number”, “Digital men”, “Laying out geometric shapes”, “Missing figure”.
Legoconstruction "Wild animals".
Conversation "Wild animals". Conversation “What is the difference between wild animals and domestic animals (“. Why do some animals hibernate for the winter, while others lead an active lifestyle? Preschoolers are convinced that everything is interconnected in nature and that changes in the life of plants and animals are an adaptation to conditions existence (to changes in inanimate nature) Didactic games and exercises: "Scattered artist", "Draw the picture", "The fourth extra", "Riddles-guesses".
Musical tempos: waltz, polka.
What is the unique originality of the waltz rhythm? First of all, in its musical time - 3/4. All the waltzes of the world, not only Viennese, but also French, Russian, German, are written in this measure... The uniform alternation of one strong and two weak beats immediately evokes the image of a smooth whirling, graceful and light ballroom dance.
Just as musical rhythms are diverse, so are musical time signatures. For example, the 3/4 time signature, just named the main feature of the waltz, is equally obligatory for the mazurka, the polonaise, and the bolero! However, for some reason, despite the common size, these genres are very difficult to confuse with each other.
Polka is a Czech dance (from "pulka" - literally: half a step) in 2/4 time. The dancers move with small quick jumps to the count of "1-and-2" - and to the count of "and" they take, as it were, not a full, but a half step. Polka is a pair dance. Couples seem to fly in a circle - it turns out very easy and fun.
eighteenth saturday
The world around us. The Encryption Game. The letters "V-F".
Continuation of acquaintance with the alphabet in pictures. Development of skills to invent and formulate the rules of the game, explain the solutions to exercises. Development of fine motor skills of fingers, coordination of the hand. Connecting dots in two ways. Drawing elements of the picture. Compilation of stories, stories based on paired pictures in pair or group work. Acquaintance with the letters "V-F". Didactic games and exercises: "Little stories", "Let's make up a story", "Magic forest", "Cypher", "Recognize the letter".
Game "Merry Report". Legoconstruction.
The development of concentration, visual memory based on analysis, the development of logical memorization techniques (grouping, generalization, classification). The development of perception actions (correlation, dismemberment) during the transformation of geometric shapes. Legoconstruction of geometric shapes. Didactic games and exercises: “We count”, “Day-night”, “Labyrinth”, “Stick figures”.
"Winter miracle - the forest."
Attention is focused on the development among preschoolers of the idea that a person is an integral part of nature and society. Formation of ideas about the country in which they live, its name, beauty, and the uniqueness of the nature of their homeland. Conversation "Forest is the main wealth of man." Didactic games and exercises: Drawing competition "The world around us", "Cut picture", "Collect a picture", "Riddles-guesses".
Musical size 2/4.
Meter and size in music are closely intertwined, in most cases, if we are talking about meter, then it can be replaced by size. But it is worth remembering an important difference - the size sets the relative duration of each beat, which the meter does not do. In addition, time signature in music is related to the measure, so the following definition can be given: Time signature is a “numerical” representation of the meter, showing how many beats are used in a measure and their relative duration, and is indicated as a fraction.
Take, for example, the time signature "2/4", it tells us that there will be 2 beats in a bar, and the duration of each beat is one quarter note. Such an example is often used for children, explaining the concept of time signature in music. How is musical scale indicated? On the stave, the time signature is placed immediately after the key at the beginning of the composition or measure from which it changes. The fractional line between the figures showing the size on the musical staff is not put. The picture below shows the size - 4/4 (four quarters).
Nineteenth Saturday
A moment of knowledge "Lexical games". The letters "G-K".
The development of auditory attention, concentration. Teaching preschoolers to ask questions that follow a certain logic. Descriptive story "My favorite toys." Acquaintance with the letters "G-K". Memorization of poems, development of voluntary attention. Didactic games and exercises: "Little stories", "Let's make up a story", "Book-eater", "Recognize the letter".
Game "Think! Count! Answer!". Legoconstruction "Transport".
The development of imaginative thinking, the ability to act according to the rule. Orientation on a sheet of notebook in a cage. Development of fine motor skills of fingers, coordination of a part of the hand. Conversation "Transport of our city". Legoconstruction "Transport". Didactic games and exercises: "Collect a picture", "Magic pencil", "Help Dunno", "Riddles - guesses".
With love for nature.
Presentation on theme: "What is nature?" Excursion to the school park. Watching the beauty of the winter forest. Answers to the questions: “How do plants winter? Coniferous and deciduous trees and shrubs in winter? Whom does the tree feed in winter? Who hibernates on a tree and under it? Human concern for the conservation of nature. Didactic games and exercises: "Guess!", "Talking drawings", "Secret", "The fourth extra".
Exercises for hands and arms.
Exercise 1. Bird. It is necessary to connect the thumb and middle finger, and put the index finger on top, as if holding a pen. Now we need to show how the bird pecks at the grains.
Exercise 2. Hello, finger. It is necessary to alternately touch the thumb of the same hand with the fingertips of each hand - “say hello”. With each touch, say: “Hello, finger!” (You can also call the finger by name: “Hello, index finger!”, “Hello, middle finger!”, Etc.).
Exercise 3. Rib, palm, fist. Very interesting and fun exercises for the hands! For a long time, only the most attentive and dexterous can perform it.
The exercise is performed simultaneously with both hands. Saying “Rib, palm, fist”, the children alternately put the edge of the palm, open palm and clenched into a fist on the table. At first everything is done slowly, and then the pace gradually increases, faster and faster.
Twentieth Saturday
The development of speech. Fun pencil game. The letters "Z-S".
The development of speech activity of preschoolers, arbitrary memorization. Coordination of actions in a situation of educational cooperation. Drawing unfinished figures. An exercise in explaining the plot of the picture. Acquaintance with the letters "Z-S". Didactic games and exercises: "Book-eater", "Cheerful pencil", "Hidden drawing", "Yes-no".
Game "Merry Account".
Memorization of a multicomponent instruction. Playing a sequence of actions. The development of skills to find a contradiction, reason, draw conclusions. Solving examples for addition and subtraction within -10-. Justification of solutions; formation of the rules of the game. Didactic games and exercises: "Funny count", "How much?", "Two rows", "Tsifroedka".
Legoconstruction "Road signs".
Revealing children's knowledge of the rules traffic. Summary of responses. Development of abilities to reproduce a holistic image of the elements, the ability to invent and formulate the rules of the game, explain the options for solving exercises. Legoconstruction "Road signs". Didactic games and exercises: "Draw the picture", "Inventors", "Rules of the road", "Traffic lights".
We play and dance.
At preschool age, dance classes should be beaten with interesting themes and rhymes so that children are not bored. In the first years of training, it is not necessary to overload children with dance vocabulary, because the main thing is to instill children's interest in rhythm and choreography, introduce the child to the world of musical action, develop imagination and creativity through rhythm and dance.
the twenty-first saturday
The development of speech. We solve puzzles, solve riddles. The letters "Zh-Sh".
Articulation gymnastics. Guessing and solving puzzles about animals. Acquaintance with the sounds [zh], [w] and the letters -zh-, -sh-. Developing the ability to listen to your peers, enjoy their achievements. Writing a descriptive story. Moral encouragement of children. Creating joyful emotional mood. Didactic games and exercises: the game "Live sound", "Guess whose voice?", "Compose a story", "Book-eater", "One extra", "Hard - soft".
Game for the development of memory, attention, logical thinking. Legoconstruction.
Personal hygiene rules.
Identification of children's ideas about the rules of personal hygiene. Fixing the rules of personal hygiene. Conversation "Care for teeth, nails, hair." Answers to the questions: How to care for clothes and shoes? Why is it necessary to follow the daily routine? Memorization of poems "Charging". Development of logical memorization techniques (association, coding, classification). Didactic games and exercises: "Merry little men", "Spread out the pictures", "Nonsense", "Difference".
4. Musical literacy.
The duration of each note refers to the area of musical time, which is a continuous movement with the same speed of equal shares, comparable to the measured beat of the pulse. Usually one such beat is associated with a quarter note in duration. Of course, smaller durations are also used in music. And you already understood that each new, smaller duration is obtained by dividing a whole note by the number 2 to the nth power: 2, 4, 8, 16, 32, etc. So, we can divide a whole note not only into 4 quarter notes, but with equal success into 8 eighth or 16 sixteenth notes. Musical time is very well organized, and in addition to beats, larger units participate in its organization - measures, that is, segments that contain an exactly specified number of beats. Bars are distinguished visually by separating one from the other with a vertical bar line. The number of beats in bars, and the duration of each beat, is reflected in notes using a numerical time signature. And sizes, and durations, and shares are closely related to such an area in music as rhythm. Musical notation for beginners usually operates with the simplest sizes, for example, 2/4, 3/4, etc. See how the musical rhythm can be organized in them.
Saturday twenty-second
Parade of vowels. "Visiting a cheerful pencil."
Articulation gymnastics. Development of speech activity, communication skills, creative abilities. Acquaintance with the syllable-forming role of vowels. Exercises in correct pronunciation vowel sounds. Connecting dots according to the rules (according to the conclusion of the child). Exercises in the analysis of the elements of the letter, adequate evaluation of the results of the letter. Orientation exercise on a sheet in a cage according to verbal instructions. Creative drawing "Five brothers". Didactic games and exercises: "Connect the dots", "Learning to write", "Graphic dictation", "Teacher, whose voice", "Live sound".
Solving examples for addition and subtraction.
Assimilation of properties arithmetic operations. Addition and subtraction of single digit numbers based on the number of objects. Development of concentration, stability, switching of attention. Self-compilation of game situations. Formation of interaction skills in pair and group work. Didactic games and exercises: “Stick figures”, “Funny count”, “Who is faster?”, “Semantic connections”.
Orientation game "We want the birds to sing."
Consolidation of knowledge about birds. Conducting a conversation "Feathered friends". Formation of mental action planning skills. Stories about birds and their depiction in drawings. Transfiguration with geometric figures according to the silhouette and contour images of birds. Consolidation of skills to perform the task according to the instructions. Stories about birds (to the wishes of the children).
Musical literacy.
The entire range of musical sounds is built into a single system - a scale, that is, a series in which all sounds follow each other in order, from the lowest to the highest sounds, or vice versa. The scale is divided into octaves - segments of the musical scale, each of which contains a set of notes of the same name - do, re, mi, fa, salt, la, si. To record and read notes, a musical staff is used - this is a line for recording notes in the form of five parallel lines (more correctly, rulers). Any notes of the scale are recorded on the stave: on the rulers, under the rulers or above them (and, of course, between the rulers with equal success). It is customary to number the rulers from bottom to top: The notes themselves are indicated by oval-shaped heads. If the main five lines are not enough to record the note, then special additional lines are introduced for them. The higher the note sounds, the higher it is located on the rulers: The idea of the exact pitch is given by musical keys, of which two are most well known - violin and bass. Music notation for beginners is based on the study of the treble clef in the first octave.
Saturday twenty third
The development of speech. The letter "Ch".
Development of phonemic hearing. Exercise in the selection and pronunciation of individual sounds. Grammatical construction, changing the category of the number of words, written coding. Introduction to the letter "H". Didactic games and exercises: “Guess whose voice”, “Name the sound”, “Draw the word”, “Funny claps”.
Even and odd numbers. Graphic dictation.
The development of mental actions. Introduction to odd and even numbers. Development of skills to perform a task according to verbal instructions. Connecting dots, according to the rule, without the help of a ruler (Graphic dictation). Didactic games and exercises: "Draw also", "Find a pattern", "Compare pictures".
Legoconstruction "School".
School talk. Children's answers to teacher's questions. Revealing children's knowledge. Development of the ability to reproduce a holistic image of the elements, mental operations of comparison, classification. Didactic games and exercises: “Compose a story”, “Constructors”, “Magicians”.
We play and dance.
Exercises "Let's smile at ourselves and each other." Tilts of the body forward and to the sides with a turn of the head to the right and left. Exercises "Tolotushki" - stomp in a small squat in place and in continuation. Triple stomps with a stop.
Saturday twenty-fourth
The development of speech. Lexicon game.
Development of the ability to find words-antonyms (without definition). Learning to ask questions that follow a certain logic. Descriptive story "My favorite toys." Narrative from memory based on landmarks. Memorization of words using paired semantic connections. Didactic games and exercises: "Lexicon", "My favorite toy", "Semantic connections".
Mathematical fairy tale. Graphic dictation.
Making up stories is nonsense. Accompanying the story of the teacher with schematic drawings. Reproduction of the sequence of events of the story based on drawings. Development of fine motor skills of fingers, coordination of the hand. Connecting dots in two ways. Drawing elements of the picture. An exercise in tracing letter elements. Didactic games and exercises: "Down the river", "Fishermen", "Left-right".
Legoconstruction "Mushrooms".
Revealing children's ideas about mushrooms. Conversation on the topic "Mushrooms - a special group of living organisms." Mushroom rules. Edible and poisonous mushrooms. Legoconstruction "Mushrooms". Didactic games and exercises: "Riddles - guesses", "Compare pictures", "Help Dunno", "Yes-no".
We play and dance.
Saturday twenty-fifth
Game "Bookvoedka". The letter "Sh". Legoconstruction.
Sound analysis of the word. Selection of words with a given sound. Correlation of sounds and letters. Acquaintance with the letter "u": Improving the speech apparatus. The development of emotional, accurate, figurative speech of preschoolers. Legoconstruction "Letter Sh". Didactic games and exercises: "Book-eater", "Prompt a word", "Across the forest clearing".
Building an ascending and descending series.
The development of concentration, visual memory based on analysis, the development of logical memorization techniques (grouping, generalization, classification). Game exercises that promote the development of mental actions. Didactic games and exercises: "Friendly claps", "Count the figures", "Figures", "What is superfluous?".
The value of air. Air protection.
Conversation on the topic "Air and Life". Identification of children's ideas about the importance of air, sources of air pollution, air protection. Improving the speech apparatus of preschoolers, the formation of interaction skills in a collective game situation. Didactic games and exercises: "Yes-no", "Look and remember". "Let's listen to the silence."
Saturday twenty-sixth
Live sound game. The letter "X".
Exercises in the selection and pronunciation of individual sounds. The development of auditory perception. Introduction to the letter "x". Legoconstruction "Letter X". Development of voluntary attention, the ability to coordinate actions with peers. Didactic games and exercises: "Live sound", "Riddles-riddles", "Parrot Gosh".
Game "Think! Count! Answer!". Solving crossword puzzles.
Performing elementary mathematical operations. The development of initial ideas about actions with numbers, the ability to reason, defend one's position, the identification of patterns based on a consistent analysis of a number of signs. Solving crossword puzzles. Didactic games and exercises: “Think! Count! Answer!”, “Think of a number”, “Digital men”.
Legoconstruction "Flowers".
Conversation "What are flowers?". Revealing children's knowledge about colors. Development of the ability to reproduce a holistic image from the elements of mental operations. Didactic games and exercises: "Designers", "Compose a story", "Magicians".
Musical literacy. Long and short sounds.
The explanation of this topic takes place in the form of a game, so it is easily and quickly absorbed by children. If you clap your hands so that they bounce off each other, you will get a short sound like a hot stove. What is this sound like? It is similar to the sound of falling raindrops, the sound of hooves - other examples the children will think of for themselves. When studying long sounds, we spread our hands slowly to the sides, as if we were “stretching an elastic band” and at the same time pulling the sound. As soon as the breath is over, the sound stops - it means that “the rubber band has broken”, the hands clap sharply. They returned to short sound.
Saturday twenty-seventh
Visiting the book "Journey through fairy tales".
Memorization of poems, the development of arbitrary memorization. Journey through fairy tales. Compilation of stories, stories based on paired pictures in pair or group work. Compilation of the final story. Didactic games and exercises: “Compose a story”, “Magic forest”.
Solving puzzles, crossword puzzles.
Development of logical thinking. Consolidation of skills to formulate the rules of the game, work according to the algorithm. Learning to compare the result with the correct answer. Self-assessment of the result according to the criteria: the number of errors, accuracy, attentiveness. Generalization and classification of objects and objects according to various criteria. Didactic games and exercises: "Help Dunno", "Hidden drawing", "Little stories".
Legoconstruction "Butterflies".
Conversation on the topic "Butterflies". Revealing children's knowledge about butterflies. Development of the ability to reproduce a holistic image from the elements of mental operations of comparison, classification. Development of arbitrary attention, the ability to compose a descriptive story. Didactic games and exercises: "Designers", "Let's make up a story", "Magicians", "Riddles - guesses".
Musical literacy. Treble clef.
Explain to the children that the key is called the violin key because it seems to know those notes that sound as high as the violin. The treble clef is written at the beginning of each musical line. Students at the blackboard learn how to write a treble clef. At the same time, the teacher tells the fairy tale “About the good magician Treble clef”: At the treble clef in the musical town, all the notes knew their places. Only one note was inattentive. Because of her mistakes, she cried a lot, she became salty from tears. She was given the name "salt", and so that she would not forget her place on the stave, the treble clef caught on the second ruler with its tail.
Saturday twenty-eighth
Game Say the opposite. The letter "Y".
The development of speech activity. Acquaintance with the letter "Y". Exercises in the selection and pronunciation of individual sounds. Making words with the letter "Y". Dividing words into syllables, definition stress word. Laying out the scheme of words. Didactic games and exercises: "Make a word", "Say the opposite", "Recognize the letter".
Composition of numbers within -10-. Legoconstruction.
Development of mental operations of comparison, classification. Acquaintance with the composition of the number -10-. Consolidation of knowledge about the composition of numbers from -2- to -9-. Solving examples for addition and subtraction within -10-. Legoconstruction "Composition of the number -10-". Didactic games and exercises: "Guess the number", "Number eater", "Day-night", "Confusion".
Rules for communicating with peers and adults.
Organization of group cooperation, development of communication skills, ability to freely express their thoughts. Education of children and adults. Development of the ability to empathize, mutual assistance, the need to do good deeds, deeds. Didactic games and exercises: "What is good, what is bad."
We play and dance.
Concepts: "bird", "iron", "flag".
"Bird" - a pulled sock forward, to the sides.
"Iron" - the foot is crossed, the legs are carried forward and to the sides on the heel.
"Flag" - raising the leg to the knee with a stretched foot.
Saturday twenty ninth
Lexical games. Solving riddles.
The development of speech of preschoolers. Articulation gymnastics. Lexical games. Solving riddles. Developing the ability to listen to your peers, enjoy their achievements. Creating a joyful emotional mood. Didactic games and exercises: "Riddle-guess", "Live sound", "Guess whose voice".
Games for the development of memory, attention, logical thinking.
The development of mental comparison operations. Formation of the rules of the game. Laying out the geometric shapes of their sticks. Justification of solutions. Finding patterns based on a comparison of a number of features. The development of logical thinking, auditory perception, the ability to coordinate actions with each other. Legoconstruction "Letters zh-sh". Didactic games and exercises: “Flies - does not fly”, “Sparrows and a cat”, “Think, count, answer”, “Tsifroedka”.
Legoconstruction "My city".
Conversation "My city": Answers to the teacher's questions. Revealing children's knowledge about their city. Illustration session. Legoconstruction "My city of Borisov". Presentation of works. Didactic games and exercises: "Designers", "Artists", "Yes-no-I don't know", "Find an extra picture".
We play and dance.
Concepts: "bird", "iron", "flag".
"Bird" - a pulled sock forward, to the sides.
"Iron" - the foot is crossed, the legs are carried forward and to the sides on the heel.
"Flag" - raising the leg to the knee with a stretched foot.
thirtieth saturday
The development of speech "The Game of the Book Eater".
The development of speech skills in the process of drawing up a verbal portrait of a friend, mom, dad. Emotional perception of his peer. Formation of communication culture skills. Game "Bookvoedka". Didactic games and exercises: "Memorize words in pairs", "Name the sound", "Guess whose sound", "Change words".
The game "Numbers and Numbers". Graphic dictation.
Mastering the techniques of logical memorization. The development of concentration, visual memory based on analysis, the generalization of objects according to the essential features "vegetables", "fruits", "berries".
Assimilation of the orienting basis of mental actions. Mastering the elements of writing. Orientation on a sheet of notebook in a cage. Didactic games and exercises: "Guessing", "Clap", "Trap".
Legoconstruction "Mathematical Fairy Tale".
Fairy tale conversation. Answers to teacher's questions. Learning to ask questions that follow a certain logic. Legoconstruction "Mathematical Fairy Tale". Didactic games and exercises: "Labyrinth", "Semantic connections", "Look-remember", "We count".
Rehearsal work.
Thirty-first Saturday
Repetition of the alphabet. Development of phonemic hearing. Compilation of a fairy tale based on key words. Answers to teacher's questions. Dividing words into syllables, determining the number and sequence of syllables in a word, designating the syllabic composition of a word in a diagram. Didactic games and exercises: “The letters are hidden”, “Guess whose voice”, “Compose a fairy tale”, “Remember the picture”.
Solving simple problems.
Performing tasks according to verbal instructions based on demo material. Determining patterns based on a consistent analysis of a number of features. Joint discussion of solutions. Strengthening the ability to plan and control their actions. Didactic games and exercises: "Remember the number", "Following the instructions", "Help Dunno".
Legoconstruction "My street".
Improvisation with geometric shapes. Formulating the rules of the game. Conversation on the topic "My street": answers to the teacher's questions. Legoconstruction "My street". Learning the need for concerted action to obtain a collective result. Didactic games and exercises: "The Missing Figure", "Wonderful Leaf", "Builders".
Rehearsal work.
Thirty-second Saturday
The world around us. Work in the "leader group" according to the drawing plan.
Dividing a piece of connected speech into sentences, sentences into words, words into syllables using graphic diagrams. Drawing up sentences with a given number of words based on a plan-drawing. Didactic games and exercises: "Memorizing words", "Guessing", "Yes-no", "Magicians".
Games for the development of memory, attention.
Development of voluntary attention, mental actions. Formation of skills to plan actions in accordance with the instructions. Comparison of points according to the rule. Self-compilation of game exercises. Presentation of personal options for solving the problem on the board. Didactic games and exercises: "Wonderful bag", "Figures", "Important things".
Legoconstruction "Seasons".
Drawing up a plot picture "Seasons". Creative drawing on the theme "Seasons". A conversation to identify children's knowledge of the seasons. Legoconstruction "Seasons". Didactic games and exercises: "Hares at the edge of the forest", "Fold the figure", "Little stories", "Yes-no".
- FGT to the structure of the main general education program;
- FGT to the conditions of implementation.
- I laid it out myself - high level– 4 points
- I laid it out myself, but I made a mistake and corrected it myself - good level - 3
- If corrected with the help of a teacher - middle level - 2
- Failed to complete the task - low level - 1 point
- Decomposed and meaningfully told - high level - 4
- Decomposed and told using 2-3 complex sentences - good level - 3 points
- There are violations of the causal relationship (describes all the pictures separately) - average level - 2 points
- Only answers the teacher's questions - low level - 1 point
- To analyze the psychological and pedagogical literature on the problem of the development of the intellect of preschoolers.
- according to the supervision of educators (characteristics of the group);
- according to the test Test A. Kern, I. Irasek (verbal intelligence). Thinking. Horizon.
- test I. Vandvik, P. Ekblad - diagnostics of the sphere of communication;
- test "Addition of phrases" - identifying the ability to establish cause-and-effect relationships;
- test "Fish" determination of the level of development of visual - figurative thinking;
- test "Finishing figures" determination of the level of development of the imagination;
- technique of V.M. Kogan "Classification according to a given principle", "Free classification", "The most dissimilar" - logical thinking;
- methodology for the study (from the collection of N.Ya. Semago, M.M. Semago "Fundamentals of diagnostic and corrective work of a psychologist") of verbal logical thinking: establishing logical connections, studying generalizing operations, understanding figurative sense metaphors, sayings, short stories, compilation plot pictures, compiling a story based on a sequential series of pictures, united by a single plot;
- The methodology for assessing the level of development of general and non-verbal intelligence is the standardized methodology "Progressive Color Matrices" by J. Ravenna.
- Exercise "Character".
- The music of I. Strauss “Friendly Troikas” sounds.
- The king wanted to give his daughters shawls, let's give them to the birds. Children approach the easel and decorate the paintings with cloth.
- Music sounds . Children close their eyes. You need to choose a daughter in the portrait. (The music of Lebedushka, “Moldovenyaska”, “March of Chernomor” sounds).
- A game.
- Song "Birdsong" (English folk song).
- Parting.
- Organizational moment, greeting.
- Repetition, communication of the topic of the lesson.
- Family game.
- Photo exhibition, conversation.
- Reading the fairy tale "Dream".
- Fairy tale analysis.
- Mobile game "Hare family".
- Summarizing.
- Greetings . Join hands in a round dance and shake hands in a chain to convey to each other a good mood (playing out the situation with the Tishka doll).
- Conversation "What is friendship". (Sounds like "True Friend")
- Exercises "Give a pebble", "Bridge of friendship".
- The game "If you like it, then do it."
- Work in notebooks.
- Drawing a picture for a friend.
- Finger gymnastics "Friendship".
- Compliments game
- Farewell ritual.
- Introductory part.
- Conjugate gymnastics
- A hare has blunt teeth, and a fox ... (sharp).
- The hare has long ears, and the fox ... (short).
- The hare has a small tail, and the fox ... (large).
- Hares are rodents, and foxes ... (predators).
- The fox is red, and the hare ... (white in winter, gray in summer).
- Getting to know the letters S, Z.
- A game "Great bag."
- Repetition of a poem about letters from fingers.
- Pencil work.
- Summary of the lesson. Reflection of activity.
- Teachers' observations.
- Parent survey.
- Psychological examination of pupils according to the methods:
- The ability to positively assess their capabilities, abilities.
- The ability to enjoy yourself and share the joy of others.
- The ability to verbally express their desires, feelings.
- The ability to express one's emotions through pantomime (joy, sadness, anger, fear, surprise, guilt).
- The ability to understand the interlocutor by facial expressions, gestures, emotions.
- Ability to communicate constructively with adults and peers.
- district seminar “Priority direction of modern education”;
- meetings of the creative group to develop certain aspects of improving the pedagogical process;
- “Piggy bank” of pedagogical excellence “- open classes in the preschool educational institution for children, teachers, parents;
- development of presentation materials;
- a system of counseling and training for teachers has been developed, taking into account the training received on the problem of the intellectual development of preschool children.
- development of new pedagogically expedient and didactically sound ways of intellectual and personal development of children;
- methodical design of innovations that enable their mass use;
- holding a regional seminar of teachers - psychologists on this issue.
- owns a vocabulary of about 3000 words,
- knows his address
- uses sentences of 5-6 words,
- uses all types of sentences, including complex ones,
- can retell
- pronounces almost all sounds correctly,
- determines right-left in himself, but not in others,
- knows simple antonyms (big-small, hard-soft),
- uses past, present and future tenses
- counts to ten
- knows the purpose of objects and can tell what they are made of.
Municipal budgetary preschool educational institution "Kindergarten" Skazka "Oblivsky district of the Rostov region
_________________________________________________________________
COMPETITION DOCUMENTATION
to the regional competition of psychological and pedagogical
Programs
"Personally - intellectual development
Children 5-6 years old "
Compiled by:
Teacher - psychologist Bognyukova
Miroslava Nikolaevna.
1. Explanatory note ………………………………………………………….3
2. Diagnostics …………………………………………………………………...6
2.1. Diagnostics of the development of cognitive abilities……………………6
2.2 Developmental diagnostics creative imagination and creative thinking……………………………………………………………………………7
3. Musical development ………………………………………………………..8
4. The purpose and objectives of the program……………………………………………………..9
10
6. Conditions for the formation of a group ……………………………………………..11
7. Methods and techniques used in the program…………………………… 11
12
9.Developing activities with children 5-6 years old……………………………………..13
10. Didactic section………………………………………………………… 16
10.1. The content of the music director’s lessons……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
10.2. The content of the lessons of the teacher-psychologist………………………………………………………………………………………………19
10.3. The content of the lessons of the teacher-speech therapist………………………………...26
11. Variant of relaxation exercises with children 5-6 years old………………….38
12. Technologies for selecting pupils in correctional groups………… .40
13. Information about the practical testing of the correctional and developmental program “Development of the intellectual and personal development of children aged 5-6 years” on the basis of the MBDOU “Kindergarten “Skazka”………………………………………43
14. Results of corrective work……………………………………… 43
Bibliography
Feedback from parents
Feedback from the head
Application (photos)
Application (disc with recording of the event)
EXPLANATORY NOTE
The work of a teacher-psychologist in preschool has a number of features.
First of all, the preschool psychologist has the opportunity to observe his wards (children) for more than one year in various activities, play, communicate with peers, adults, receive the necessary information about the development of the child from educators, parents, and other kindergarten specialists.
At present, in our country, in the light of the Russian Federation Law “On Education”, the concept of education modernization, as well as the widely implemented national project “Education”, the school psychological service is intensively developing, designed to provide psychological support for upbringing and education, to promote the intellectual and personal development of children.
The emergence of this problem is associated with a change and growth in the requirements for the content and conditions for the development of preschool children.
In 2011-2012, two main documents were published that determine the content and conditions of work with preschool children in preschool educational institutions:
Data analysis normative documents indicates the need to develop and implement better conditions for the development of the child in the preschool educational institution. Since mental development always remains a priority task for the upbringing and development of preschool children, the relevance of choosing a topic is beyond doubt.
The experience of the kindergarten in this direction is actively developing, therefore, by combining the results theoretical analysis and the achievements of practice, it is possible to develop such means and methods of working with children that, in our opinion, will significantly complement and enrich the conditions for the development of children's thinking.
Our studies of children's thinking have shown that in the fourth year of life, changes occur in the mental development of the child, which are of great importance for the subsequent mastery of more complex forms of thinking and new types of activity, the sign (symbolic) function of consciousness begins to form.
Our survey of parents and observation of children showed that:
Not always in modern families due attention is paid to the development of research activities in children (there is no time, ignorance and inability);
preschoolers senior group find it difficult or do not know how to: set goals in accordance with the hypothesis; formulate hypotheses; analyze problem situations; independently find ways and means of solving the problem; act together with others; analyze their own work and the work of other children; achieve the final result; go to the next problem.
Based on the relevance of the research problem, we have determined the topic of the developing psychological and pedagogical program "Intellectual and personal development of children 5-6 years old."
The purpose of our study: detection theoretical positions explaining the patterns and conditions for the development of thinking of preschoolers.
Object of study: educational process of development of thinking of preschool children.
Subject of study: intellectual abilities of preschoolers.
Research methods: general scientific methods: analysis, synthesis, comparison, generalization; empirical methods: observation, testing, methods of quantitative and qualitative processing of research results.
In our study, we rely on the work of domestic scientists, such as: V.V. Davydov, D.I. Feldstein, D.B. Elkonin, L.S. Vygotsky about the unity of the development of thinking and activity, as a condition for the full intellectual development of the child, the program of intellectual, emotional and volitional development children 5-6 years old "Flower - seven-color" edited by N.Yu. Kurazheva, N.V. Varaeva, A.S. Tuzaeva, I.A. Kozlova, the program "The World of Discoveries" edited by Peterson L.G., Lykova I.A.
For a preschooler, the leading role in his intellectual life is played by the role of practical interaction with objects. This experience is complemented by visual representations, guiding as if - speech development. Nevertheless, the development of intellect is carried out as it masters all three forms of information presentation: in the form of actions, visual images and linguistic signs. That is, information must be provided different ways(visual-spatial, sensory-sensory, verbal-symbolic). The preference for one of the ways of presenting information leads to the formation of a superficial view of the world. For the formation of an objective picture of the world, for the development of the child's intellect, taking into account his individual characteristics of perception, it is necessary to acquaint the preschooler with different ways reflections of reality. The child knows the meaning of things, gestures, words, events, etc. But these meanings are not isolated, but united in certain structures.
Continuing to develop in older preschool age creative thinking. Children are able not only to solve the problem visually, but also to transform the object in their mind. The development of thinking is accompanied by the development of mental means (schematized and complex ideas develop, ideas about the cyclical nature of changes.
Diagnostics of the development of cognitive abilitieschildren, developed by A. I. Savenkov “Development of the ability to draw conclusions and conclusions”, “Guess the subject”, “Development of experimentation skills”, “Development of the ability to ask questions”, using game test tasks: “Find an extra picture”, “Name one in a word”, “Put it on the shelves” was carried out according to the tests of T.G. Makeeva, subtest "Find a family", "Sequential pictures" N.N. Pavlova, L.G. Rudenko. Diagnostic methods that reveal the level mental development children of the fifth and sixth year of life:
Subtest 1. Senior group
Thinking
Target: assessment of figurative and logical thinking, mental operations of analysis and generalization.
1. The fourth is superfluous
Instruction: “In each of the pictures, 1 of the 4 items depicted in it is superfluous. Look at them carefully and determine which item and why is superfluous.
2. Analogies.
Instruction: " I will give you three words. Two of them fit together, are a couple. You will have to come up with a word that is suitable in meaning to the third, that is, find a pair for it.
Words: PERCH - FISH, and CAMOMILE - ...
CARROT IS A GARDEN, and MUSHROOMS ...
CLOCK IS TIME, and THERMOSTAT...
EYE IS SIGHT AND EARS ARE...
GOOD - EVIL, and DAY ...
IRON - IRON, and PHONE - ...
One point is awarded for each correct answer.
Evaluation of results:
5 - high
29 - medium
6- low
Diagnostics of the development of creative imagination and creative thinking:
No. p / p | Criteria | High level | Middle level | Low level |
imagination |
Subtest 2. Senior group
Speech. Causal relationships. "Successive pictures"
Target: assessment of the possibilities of compiling a coherent story based on a series of pictures, establishing a connection between the events reflected in these pictures.
Instruction: put mixed pictures (5 pieces) in front of the child with the words: “I have pictures. They are all confused. Try to put them in order in front of you on the table, and then tell a story about them (make a story).
Evaluation of results:
Diagnostics of the development of communication skills: two houses ( method I. Vandvik, P. Ekblad) diagnostics of the sphere of communication of the child. The technique is intended for examination of children aged 5-6 years.
Purpose: to determine the circle of meaningful communication of the child, the characteristics of relationships in the group, identifying sympathy for group members
Material and equipment: a sheet of paper, red and black pencils (felt-tip pens).
Stimulus material: a piece of paper on which 2 standard houses are drawn. One of them is larger, red, the other is smaller, black.
On the basis of the analysis, a conclusion is formed about the general features of children's communication revealed during the task (for each child separately).
Musical developmenthas an irreplaceable effect on general development: the emotional sphere is formed, thinking is improved, sensitivity to beauty in art and life is brought up. “Only by developing the emotions, interests, tastes of the child, you can introduce him to the musical culture, lay its foundations. preschool age is extremely important for the further mastery of musical culture. If musical and aesthetic consciousness is formed in the process of musical activity, this will not pass without a trace for the subsequent development of a person, his general spiritual formation ”(Radynova O.P.).
In addition to the moral aspect, musical education is of great importance for the formation of aesthetic feelings in children: by joining the cultural musical heritage, the child learns the standards of beauty, appropriates the valuable cultural experience of generations. Music also develops the child mentally. In addition to various information about music that has cognitive significance, a conversation about it includes a description of emotional and figurative content, therefore, the vocabulary of children is enriched with figurative words and expressions that characterize the feelings conveyed in music. The ability to imagine and reproduce the pitch of sounds in a melody also involves mental operations: comparison, analysis, comparison, memorization, which also affects not only the musical, but also the general development of the child.
The proposed program of the creative group of the MBDOU “Kindergarten “Fairy Tale” is intended for corrective work with children aged 5-6 years on intellectual and personal development.
Program goal: create conditions for the intellectual and personal development of the child.
Tasks:
2.Develop communication skills necessary for the successful development of the communication process.
3. To develop the personal sphere - the formation of adequate self-esteem, increased self-confidence, the emergence of initiative and independent thinking in all types of activities.
4. Develop the intellectual sphere - the development of mental skills,
Visually - effective, visually - figurative, verbally - logical,
creative thinking.
5. Develop cognitive and mental processes - perception, memory, attention, imagination.
6. Develop musical perception - thinking.
7. Develop verbal forms of thinking in the process of the child's activity.
8. Develop the child's creativity.
ORGANIZATIONAL SUPPORT OF THE PROGRAM
Classes according to the program can be conducted by a teacher-psychologist, teacher-speech therapist, educator, music director.
The composition of groups and the duration of classes depends on the age category of children:
Conduct form: correctional and developmental lesson with elements of training.
Terms and conditions:
Classes are held in rooms in compliance with sanitary and hygienic norms and rules.
Equipment:
tables,
Chairs,
Carpet,
soft modules,
object toys,
notebooks,
Writing and colored paper
Paints, pencils, markers,
Plasticine,
Construction material,
Constructors,
colored crayons,
Board - printed games,
audio video library,
Musical instruments.
Group formation conditions
The group is formed from children 5-6 years old, whose selection is based on observation and diagnosis within the framework of an integrative approach. The optimal number of participants in a group is 10-12 people. These are children who have
Conduct form: correctional and developmental lesson with elements of training, relaxation.
Methods and techniques used in the program:
1. Role playing. Playing out various situations "On the ship", "Station", "Hospital", "School", etc.
2. Methodology of Vygotsky - Sakharov for the study of the formation of conceptual thinking.
3. Didactic games.
4. Design method: observation, analysis of phenomena, comparison, generalization, research work (they enter the image of the characters of a fairy tale and solve the problem in their own way).
5. Drawing - fantasizing by design (independent search for original content, development of creative imagination, education of independence, initiative, confidence).
6. Silhouette appliqué with elements of drawing (creating images, “deciphering” the meaning).
7. Design.
Lesson structure
1. Organizational moment.
2. Motivational: help children get ready for work, increase their level of activity.
3. The practical part of the lesson includes intermediate diagnostics, work in workbooks according to the program “Flower-Seven-Colored”, edited by N.Yu. Kurazheva, N.V. Varaeva, A.S. Tuzaeva, I.A. Kozlova, finger gymnastics (finger musical games), musical accompaniment, dance, listening to music, physical education, games and techniques aimed at solving the main goals of the lesson.
4. Relaxation training - techniques that reduce psycho-muscular tension.
5. Summing up the results of the lesson, reflection is an obligatory stage of the lesson.
7. Farewell.
The given scheme is not strictly obligatory and can be changed in accordance with the target orientation.
Developing activities with children 5-6 years old
Purpose of the program : intellectual and personal development of children aged 5-6 years, promoting the development of self-regulation, volitional processes, communication skills.
Tasks: develop cognitive activity in children, relieve fatigue, negative emotional states and their manifestations.
Destination : pupils of the senior group.
2. To form in pupils the techniques and methods of cognitive, educational, communicative and other activities.
3. Develop creative abilities, promote their diverse self-expression, creative attitude towards their own lives.
Organization of classes: once a week for subgroups.
reference source: Kryukova S.V., Slobodyanik N.P., “I am surprised, angry, afraid, boast and rejoice”, “I am learning to control myself”, Khryashcheva N.Yu. "Psycho-gymnastics in training", Degtyarev Yu.V., Litvonov V.G. Games, learning, training, leisure.
Thematic lesson plan
p/n | Subject | Goals and objectives | The course of the lesson (forms, work, exercises) | Members |
"Acquaintance" | Creating an atmosphere psychological security, group cohesion | Greetings. Name game. Games "Confusion", "Cut pictures". Exercise "None of you knows." Ritual of farewell | ||
“We play, communicate, study together” (visiting Tisha and a teacher-psychologist) | Acquaintance with the office of a psychologist. Learning to communicate through play. Activation of creative thinking and imagination | Greetings. Acquaintance with the office of a psychologist. Work with the album of successes. The game "Cut pictures". | pupils, teacher-psychologist |
|
"rules of courtesy" | Development of creative thinking and imagination. Teaching polite words of appeal. | Greetings. Conversation: "Polite deeds." Album work. A game "Say a polite word." | pupils, parents, educational psychologist |
|
"My family" | The concept of "family". Help, caring for each other, respect, sympathy, love in the family. Discussion questions: Who is my family? | Greetings. Conversation: "My family" (work in the album of successes). Drawing "My family", "Round dance". Farewell ritual. | pupils, educational psychologist |
|
"My friends" | Learning to communicate through play. Developing the ability to listen to others joint activities. | Greeting (playing out with Tishka). Conversation "What is friendship", exercises "Give a pebble", "Bridge of friendship", a game "If you like it, then do it. so", the ritual of farewell. | pupils, pedagogue-psychologist, teacher-speech therapist |
|
"Thinking" | Training the ability to think creatively independently, give your own answers to questions | Game with a ball: "What first - what then?". "The Fourth Extra". "Joint History" | pupils, educational psychologist |
|
"Imagination" | Introduction to the concept of fantasy. Development of creative abilities. Removal of fear. | Greetings from Tisha. Conversation "What is fantasy". The game "We are dreamers." "Draw what you see." “List all possible options”, Ritual of farewell. | pupils, music director, teacher-psychologist |
|
"Who am I? What am I? | The concept of "man" in comparison with other living beings. Man as a part of nature and society. Consolidation of a positive emotional attitude to intellectual activity | Greetings. Conversation "Man and other living beings" (similarities and differences). Questions: What am I? What do I want to be? "Compliments", "Confusion" | pupils, educational psychologist |
|
Didactic section
Lesson 1
Theme: Music in the heart.
Target: to develop the creative activity of children in various types of musical activities, to activate children's musical perception, imagination, understanding of the relationship between musical and speech intonations, to develop creativity in playing musical instruments, to enrich the vocabulary of children.
Equipment: Recording of I. Strauss "Friendly Troikas", Kabalevsky "Angry",
music sad mood.
Instruction: Let's look at our hands, at the hands of other children. You see, they are all different. You are all different, you all have your own character. So we're talking about character. Do you love all kinds of stories? Sit comfortably. In the same yard lived - there were girls - girlfriends. They had different not only dress, shoes, etc. What else do you think? (character). What they were will tell us the music.
Exercise analysis:
What do you think this girl was like? (kind, cheerful).
What did she play? (jumping on a jump rope)
And if you had a magic hand, what line would you draw? (straight, wavy, jumping)
Show with your hand. And her name was Rezvushka. Say her name and look at the portrait. (picture)
3. The music of Kabalevsky's "Angry" sounds.
What kind of girl was she? (evil, unkind)
Draw a line with your hand. (broken line)
What name can you give this girl? (Zlyuka)
The music "Sad mood" sounds and the third girl appears.
What a girl (sad). When a person cries, what is he called? (crybaby)
4. Rhythmoplasty "Dance of grasshoppers".
5.Timbro-noise accompaniment.(Children choose their own instruments. A phonogram sounds and the children are voiced.)
5. Exercise "What did I feel today in class?" (The sorceress said: “Look in the mirror of the magic stream. I have a magic umbrella of kindness, beauty and joy. If you twist it over yourself, then the person will become good, kind. Let's spin the umbrella.)
6. Farewell.
7. Exercise "Current".Hold hands and shake hands.
Lesson 2
Topic: Development of a child's personality in the process of integrating humanitarian and aesthetic knowledge.
Target: to develop the imagination and thinking of children with the help of art, the artistic and creative abilities of children.
Preliminary work: listening to music, reading stories, talking about birds, their habits, character, depiction in artistic and productive activities; learning games, memorizing poems, observing, looking at pictures.
Repertoire : "Moldovan dance", "Aria swan princess”(from the opera The Tale of Tsar Saltan), Glinka’s Chernomor March, (from the opera Ruslan and Lyudmila), Rain (music by Slonov, lyrics by Petrova).
Equipment : paints, silhouettes of a swan, crows, heat - birds, pencils, brushes, napkins, reproductions of female images, heat - birds, crows, swan.
Lesson progress:
1. Storyteller: Hello guys! Look at my outfit. Who am I? And who is this storyteller? What fairy tales do you know? And today listen to an unusual tale. Once upon a time there was a finger state. Show your fingers. On the golden porch they sat: (they bend their fingers) Tsar, Tsarevich, King, Prince, Shoemaker, Garment, Bedbug, Klopitsa, Imagineer, Gossip Girl. Listen further. The king had 3 daughters. And in the state there was a garden. Rejuvenating apples grew in that garden. The daughters went for a walk in the magic garden and ate an apple each. They turned into birds. Would you like to hear how these birds sing?
2.Relaxation : eyes closed, music sounds, music sounds in the background.
3. The ratio of music and birds.
Look at the birds (pictures). Whose voice was it? (swan) Look at the swan, how could he move to this music? Show with your hand how this bird flaps its wing? Does the music sound like this bird? Let's say with you le-be-dush-ka.
Listen to more music. What kind of music sounds (cheerful, bright, light). What bird sang? (Firebird). Why? (She carries light, bright, she has a colorful outfit). Let's say the firebird.
And listen to the music and tell me what it is? (important, heavy) What kind of bird does it suit? (crow)
The first daughter turned into a swan, the second into a fire bird, the third daughter into a crow. All daughters loved to dress up. Choose a fabric for the swan (white, delicate), and now for the heat - birds (orange, light). Why? And now the fabric for the crow (black, dark).
Lesson 3
Theme: Me and my family.
Target : to cultivate love and respect for the family; expand children's ideas about the responsibilities of family members; develop thinking, speech, imagination, verbal and non-verbal communication, the ability to act according to the rules.
Equipment: albums with family photos, musical accompaniment, pictures of family members, a ball, pencils, construction material(mosaic, cubes, constructor.
Lesson progress
Psychologist.
Nature wakes up (hands up)
Washes with dew, (washing movements)
Both the guys and the animals (hands on the belt, turn with a squat to the left)
Washed with water. (hands on the belt, turn with a squat to the right)
The forest woke up, the meadow woke up, (hands up)
Butterflies woke up around, (lower your hands)
The grasses and flowers woke up
We woke up with you!
Children stand in a circle, greet a neighbor in a chain and say that they are glad to see him.
Psychologist.
Guess the rebus: 7 Ya.
Today we will talk about our relatives, dear people who live next to us.
Lesson 4
Theme: "My friends"
Target: develop the ability to listen to others; agree on joint activities; to teach communication through the game, the concept of friendship.
Equipment: tape recorder, Tishka doll, colored sheets of A4 paper, simple pencils, paints, brushes, napkins, pebbles various shapes and colors, workbooks.
Children choose any color sheet of paper. Say what color you chose a sheet of paper. The color scheme conveys the mood of a person.
Everyone draws what they want. The main thing is that the pictures are very beautiful!”
Lesson 5
Topic: "To help Luntik"
Target: to develop the intellectual sphere of children 5-6 years old, the level of self-control.
Tasks : improve attention, thinking, memory, perception, speech; relieving muscle tension.
Equipment: presentations for the lesson, musical accompaniment, an envelope with a letter; a box with medals for each child; 3 palms made of colored cardboard; pictograms, easel, sample house for copying, sheets of paper for each child, simple pencils; blue paper or fabric (to create a "reservoir", water lily leaves, paper canvas, with painted multi-colored traces; photographs of Luntik.
Course progress.
1. Greeting.
Psychologist
Let's greet each other in an unusual way - elbows, noses, socks, knees, etc.
Today we have an unusual lesson for you. Kindergarten staff came to visit us today. Let's greet our guests with a smile. Guys, I know that you know how to guess the mood! Can you guess what mood our guests are in today? How did you guess?
2. Relaxation exercise "Smile - get angry."
3.Pictogram.
What is your mood? Let's each choose a pictogram with a mood. And we'll attach it to the easel.
The postman comes in and delivers the letter.
4. Confusion of multi-colored traces. Guess the riddleto find out what color tracks will lead us to this clearing.
He can croak with a frog,
Cry with the crocodile
Grow from the ground with grass
But he cannot bloom.
(Green color)
Children follow the tracks of the corresponding color.
5. Exercise "What is missing"(slide)
6. The game "The fourth extra"(slides)
7. The game “Which figure is gone? »
8. The game "Screamers-clappers-silent"
9. Finger gymnastics "Fingers say hello", "My family".
10. Let's draw a house according to the model.
11. Summing up.
Lesson 6
Theme: "Heroes of a magical country"
Target: develop cognitive processes: attention, memory, thinking; removal of mental and physical stress; develop the ability to empathize and help others.
Methods: game therapy, fairy tale therapy, music therapy, elements of psycho-gymnastics.
Equipment: fabric, blanket, box, pictures with “parts” of the Magic Land (sun, flowers, rainbow, houses, etc.) pictures with the inhabitants of the Magic Land, a recording with the song “Scarecrow” (Zheleznova) and any moving music, soft (you can use normal) ball, letter.
Lesson progress:
1. Greeting.
And we will greet each other today like this: we will all close our eyes, and I will stroke my neighbor on the shoulder on the right. When he senses that I have greeted him, he will pass on my greeting in exactly the same way. And so our greeting will go around everyone in a circle and return again to me.
2. The game "Catch - do not catch."Children sit in front of a psychologist who throws a ball at them and at the same time says “Catch! " or "Don't catch! ” and the children either catch the ball or hit it or hide their hands.
3. Mirror maze. The psychologist and the children play the Mirrors game: the driver must show various movements, postures, facial expressions, and all the rest - mirrors - must repeat after him. First, the psychologist is an example, then every child should play the role.
4. Snowball game.
5. Game-song "Scarecrow" (Zheleznova).
6. Relaxation exercise "Balloons".
7. Working with pictures. Describe the picture.
8. Summary of the lesson. The psychologist shows the children the palms closed by the boat.
“Now I will blow off each of you the bright and warm gratitude of the inhabitants of a magical country, and you catch it and keep it for yourself. Well guys, now she will always be with you, and if you suddenly feel sad or feel bad, you can get her, and she will definitely warm you up and help you!
Lesson 7
Topic: Rules of politeness and mutual understanding.
Target : develop group cohesion and positive emotional attitude participants to each other develop voluntary behavior; diagnosis of fine motor skills, arbitrariness and hand-eye coordination.
Equipment : ball, bell, forms with N.I. Gutkina "House", signed sheets of A4 paper, pencils.
Lesson progress
1. Greeting.
2. Exercise "Polite words"
Everyone stands in a circle.
The psychologist, passing the ball to the child standing to his right, politely says something, for example: “Good morning, Vitya!”. The child takes the ball and passes it to the neighbor, while saying any "polite words".
During the game, children need to remember as many polite or just kind words as possible.
After each child completes the task, the psychologist rings the bell and says:
- I have a bell in my hands,
The lesson starts.
We sit quietly at our desks
Let's leave our pampering
No, don't take toys
We need more "Primers"!
(Children sit at the tables).
3. Exercise " School rules»
The psychologist reads the rhyme:
- The teacher enters - you have to get up,
When he allows you to sit down, sit down.
If you want to answer - do not rush
But just raise your hand.
4.
Then the children, saying rhyming words , perform the actions described in it.
5. The game "Drone and bees"
Psychologist says:
- Now we will play one game, and at the same time we will see if you can count to three.
You probably know that when bees fly and collect honey, they buzz, and if a drone appears, they buzz harder to drive it away. When the bees see the bear, they become silent so that the bear cannot find the honey. Imagine that you are bees. Be careful: if I clap my hands once, you should buzz not very loudly, if I clap twice, then the drone is flying, and you will buzz louder, and if I clap three times, then a bear has appeared, you will stop buzzing and you will sit quietly. Get ready, let's get started!
The game should be repeated several times. Participants can either sit at the tables or stand in a circle or in any order.
6. Physical education
Pinocchio stretched,
Once stooped, twice stooped,
Raised hands to the sides:
Apparently the key has not been found.
To get us the key
You have to get on your toes.
7. Task for the diagnosis of fine motor skills, volitionality and hand-eye coordination
Children sit at tables.
The psychologist gives them signed sheets of A4 paper, simple pencils, forms with N.I. Gutkina "House" and offers to "copy" the drawing.
Lesson 8
Subject: Thinking.
Target : training the ability to think logically; accustom to standard logical operations.
Tasks: to develop mental processes: attention, memory, creative thinking, creativity, communication skills.
Equipment: ball, workbooks,
1. Greeting. Today we will greet you with an imaginary ball. Whom I “catch” with a glance, I will throw an imaginary ball with the words “Hello, (name)!” (The child catches an imaginary ball and throws it to the next one).
2. Corrective test "Finish a series of numbers", "Exception of the 4th".
3. Words are invisible.
4. Work in a notebook.
5. Finger gymnastics "Remember, name."
6. Game with a ball “What first, what then?”, “The fourth extra”, “Joint history”.
7. Finger theater.At the same time, work is underway to automate sounds, to develop phonemic hearing, vocabulary is enriched, new words are memorized, related words. Children learn the basics of sound-syllabic analysis and synthesis
8. Farewell ritual.
Lesson 9
Topic: Hard and soft consonants
(a lesson on the development of the sound culture of speech of children with FFNR)
Pedagogical goals:
educational:to promote the formation of the concept of hard and soft consonants, the development of children's interest in sound analysis, targeted practical assimilation of speech units (sound, word, sentence), differentiation of vowels and consonants, soft and hard consonants;
correctional and developmental: to promote the development of phonemic and speech hearing, finger and articulatory motor skills, higher mental functions (thinking, memory, perception);
correctional and educational: to promote the development of the desire to perform the task with high quality; promote the development of a friendly relationship with peers in joint activities.
Equipment: Toolkit“Houses”, cards with symbols, a bucket, a fish, a shell, subject pictures: a cow, a woodpecker, an airplane, a mosquito, items for the game “What object feels like?”: key (iron), button (plastic), fur, cotton wool, paper napkin, something wooden - 6 items, chips-symbols (squares) of red, green, blue color, handout picture material.
Lesson progress
Let's listen. What sounds do you hear?
(Children's statements)
And I hear someone rustling. (Pulls out a bucket of fish.)
Oh, goldfish guys! Such a beauty! Rybka, tell us how you got here?
Our fish is silent, what to do?
Does not say anything. How can we be
Mouth yawns, How do we fish
Blows bubbles, teach to speak?
Guys, do the fish make any sounds?
Let's show how the fish yawns with its mouth.
The fish yawns with its mouth
It only blows bubbles. (P-p-p)
But we live in a world of sounds. All objects make sounds. Let's remember: who gives how, who sings like a song.
Text | Finger gymnastics | Articulation gymnastics |
The cow is mooing so The song is long | Exercise "Cow" | Close your lips, make a sound (m) |
The woodpecker pecked the oak with its beak: He opened a workshop. D-d-d- Here is a cozy hollow. D-d-d- It's both dry and warm | One palm is straight, the index finger of the other “hollows” it | Exercise "Woodpecker" |
Here comes the mosquito He sang the song loudly: - "Z-z-z" ... | Circular movements with the little fingers | Exercises: "Smile", "Fence" |
The plane is flying in the sky You can only hear how it hums | We fold the "airplane" from the fingers | Exercise "Airplane": bite your tongue, say "L-l-l" |
Let's remember whose songs we heard? (Cows, woodpecker, mosquito, airplane.)
What do you think, what item is "extra" here?(“Extra” is a plane, it is not alive.)
This means that inanimate objects can also make sounds.
3. The game "What is missing, who is missing?"
I remove the object, and you sing its song, make the same sound.
4. Introduction to hard - soft consonants.
How do people talk, what do they say?
What are words made of? ( from sounds.)
What do people use to make sounds?
What are the sounds that sing called? ( vowels)
Who don't sing? ( consonants)
Well done, the fish really liked how you played with the sounds, talked about them. And for this she gives you a shell (the image of a shell is pasted on both sides of the round box). Oh, there's something here. This is miscellaneous items, the fish wanted you to play the game "What does it feel like?" (hard or soft): key, button, fur, cotton wool, paper napkin, wooden stick.
What two groups can these objects be divided into? (hard and soft).
Consonants can also be hard and soft.
Chips-squares are placed on the typesetting canvas.
What color do we represent vowel sounds? (Vowel sounds are marked in red.)
A red square is placed on the top bar.
- And now let's play a little with the fingers.
The grass was softCams open slowly.
And it was green. Fingers up, move them.
We caress the grassStroking alternately palms.
We feel the softness.
There is a stone
Blue topaz. They clench their fists.
Very hard
He is for us. They bang their fists against each other.
What color is the grass?(Green)
What does she feel like?(soft)
What color is the stone?(blue)
What does he feel like? ( Solid)
With these colors we will designate soft and hard consonants.
We have already talked about the fact that vowel sounds are also divided into two groups and live in different houses. Let's remember what these houses are? (“Funny” sounds live in one house. In the other
"unhappy" who do not know how to smile.)
Correctly.
If there is only one sound,
He is bad, he is sad.
And in what house do two sounds live?(in merry)
Consonants
They came to visit the vowels,
They became hard and soft.
If the vowel smiles,
The consonant immediately softens.
Game "What does a consonant sound like?"
Let's make consonants and vowels friends, I will bring the "guests" into the houses, and you will name how the consonant will sound, and show the softness and hardness of the consonants with your fingers.
Card symbol "Komarik": "Z-z-z"
ZY ZI
Card symbol "Cow": "Mmm"
MU MU
Card symbol "Airplane": "L-l-l"
LA LA
Card symbol "Woodpecker": "D-d-d"
DE DE
Rybka really liked how you determined the hardness-softness of consonant sounds.
In the shell there is another gift for you: the game "Give me a word." You have to guess. What word to suggest and define. What does a repeated syllable sound like?
De, de, de Fish swim in ... ( water)
Yes, yes, yes Everyone needs ... ( water)
We, we, we For fishing rods…(needed)
Nya, nya, nya I want to catch...(line)
Sy, sy, sy The pikes are long ...(nose)
Si, si, si Pike are afraid ... ( carp)
Let's remember pure words with soft syllables.
Dynamic pause
Ball game "Call it affectionately."
Children stand in a circle.
Guys, what is the funniest vowel? What vowel gave smiles to all your friends?
The most cheerful vowel sound (s),
Gave smiles to all my friends
We will play with you
Sound hardness soften
Merry sound ik
add at the end of a word
Cat-cat Catfish
Tail-tail Crowbar
Table-table House-house
Eye-eye Bush-bush
Mouth-mouth Nose-nose
Let's remember the words that were spoken in the ball game, What kind of fish did we call?(If the children find it difficult to answer. Then they remember the finger exercise “Who lives in the river?”)
What parts of the head are we naming?
Let's close our eyes. Imagine that we were at the river, oh, what air!
Inhale through the nose And then:
And exhale through your mouth. Hands up slowly
Breathe deeper, How good the weather is!
5. Sound analysis of words.
Guys, the shell still has pictures.
Cards with the image of objects are distributed to each child.
You say the word
Name the first sound
Determine its softness or hardness.
Children one by one go to the typesetting canvas, pronounce the word, name the first sound, determine the vowel or consonant, the softness or hardness of the consonant and put it near the corresponding chip. (On the 1st strip there is a red square, on the 2nd - green, on the 3rd blue.)
Complicating the task: the one with the 1st sound is a vowel, a soft consonant, a hard consonant.
When all the pictures are put on a typesetting canvas, the children name all the words with 1 soft consonant, with 1 hard consonant.
If the sounds sound hard, then the words sound hard, and if the sounds in the words are soft, then the words sound soft.
Sounds, phrases and words
The game starts.
What we're going to say
Fingers will help us to portray.
Listen carefully to how the phrase sounds, repeat the finger movements after me.
Pike, bream, laziness,Press on the fingertips.
They splash in the river.Imitate the splashing of fish.
The reed cat came out,Index and middle fingers
Both hands "go" on the table (4 paws)
The cat has a round belly.They close their hands in a ring in front of them
Repeat the phrase that sounded soft.
Repeat the phrase that sounded firmly.
6. The result of the lesson. Reflection of activity.
Rybka liked the way you were doing so much that she spoke.
Thank you guys, thanks to you I learned how to pronounce sounds and put them into words. And so that I don’t forget, tell me again, what did you do, what did you talk about, what games did you play?
"Portrait of a Fish"
And we thank the fish for the gifts that she brought, and draw her portrait.
1. Circle the fish stencil around the office, determine what is missing?
2. Draw the scales, fins, head, tail, eyes ...
3. Colorize.
4. Type a letter R.
Copy word - fish.
At home, pick up related words for the word FISH, come up with a fairy tale about how the fish learned to speak.
Lesson 10
Topic: Differentiation of sounds (З) - (З), (С) - (С), letters З, С).
Pedagogical goals:create conditions for practicing the correct pronunciation of sounds (s), (m) in words, phrases, performing sound analysis and synthesis, fixing the graphic image of letters S, Z, formation of possessive adjectives, words-antonyms, words-relatives; expansion of vocabulary and vocabulary; promote the development of phonemic hearing, attention, memory, thinking, articulatory apparatus.
Equipment : finger puppets: fox and hare; picture material with sounds (c), (h); sheets of paper, pencils; contour letters C, Z.
Lesson progress
1. Introductory part.
Guys, look who came to visit us? ( Fox and hare ). Look at what a beautiful bag they came with.
Game "Wonderful bag"
There are two letters in the bag - C and Z.
To whom will we give the letters WITH ? Z?
Our guests will see how you can play.
2. Conjugate gymnastics.
Text | Finger movements | Articulation exercises |
Bunny gray sits And wiggles his ears. | Fingers imitate "ears". Perform up and down movements | Exercise "Swing" |
It's cold for a bunny to sit You need to warm up your paws. | Rubbing palms | Exercise "Horse" |
Bunnies started to freeze Bunnies need to dance. | imitate trembling, Raise-lower "ears"-fingers | |
A fox ran through the snow She covered her tracks with her tail. | Alternately connect the thumb with the rest | Exercises: "Fence", "Smile" |
The hares saw the fox, They ran away from the fox. | "Ears"-fingers: Up, one hand "fox" - the second hand. Fingers of both hands "scatter" | Exercises: "Woodpecker", "Turkey" |
3. Gifts for the fox and the hare.
The teacher shows cards with the image of objects.
What will we give the fox and the hare?
Fox Hare
sled umbrella
beads castle (iron, grey)
basket bag
orange curtain (green, print)
Determine the softness-hardness of sounds, place (c), (h) (at the beginning, middle, end of the word).
Games : “Name it affectionately”, “Guess by sign”, “What is missing?”
Dynamic pause "Antonymous words"
We listen carefully
We play exciting.
I throw the ball
I call the phrase.
Who gets the ball
He adds a word.
We give the ball to the neighbor,
We are waiting for the whole phrase to be repeated.
Who repeats the phrase
He returns the ball to me.
4. Exercise "Remember, repeat."
Hares chew their teeth Fingers are teeth.
They are called rodents.
The fox has sharp teethMake a muzzle out of your fingers
Foxes are sharp and cunning. foxes.
Fox fluffy tail"Sweeping the palm of the hand on the table."
There is no better beauty in the forest.
Hares and foxes are not friends,One hand - "hare ears"
Foxes are circling around the hares.The other is the “fox head”.
Hares run from foxesMove fingers quickly
Foxes only look down. on the table.
Bunny footprints in the snow Depict foxes, in turn
Their foxes want to track down. Connect fingers. hand ko
forehead, depicting surveillance.
5. Exercise to identify related words.
What words sound similar in this poem?
- traces, track downare the words relatives.
Let's pick up similar words to the word traces: affectionately - traces, huge - follow, Who is following in the footsteps, what is he doing? stalks what is this process called? - surveillance.
We remember on the fingers.
Here are the footprints, All fingers.
And here are the footprints. Little fingers.
Here are the traces of the Palm.
In the snowy forest.
Someone is stalking someoneOne hand - "bunny ears"»,
The other is "foxes".
And winter is all snowOne hand - "bush", fingers
It snows. to the sides, the second - “sprinkle
snow."
To not be in a hurryThey threaten with the index finger.
To avoid surveillance.
What is the letter of the fox?(WITH)
What about the rabbit? (Z)
There are more main ones in the bag A, O. (put all the letters in a bag).
Let's find by touch.(S, Z, A, O)
Let's add the syllables:
For: for, for, for. ( The thumb-"eye" lies on the palm. The remaining fingers are “eyelashes” (close-open.)
So: so, so.so . (Connect half-bent palms into a wheel).
AP
Letter Z -two curls, bend the left hand a little,
Bend your palms slightly. letter With we receive.
We join hands, the moon shines on us from heaven,
We place the right over the left. look at the letter WITH.
We now know the letter Z.
a) Draw the pattern "Ears" (whose?)
Draw a birch fence (which one?)
Draw traces (whose?)
Draw snowdrifts from snow (what?)
b) On each board - Z.
In every snowdrift - WITH.
Drawing up a story from pictures.
At home: paint over, cut out the snowdrifts along the contour, sew.
- What did you do in class? What games were played? What did they draw?
Option
relaxation exercises
for preschoolers 5-6 years old
"Balloons"
Imagine that you are all balloons, very beautiful and funny. You are cheated, you become lighter and lighter. Your whole body becomes as if weightless. And the arms are light, and the legs have become light - light. The balloons rise higher and higher. A warm, gentle breeze is blowing, it gently blows over each ball ... (Pause - stroking the children). It blows on the balloon ... caresses the balloon ... It's easy and calm for you. You fly where the gentle breeze blows. But now it's time to return home. You are back in this room. Stretch and open your eyes on the count of three. Smile at your balloon.
"The flower has blossomed"
I am a bud (the children sat on the floor, grabbed their knees pulled up to themselves, lowered their heads, their muscles were tense). The warm sun is shining, I am growing (they rise slowly, smile, swaying their arms in a relaxed way). The sun has disappeared, it is dark, the night has come, my petals are closing (starting position), and the sun is rising again ... etc.
"Lazy"
Today you did a lot of studying, playing and, probably, tired. I suggest you be a little lazy. Imagine that you lazybones are basking on a soft - soft carpet. The environment is quiet, calm, you breathe easily and freely.
Feeling of pleasant peace and relaxation. You rest easy and are lazy. Your hands rest, your legs rest ... (Pause - stroking the legs). The arms rest at ... (child's name), the legs rest at ... (child's name). Pleasant warmth over your body, you are too lazy to move, you are pleased. Your breathing is calm. You enjoy the rest, which brings you strength and good mood. Stretch and at the count of three, open your eyes. You feel well rested, you are in a cheerful mood.
"Bumps"
Imagine that you are cubs and a mother bear is playing with you. She throws you cones. You catch them and squeeze them with force in your paws. But now the cubs are tired and drop their paws along the body - the paws are resting. And the mother bear again throws cones to the cubs ... (2-3 times).
"Clouds"
Imagine warm summer evening. You lie on the grass and look at the clouds floating in the sky - such white, big, fluffy clouds in the blue sky. Everything around is quiet and calm, you are warm and comfortable. With each inhalation and exhalation, you begin to slowly and smoothly rise into the air, higher and higher, to the very clouds. Your arms are light, light, your legs are light. Your whole body becomes light as a cloud. Here you are swimming up to the biggest and fluffiest, to the most beautiful cloud in the sky. Closer and closer. And now you are already flying on this cloud, you feel how it gently strokes you, this fluffy and gentle cloud ... (Pause-stroking children). Stroking .. stroking .. You feel good and pleasant. You are relaxed and calm. But then a cloud lowered you into a clearing. Smile at your cloud. Stretch and open your eyes on the count of three. You had a good rest on the cloud.
"Waterfall"
Imagine that you are standing near a waterfall. Wonderful day, blue sky, warm sun. The mountain air is fresh and pleasant. You breathe easily and freely. But your waterfall is unusual, instead of water it has a soft white light. Imagine that you are standing under this waterfall and feel this beautiful white light streaming down your head. You feel how it pours over your forehead, then over your face, down your neck ... White light flows over your shoulders .. helps them become soft and relaxed ... (Pause stroking the children). And the gentle light flows further down the chest... down the belly... down the legs, and you feel how the body becomes softer, and you relax. This amazing waterfall of white light flows through your body. You feel completely calm and relax more and more with each breath. Now stretch and open your eyes at the count of three. The magical light filled you with fresh strength and energy.
"Butterfly"
Imagine a warm, summer day. Your face is sunbathing, your nose is also sunbathing - expose your nose to the sun, your mouth is half open. A butterfly flies, chooses whose nose to sit on. Wrinkle the nose, lift the upper lip up, leave the mouth half open (holding the breath). When chasing a butterfly, you can vigorously move your nose. The butterfly has flown away. Relax the muscles of the lips and nose (on the exhale) (repeat 2-3 times)
Technologies for selecting pupils in correctional groups:
- "Addition of phrases" - aimed at identifying the ability to establish cause-and-effect relationships;
- "Finishing figures" - aimed at determining the level of development of the imagination;
- "Classification by feature", "Free classification", "The most dissimilar" - to identify logical thinking;
- "Rybka" - is aimed at determining visually - figurative thinking;
- Method "Nonsense".
The technique is aimed at identifying the features of the child's cognitive activity. Allows you to identify children with severe cognitive impairment. Designed for children 5 - 6 years old.
To organize the survey, a picture is prepared in advance:
Test subject instructions.
The child is asked to look at the picture. After 30 seconds, the experimenter asks: "Reviewed?" If the answer is negative or indeterminate, more time is given. If yes, the subject is asked to tell what is drawn in the picture. In case of difficulty, the child is assisted:
- stimulating. The researcher helps the child to begin to answer, to overcome possible uncertainty. He encourages the child, shows his positive attitude towards his statements, asks questions prompting an answer: "Did you like the picture?" "What did you like?", "Well, well done, you think right"",
- Guide.If provoking questions are not enough to cause the child's activity, direct questions are asked: " Funny picture?", "What's funny about it?",
- educational. Together with the child, some fragment of the picture is examined and its absurdity is revealed: “Look, what is drawn here?”, “Can this happen in real life?”, “Don’t you think that something is mixed up here?”, “And also Is there anything out of the ordinary here?"
Evaluation of the assignment.
The assessment takes into account:
a) inclusion of the child in work, concentration, attitude towards it, independence;
b) understanding and assessment of the situation as a whole;
c) the regularity of the description of the picture;
d) the nature of verbal statements.
1st level- the child immediately joins the work. Correctly and generally assesses the situation as a whole: "Everything is mixed up here," "There is some kind of confusion." Proves the generalization made by analyzing specific fragments. Fragments are parsed in a certain order (top to bottom or left to right). Focused on work, independent. Statements are capacious and informative.
2nd level- the situation is assessed correctly, but the level of organization, independence in work is insufficient. In the course of the task, he needs stimulating assistance. When describing a picture, fragments are allocated randomly, randomly. Describes what the eye fell on. The child often finds it difficult to find the right words.
3rd level- the child himself cannot assess correctly and generally the situation. His gaze wanders over the picture for a long time. For the student to begin to respond, the guiding participation of the teacher is required. The method of analysis learned with its help is used in the description, evaluation of other fragments, but work in progress very sluggish. The activity of the child has to be stimulated all the time, the words are drawn out.
4th level- the child cannot give a correct assessment of the situation. Stimulation directing help "does not take." The model of analysis given by the teacher does not assimilate, cannot transfer it to a new situation, apply it in the analysis of other fragments.
Diagnostics of the development of thinking
The child is given a sheet with the image of 6 pairs of mittens, scattered in random order, and is offered to pick up a pair for each mitten according to 4 signs - the color, location and size of the elements of the pattern, the position of the thumb.
Instruction.Look, the guys got their mittens mixed up. Help them figure it out and find all the pairs of mittens.
Performance evaluation
Can't pick up any pair.......................0
Correctly picked up one pair ............................... 2
Correctly picked up two pairs .................................. 2
Correctly picked up 3-6 pairs ..............................................…………………………… ….6
If the child does not complete the task, it can be assumed that he has insufficiently developed logical or imaginative thinking, or voluntary attention. In this case, it is necessary to carry out express diagnostics by offering the child a simple attention task (comparing two simple pictures to find differences).
Criteria for evaluating the achievement of results
The criterion for the effectiveness of correctional and developmental work is the repeated conduct of a diagnostic study:
- survey of parents;
- psychological examination of pupils according to the methods:
- "Phrase addition"
- "Finishing the figures"
- "Classification on the basis", "Free classification",
- "The most unlike";
- "Fish".
Information about the practical testing of the correctional development program "Development of the intellectual and personal development of children aged 5-6 years" on the basis of the MBDOU "Kindergarten" Fairy Tale ".
The term of approbation of the program is 2 years.
The number of participants is 40 pupils.
Results of corrective work
before the work
after prov. work
before the work
after prov. work
before the work
after prov. work
2011-2012
32%
49%
29%
43%
50%
60%
31%
40%
2012-2013
49%
56%
43%
64%
48%
58%
40%
55%
Based on the results obtained, it can be concluded that there is a positive dynamics in the development of thinking, creative abilities, and the cognitive sphere.
Performance criterionwith preschoolers under the program of intellectual and personal development, the formation of psychological health is the mastery of children by the following norms:
To implement the tasks set, a wide variety of forms of work with preschoolers are used: psycho-gymnastic, creative, plot-role-playing games, folk riddles, silence, the forbidden word, dramatization games, mental operations: generalization, comparison, establishing cause-and-effect relationships, various studies and corrective and developmental exercises . Special Role is assigned to individual, subgroup classes with children, the conduct of which does not affect the change in the schedule of compulsory classes and does not lead to a violation of sanitary standards.
The obtained data of correctional work were reflected in the positive results of pupils
The development of intellectual abilities and mental experience is closely related to the development of certain personal qualities:
- cognitive: initiative, curiosity, independence;
- self-esteem: self-confidence, a sense of intellectual worth;
- communicative: goodwill, the ability to take into account the point of view of another person, criticality in assessing "indisputable" truths, the ability to engage in intellectual dialogue;
- emotional: characterize the attitude to life phenomena, the surrounding reality, art, creativity, knowledge, intellectual activity.
The results of correctional and developmental work contributed to the positive dynamics of the personal development of pupils (see table 1).
1. Bogat V. To develop creative thinking / V. Bogat, V. Nikolaev // Preschool education - 1994.- No. 1.- P. 2-5.
2. Vygotsky L.S. Pedagogical psychology / L.S. Vygotsky - M., 1996. - 420 p.
3. Wenger L.A., Education of the sensory culture of the child / L.A. Wenger, G. Pilyugina, N.B. Venger.-M.: Enlightenment, 1998.- 220 p.
4. Peterson L.G., Lykova I.A. Program "World of Discoveries" - M., 2012
5. Davydov V.V. The problem of developing learning / V.V. Davyvov. - M .: Education, 1986. - 160 p.
6. Childhood: Program for the development and education of children in kindergarten / T.I. Babaeva, Z.A. Mikhailova, L.M. Gurevich. - St. Petersburg: Detstvo-Press, 2004. - 237 p.
7.Dyachenko O.M. The development of the imagination of a preschooler / O.M. Dyachenko.- M., 1966.
8. Preschool pedagogy / V.I. Loginova and P.G. Samorukova. - M., 1983. - S.170-171.
9. Zaporozhets L.V. Selected psychological works, 2 volumes / L.V. Zaporozhets.-M., 1986.- 368 p.
10. Intellectual development and education of preschoolers / L.G. Niskanen. - M.: Academy, 2002. - 109 p.
11. Methodical advice for the program "Childhood". - St. Petersburg: Detstvo-Press, 2003.- 304 p.
12. Piaget J. Selected psychological works. Psychology of intelligence: Genesis of number in a child. Logic and psychology. - M., 1969. - 720 p.
13. Poddyakov N.N. and others. Mental education of a preschooler./ N.N. Poddyakov. -M., 1972.- 240 p.
14. Collection N.Ya. Semago, M.M. Semago "Fundamentals of diagnostic and corrective work of a psychologist"
Review
On behalf of the parents of children attending classes, consultations and parent meetings With the participation of the teacher-psychologist Bognyukova Miroslava Nikolaevna, the music director Enova Natalya Aleksandrovna, the teacher - speech therapist Okuneva Natalya Sergeevna, we would like to express our gratitude for the assistance rendered in the upbringing of our children.
Classes are always unusual and the children like them. One lesson is not like another, the guys play, draw, design, learn ways of neuromuscular relaxation.
We have become more psychologically enlightened parents. And this is the merit of the specialists of the MBDOU "Kindergarten" Skazka ", in her ability to understand the situation, to push a person to solve the problem.
We, parents, have attended and will continue to attend consultations, open classes this creative team. We hope that their work will continue in the same creative search for solutions to the problems of children and parents.
Initiative group of parents:
___________ Laschenkova E.V.
___________ Lagunova L.N.
___________ Varlamova V.N.
___________Chuchalin E.V.
Feedback from the head
With the direct participation of the creative team, such significant events were held as:
Use of innovative technologies in educational process, the creation of conditions for ensuring the most favorable disclosure of the intellectual and creative potential of the pupils of the preschool educational institution contributed to the development of the abilities of the group of children as a whole, which is confirmed by the results of diagnostic studies:
In perspective:
Head of MBDOU "Kindergarten" Fairy Tale "_________N.P. Kirik
Appendix
Kern-Jirasek test
(verbal intelligence)
Thinking. Horizon. Development of social qualities.
Reveals the general level of thinking, outlook, development of social qualities.
It is conducted in the form of a question-and-answer conversation. The task might look like this:
“Now I will ask questions, and you try to answer them.”
If it is difficult for a child to immediately answer a question, you can help him
a few leading questions. The answers are recorded in points, then summarized:
1. Which animal is bigger - a horse or a dog?
(horse = 0 points; wrong answer = -5 points)
2. In the morning we have breakfast, and in the afternoon ...
(lunch, soup, meat = 0; dinner, sleep and other incorrect answers = -3 points)
3. It is light during the day, and at night ...
(dark = 0; wrong answer = -4)
4. The sky is blue and the grass...
(green = 0; wrong answer = -4)
5. Cherries, pears, plums, apples - what is it?
(fruit = 1; wrong answer = -1)
6. Why does the barrier go down before the train passes?
(so that the train does not collide with the car; so that no one gets hurt, etc. = 0;
wrong answer = -1)
7. What is Moscow, Odessa, St. Petersburg? (name any cities)
(cities = 1; stations = 0; wrong answer = -1)
8. What time is it? (show on a watch, real or toy)
(correctly shown = 4; only a whole hour or a quarter of an hour shown = 3; does not know hours = 0)
9. A small cow is a calf, a small dog is ..., a small sheep is ...?
(puppy, lamb = 4; only one correct answer = 0; wrong answer = -1)
10. Is the dog more like a chicken or a cat? How? What do they have in common?
(per cat, because they have 4 legs, hair, tail, claws (one similarity is enough) = 0;
for a cat without explanation = -1, for a chicken = -3)
11. Why do all cars have brakes?
(two reasons given: braking downhill, stopping, avoiding a collision, etc. = 1;
one reason = 0; wrong answer = -1)
12. How are hammer and ax similar to each other?
(two common signs: they are made of wood and iron, they are tools, they can hammer nails, they have handles, etc. = 3; one similarity = 2; wrong answer = 0)
13. How are a cat and a squirrel alike?
(determining that these are animals or giving two common features: they have 4 legs, tails, wool, they can climb trees, etc. = 3; one similarity = 2; wrong answer = 0)
14. What is the difference between a nail and a screw? How would you recognize them if they were on the table in front of you?
(the screw has a thread (thread, such a twisted line around) = 3;
the screw is screwed in and the nail is hammered or the screw has a nut = 2; wrong answer = 0)
15. Football, high jump, tennis, swimming are...
(sports (physical education) = 3; games (exercises, gymnastics, competitions) = 2; don't know = 0)
16. What do you know vehicles?
(three ground vehicles + plane or ship = 4;
only three land vehicles or a complete list with an aircraft, a ship, but only after explaining that vehicles are what you can move around in = 2;
wrong answer = 0)
17. What is different an old man from young? What is the difference between them?
(3 signs (gray hair, lack of hair, wrinkles, poor vision, often sick, etc.) = 4;
one or two differences = 2; wrong answer (he has a stick, he smokes...) = 0
18. Why do people play sports?
(for two reasons (to be healthy, hardened, not to be fat, etc.) = 4;
one reason = 2; wrong answer (to be able to do something, to earn money, etc.) = 0)
19. Why is it bad when someone deviates from work?
(the rest must work for him (or another expression that someone is harmed by this) = 4; he is lazy, earns little, cannot buy anything = 2; wrong answer = 0)
20. Why does a letter need to be stamped?
(so they pay for forwarding this letter = 5;
the other, the one who receives, would have to pay a fine = 2; wrong answer = 0)
Let's sum up the points.
Sum + 24 and above - high verbal intelligence (outlook).
The sum from + 14 to 23 is above average.
The sum from 0 to + 13 is the average indicator of verbal intelligence.
From -1 to -10 - below average.
From - 11 and less - a low indicator.
If the verbal intelligence score is low or below average,
an additional examination of the neuropsychic development of the child is necessary.
More emotional than intellectual and reasonable. His nervous system easily excitable and vulnerable. This is due to the need for an attentive and patient attitude towards the child.
The baby is dominated by the right hemisphere, which determines the emotionality and subjectivity of perception. The child is engaged only in activities that are interesting to him, that is, emotionally significant. More than 10-15 minutes to do the same thing that requires perseverance and tension, it is difficult for the baby.
By the age of five, a child develops visual-figurative thinking, when any concept exists only as a model. A child may know the meaning of such abstract concepts as friendship, care, etc., but he is not able to define them in an abstract sense, that is, these concepts exist in the form of an image of a friend, a caring mother, etc. as experience is accumulated in the mind of the baby, certain ideas and images are formed. The experience of particular situations begins to take shape and a generalized idea - an image. Mastering the operation of visual-figurative thinking is the main achievement of a five-year-old child.
It should be emphasized that the underdevelopment of the left hemisphere determines that abstract concepts are inaccessible to children 5-6 years old. The child is able to operate only with those concepts that can be sensually represented and are available in experience. Those actions and concepts that are not “lived through” by the baby do not emerge in his memory and cannot be used in thinking. Behind each new concept, definition, the baby should have an experience of interacting with him.
Usually, by the age of 5, they already count up to 5, they know how to compare objects with each other. They successfully compose groups of homogeneous objects from pictures: vegetables, clothes, animals. It is easy to learn words that combine objects on some basis.
Children also know and distinguish such properties of things as color, shape, length, height, width, etc. they can reason about observed veils, make simple inferences at the level of comparison, express their ideas in words, explain their actions.
At the age of 5, a child fantasizes and says a lot aloud, speaks for himself. The power of the baby's imagination is so great, and the images are so vivid and emotionally saturated, that it is sometimes very difficult for a child to distinguish imaginary images from real objects. This sometimes gives rise to the baby's faith in various fantastic heroes, fears of imaginary monsters. However, this is a normal stage in the development of the baby, and with age, the child will learn to distinguish imaginary images from images-representations of real events. The more the child will interact with various objects of the real world, the better he will be able to control his imagination.
At the age of five, a child can usually compare objects with each other, combine objects into groups, while highlighting main feature, has some geographical skills, observes, plays, observing certain rules.
As we can see, the development of intelligence is understood not only as the child's ability to master the operations of analysis and synthesis, but also his general awareness, the development of ideas and visual images, the ability to obey and follow certain rules.
How to assess the intellectual development of a preschool child?
Intelligence It's not just the ability to think. These are also effective skills to think creatively and deeply, as well as to apply the accumulated knowledge in solving life problems. Intellect is not learning, which gathers dust on the far shelf of consciousness, but is alive, practical work mind.
Some parents believe that their child is intellectually ready for school already and only because he can count, read, write. He's trained, that's a fact. But are we teaching? How can he apply the amount of knowledge he has? Sometimes it happens that in such trained children the stock of basic “formal” knowledge is exhausted in two or three months, then it is difficult for them to master the school curriculum. The child must earn connections between the individual blocks of information that comes to him in a continuous stream, especially at the school desk. If we imagine our brain as a huge chest of drawers, then the child learns to freely open the drawers of this chest of drawers, if necessary, shift things from one place to another, compare them, find common and distinctive features in them, throw away unnecessary “rags”, etc.
NEW LEVEL OF THINKING. Not all children have a sufficiently developed visual-figurative type by the age of seven, and even more so by the age of six. thinking. What to say about the verbal-logical? The immaturity of these levels of thinking can slow down the learning process. This also applies to others mental processes(memory, imagination, concentration, speech). By school age, a child should clearly express his thoughts, be able to retell what he heard and read, share his impressions, highlight the main thing. In addition, he must have a well-developed fine motor skills so that the hand is ready for writing.
LET'S KNOW THE WORLD TOGETHER. It is an indisputable fact that the intellectual abilities of a child largely depend not on "heredity", but on the inquisitiveness of the mind. How does he get information? First of all, in communication with adults. These eternal conversations on the topic: “Why is snow white? And ducks don't drown? Is the earth round, not square? it is desirable to always support. It is necessary to try in every possible way to encourage this curiosity, expanding the horizons of your baby and giving him a certain system of knowledge about the world. And don't rush to answer all the questions. Ask your “why” more often: “What do you think?” Let the child “dig” into the information that is incomprehensible to him. Let him put forward his ideas, hypotheses, options. It is known that what the child is sincerely surprised at and what he comes to through independent research is remembered better.
WHAT HELPS TO DEVELOP THINKING? These are the exercises and activities that, on the one hand, are interesting for children, and on the other hand, lead to a dead end and force them to look for solutions. First, as often as possible, turn to riddles - a storehouse of folk fantasy. After all, they are often built on contradictions, "traps" for the mind. Ask the children to help around the house and improve some household chores. Play games like "Fiction", "Believe-don't-believe", where some kind of story, phenomenon, fact is invented. For example, "Elephants live in our forest." The child must refute or confirm this, substantiating his answer. Then he comes up with his fiction, and you agree or not.
EXPERIENCE OF PIAGET. Repeat the experiment of the Swiss psychologist J. Piaget. Roll two balls of the same size from dough or plasticine and ask the child to compare them. The kid will see the obvious - they are exactly the same. Then, in his presence, make a cake from one ball. Show him a ball and a cake, ask: “Where is the dough more?” A child in whom visual-figurative thinking predominates will say that the cake is larger (this will be an obvious fact for him). If he answers that the ball and the cake are the same, then he already knows how to think in abstract concepts. Piaget carried out this experiment with seven-year-old children. Not everyone develops abstract thinking by this age.
IQ test
shows far from all intellectual abilities. And most importantly, it does not reveal the picture of the use of these abilities. This test reflects a standard and static measure of intelligence, relying heavily on the cultural and economic environment.
A child of the sixth year of life continues to improve through the game, drawing, communication with adults and peers, but gradually, the most important activity becomes learning.
By the age of five, a baby, as a rule, has the following skills and abilities:
The child needs to be prepared for school
Of course, learning was woven into all activities of the child and into early ages. He learned to sculpt, carve, design, make applications, etc. But such training did not yet contain a system characteristic of the assimilation of knowledge. Now the time has come for a gradual transition to such learning, when the child can and wants to do what the adult requires of him.
As experience shows, problems in learning are most often associated with their lack of social maturity. At the same time, the intellectual development of the child can even be very high.
The principle of gradualism must be observed
Most of the time, the child should be doing the thing that interests him, because he still feels a great need for play. Therefore, learning, becoming more focused, should still be generally playful in nature.
The intellectual development of a child of five or six years is determined by a complex of cognitive processes: attention, perception, thinking, memory, imagination.
The attention of this child age period characterized by involuntary; he still cannot control his attention and often finds himself at the mercy of external impressions. This manifests itself in quick distractibility, the inability to focus on one thing, in the frequent change of activity.
Adult guidance should be aimed at the gradual formation of voluntary attention, which is most closely related to the development of responsibility. This involves the careful execution of any task - both interesting and not very interesting.
The most important characteristics of attention are: stability of attention, that is, the ability to maintain concentration for a longer time, switching of attention, that is, the ability to quickly navigate in a situation and move from one activity to another, and distribution of attention - the ability to focus simultaneously on two or more different objects.
The role of emotional factors (interest), mental and volitional processes clearly affects the development of attention.
All properties of attention are well developed as a result of exercises. Perception in a child develops literally from the first months of life. By the age of five or six, a child usually distinguishes colors and shapes of objects well (he names various geometric shapes). He is well oriented in space and correctly uses the diverse designations of spatial relationships: "We must go down, turn right, reach the corner, turn left, go to the other side."
More difficult for the child is the perception of time
Orientation in the time of day, in the assessment of different periods of time (week, month, season, hours, minutes). It is still difficult for a child to imagine the duration of any business. On the basis of visual-effective thinking, which develops especially intensively in a child from the age of three or four, a visual-figurative and more complex form of thinking is formed - verbal-logical.
Various games, designing, modeling, drawing, reading develop in the child such mental operations as generalization, comparison, abstraction, establishing cause-and-effect relationships. This allows the child to understand main idea fairy tales, pictures, combine several pictures based on a common feature, divide pictures into groups according to an essential feature, etc. Classes with a child can improve thinking performance by 3–4 times.
Memory is still involuntary
That is, the child easily remembers what interested him. But even in this case, forgetting happens very quickly. Parents of five-year-olds are often surprised that children forget information so quickly.
Already at this age appear individual differences: some children have a better developed visual memory, others - auditory, thirds - emotional, and fourths - mechanical. In classes with a child, all types of memory should be developed, but nevertheless, one should strive to learn to memorize based on mental activity, for understanding.
The leading activity of the child is a role-playing game
In the process of which the imagination develops. It is imagination that enables the child to imagine himself during the game as a pilot, sailor, driver, etc. Some parents are frightened by the excessive (as it seems to them) fantasizing of the child, and they ask: “Is this normal?” For a five-six-year-old child, fantasizing is a necessary prerequisite for a creative attitude to reality. The tireless work of the imagination is one of the ways leading to the knowledge and development of the world.
Attention should be paid to the development of speech
Does the child pronounce all the sounds correctly? Does it “eat up” the beginnings and endings of words? Is he able to express his thoughts coherently? etc. If you answered “no” to at least one of these questions, then you need to “sound” the alarm. If you yourself are unable to achieve positive results, you should not neglect such a problem and you should definitely seek the advice of a specialist - a speech therapist.
Children should be taught to read
Most children of this age show an interest in literacy themselves, especially if you have prepared them for it. You constantly talked and played with your child, answered his questions and stimulated his cognitive interests, read a lot, learned poems and simple songs.
Two heads and six legs; four walk, and two lie still
Self-esteem - what is it: concept, structure, types and levels
Cassandra's Path, or Pasta Adventures War on Earth and Underground